The Proficiency of English as a Second Language Students at a U.S. Metropolitan University: A Survey of the Beliefs and Perceptions of Core-course Instructors

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ProQuest, 2008 - 117 pages
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The success of English as a Second Language (ESL) students at university level in the United States depends upon their ability to perform at a level of language proficiency deemed adequate by university core-course instructors. This writing begins with the historical derivation of "language proficiency," and continues on to examine the curricular demands of the Intensive English Language Program (IELP) at the University of Arkansas at Little Rock (UALR). ESL students, both IELP graduates and IELP non-affiliates, may enroll in the core courses required to earn a degree from UALR. This thesis is based on the results of a survey administered to UALR core-course instructors to determine what these teachers believe about ESL student English-language proficiency.
  

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Contents

INTRODUCTION
1
METHODS
28
SURVEY RESULTS AND ANALYSIS
33
Table 1
35
Table 2
36
Table 3
37
Table 5
41
Table 9
46
Table 1149
50
Table 1654
54
CONCLUSIONS
66
REFERENCES
74
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