Talking about Talk: Tutor and Student Expectations of Oracy Skills in Higher Education

Autor/inn/en	Heron, Marion; Dippold, Doris; Hosein, Anesa; Khan Sullivan, Ameena; Aksit, Tijen; Aksit, Necmi; Doubleday, Jill; McKeown, Kara
Titel	Talking about Talk: Tutor and Student Expectations of Oracy Skills in Higher Education
Quelle	In: Language and Education, 35 (2021) 4, S.285-300 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heron, Marion) ORCID (Dippold, Doris) ORCID (Hosein, Anesa) ORCID (Aksit, Tijen) ORCID (Aksit, Necmi) ORCID (Doubleday, Jill) ORCID (McKeown, Kara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.1895206
Schlagwörter	English for Academic Purposes; English (Second Language); Second Language Learning; Second Language Instruction; Oral Language; Classroom Communication; Higher Education; Teaching Methods; Persuasive Discourse; Accuracy; Teacher Student Relationship; College Students; College Faculty; Metalinguistics; Expectation; Language Skills; Cross Cultural Studies; Foreign Countries; Undergraduate Students; Student Attitudes; Teacher Attitudes; Communicative Competence (Languages); Intellectual Disciplines; United Kingdom; Turkey; United Arab Emirates + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Klassengespräch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Persuasion; Persuasive Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Fakultät; Metalanguage; Metasprache; Expectancy; Erwartung; Language skill; Sprachkompetenz; Cultural comparison; Kulturvergleich; Ausland; Schülerverhalten; Lehrerverhalten; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Geisteswissenschaften; Großbritannien; Türkei; Vereinigte Arabische Emirate
Abstract	Although participation in academic speaking events is a key to developing disciplinary understanding, students for whom English is a second language may have limited access to these learning events due to an increasingly dialogic and active higher education pedagogy which places considerable demands on their oracy skills. Drawing on the Oracy Skills Framework we explore disciplinary tutors' and students' expectations of oracy skills required for disciplinary study. An analysis of both quantitative and qualitative data found that disciplinary tutors placed importance on the cognitive dimension of oracy skills such as argumentation and asking questions, whilst students placed importance on linguistic accuracy. The findings also suggest that tutors and students lack a shared metalanguage to talk about oracy skills. We argue that a divergence of expectations and lack of shared terminology can result in compromising students' access to valuable classroom dialogue. The paper concludes with a number of practical suggestions through which both tutors and students can increase their understanding of oracy skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01