DOAJ (DOAJ: Directory of Open Access Journals) · 2001 · 183 citations · 8 references
Open access
Language StudiesEnglishEnglish As A Second LanguageLanguage AcquisitionLanguage ProficiencySecond Language LearningAcademic Language DevelopmentAcademic Language ProficiencyEnglish Language LearningLanguage AssessmentLanguage For Academic PurposesSecond Language AcquisitionAcademic Achievement AssessmentAcademic Achievement ComparisonAcademic ProficiencyEnglish Language LearnersIndividual Learner DifferencesLanguage Barriers In EducationLearner Language ProficiencyStudent Language Proficiency
Abstract An EAP needs survey conducted at a major Canadian university among first-year Bachelor's- and Master's-level students reveals that native speakers (NS) and non-native speakers (NNS) of English perceive that the language skills that are necessary for academic study are of different levels of difficulty. Furthermore, English language difficulties appear to negatively affect the academic achievement of NNS graduate students as compared to their NS peers. However, such difficulties, although acknowledged to exist by NNS undergraduates, do not appear to affect their academic performance as compared with that of their NS counterparts.
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