Identifying language learning gaps of ESL students at intermediate level in Pakistani colleges
Résumé
L’étude cherche à évaluer le niveau de maîtrise langagière d’élèves de fin d’études secondaires (12th grade) et compare les résultats avec les niveaux de langues établis par le CECR pour les utilisateurs de niveau intermédaire. Les données ont été recueillies et analysées de manière quantitative à partir d’un échantillon aléatoire de 200 étudiants d’écoles publiques et privées du Pakistan. Nous avons recueilli les données à partir d’un test de maîtrise langagière, d’une check-list et d’un questionnaire. Les résultats de l’étude montrent un énorme décalage entre le niveau de maîtrise souhaité et le niveau réel des apprenants de langue. Les données montrent que la majorité des étudiants se situent à un niveau initial de maîtrise basique pour chacune des sept compétences langagières étudiées : lire, écrire, écouter, parler, vocabulaire, grammaire, et adéquation sociolinguistique. Nous recommandons vivement l’adoption de plans d’enseignements appropriés et efficaces afin d’améliorer le niveau de maîtrise linguistique des étudiants en vue d’atteindre le niveau requis.Mots-clés
décalage dans l’apprentissage des langues, niveaux CECR, maitrîse de l’anglais, pédagogie ESLRéférences
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