Understanding academic competence in overseas students in the UK

Abstract

Much second language teaching today takes place using a task‐based syllabus. Such an approach can only be effective if students are also obliged to engage actively with the forms and structure of the language they wish to learn, and with their own evolving versions of it. Furthermore, specific language outcomes need to be defined if achievements are to be reliably measured. Both these criteria can be met in the context of English for Academic Purposes, providing a distinction is made between academic training and English language development. The former will not necessarily enhance the latter; nor does proficiency in the latter presuppose competence in the former. Both need to be addressed separately, although this can be done in a complementary way. Just as significantly, attention must be given to the basic academic competence which underlies the skills overtly practised in a typical Study Skills programme.