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English Proficiency and the Language Arts
This article gives an interesting discussion on the importance of language proficiency. It likewise discusses the various aspects or components of language arts and studies made in the area.
|language || ||english
|wordcount || ||4011 (cca 11 pages)
|contextual quality || ||N/A
|language level || ||N/A
|price || ||free
|sources || ||3
Table of contents
Literacy and the Language Arts 4
Some Pertinent Studies in Language Proficiency 12
Preview of the essay: English Proficiency and the Language Arts
ENGLISH PROFICIENCY AND THE LANGUAGE ARTS From the angle of culture, English is almost foreign to us as a group. From the viewpoint of utilitarianism, however, it is the link of a nation to the world. The language gap that exists among the different nations of the world is bridged by the English language. English is also the language of the professions---science and technology, mathematics, business, law, diplomacy, medicine, computers and international affairs. The lingua franca of the world is, and judging from current trends, will continue to be, English for many years. Contemporary technology, particularly in transportation and communication, has conquered the once great distances among nations of resulting in closer contact among people. Besides, since the close of second global war, nations have learned to live in peaceful coexistence and interdependence among themselves on the economic plane. Countries exchange raw materials, finished products and human resources, mostly professionals. For professionals to compete with his counterpart from other countries, he has to develop communicative competence in the language of the international community---English. But even within the country, the imperativeness of learning English cannot be overemphasized. English is the language of the learned disciplines; it ...
... level. 3. Conducting classes in English was moderately associated with student achievement at the secondary school level and weakly associated with achievement at the 14-year-old level. 4. The students studying English in the Federal Republic of Germany, Finland, Israel, Italy, and Sweden tended to be more representative of the total school population than were the students studying French as a foreign language in the Netherlands and the English-speaking countries. These students came from higher status and more educative homes. 5. The teaching of English as a foreign language in the participation countries was more for business purposes than for the cultural value of the language. More than 80 percent of students were studying English in seven of the 10 countries participating in the survey.
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