Towards a maximalist framework for defining language proficiency - Kamai, Richard Awoshiri
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This monograph examined the relationship between language proficiency (LP) and language and text analytical skills (LTAS) as frameworks for addressing comprehension difficulties resulting from terminology variation in life sciences textbooks. Fifteen (15) senior secondary science students, with varying degrees of language competences, were assigned to five (5) groups. A language proficiency test and a test that requires students to process variant life sciences terminology were administered to the two categories of students. A Chi-square test was used to determine whether there will be a…mehr

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Produktbeschreibung
This monograph examined the relationship between language proficiency (LP) and language and text analytical skills (LTAS) as frameworks for addressing comprehension difficulties resulting from terminology variation in life sciences textbooks. Fifteen (15) senior secondary science students, with varying degrees of language competences, were assigned to five (5) groups. A language proficiency test and a test that requires students to process variant life sciences terminology were administered to the two categories of students. A Chi-square test was used to determine whether there will be a significant difference in the performance of students on both tests. The result revealed a computed value of (X2 =183.84146) indicating a significant difference in the performance of the students on the language proficiency test and the language and text analytical skills test. Based on this finding, the study concluded that language proficiency-as narrowly defined by language educationists-is not always a factor of achievement in science. The study recommended that some linguistic explanations other than language proficiency are required in language-oriented discussions on achievement in science.
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Autorenporträt
Richard Kamai ensina Linguística Aplicada no Colégio Federal de Educação Yola, Nigéria. Tem um doutoramento em Linguística e um diploma de pós-graduação em Educação. Ocupou cargos académicos visitantes na Universidade de Sidney e na Universidade de Salamanca. Frequentou também escolas de Verão nas universidades de Cardiff e Jawaharlal Nehru.