MacDonald, Malcolm, Badger, Richard and White, Goodith (1999) Hitting the mark : learner's perceptions of course design in a foundation ESOL program. TESL Canada Journal, 17 (1). pp. 87-103. ISSN 0826-435X.

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Abstract

This article investigates a first-year undergraduate program in TESOL consisting of three strands: a language-based course, a theme-based content course, and a sheltered-content course. Learners rated different aspects of their development in language, skills, and strategies-as well as motivational factors-over two semesters. Overall, learners rated the language-based course more highly in the first semester and the two content courses more highly in the second. Three conclusions were drawn: first, variation in methodology and design of the content course is such that it is difficult to generalize about generic types of content course; second, our EAP course/program might benefit from progressing asymmetrically, by starting with a more extensive language component and ending with a more extensive content component; and, third, no course was perceived by learners to provide optimum language acquisition and skills development in every domain.

Item Type:	Journal Article
Divisions:	Faculty of Social Sciences > Centre for Applied Linguistics
Journal or Publication Title:	TESL Canada Journal
Publisher:	T E S L Canada
ISSN:	0826-435X
Official Date:	1999
Dates:	Date Event 1999 Published
Volume:	17
Number:	1
Page Range:	pp. 87-103
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Open Access (Creative Commons)
Open Access Version:	Publisher

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