| dc.description.abstract | This study is an evaluation of the current Language Proficiency course (LPR 5001) offered
at Vista University, leading to a suggested framework for its redesign. The course is a
language proficiency course in English as a Second Language, which first-year students in
the Foundation Programme have since 2002 been required to complete.
The course was originally designed for students doing a postgraduate diploma in teacher
education. The question arises as to whether the course is appropriate as it stands for first-year
Foundation students or whether it should be redesigned in order to meet their needs
better.
A literature study was done to define language proficiency and to determine what a student
should be able to do in order to be considered proficient in a language. Further research
was done into models of course evaluation and course design.
Thereafter the course was analysed in terms of these models of course evaluation. Various
measuring instruments were used, including SAT (a language proficiency test),
questionnaires completed by students and lecturers, observation, and comments by
students who had completed the course. Five tertiary institutions were approached to give
an overview of the English language proficiency courses offered at their institutions.
The course was further analysed in terms of these aspects: the manual, course content,
course organisation, methodology, resources and assessment.
All available data were used to evaluate every aspect of the current course. It was
concluded that there was a need to redesign the course. A framework was drawn up to
serve as a starting point for redesigning the course. Based on this framework, the basic
structure and content of a new course were suggested. | |
