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Arts, Philosophie et Sociologie
The perceived value of english: the case of tunisian university students
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Faculté des lettres, arts, et humanités Manouba - Maitrise en Anglais 2008
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3.3. Students experience with learning English: past experience, motivators, and
3.4. Prospects of adopting English and Arabic at science higher education university
1.1. Aspects of English spread worldwide
1.1.1. Landmarks in the history of English
1.1.2. The status of English around the world
1.1.3. Kachru's three concentric circles
1.2. Explanations of English spread worldwide
1.2.1. Historical reasons
1.2.2. Political reasons
1.2.3. Economic reasons
1.2.4. Practical reason
1.3. Perspectives to the spread of English
1.3.1. Resistance to English spread
1.3.2. Supporters of English spread
1.3.3. Predictions about English in the future
1.4. English in Tunisia
1.4.1. The introduction phase: from independence until the end of the 1970s
1.4.2. The generalisation phase: from 1970s until 1984
4.3. The Promotion phase: from 1984 until 2000
4.4. The present phase: from 2000 until 2007
2.1. Research design
2.2. The participants
2.4. Data collection
2.5. Data handling
3.1. Science students' claimed proficiency in English
3.2. English in students' plans
3.3. Students' experience with English: Past experience, motivators, and obstacles
3.3.1. Students' past experience with learning English
3.3.2. Motivation behind studying English
3.3.3. Obstacles to learning English
3.4. Prospects of adopting English and Arabic at science higher education university institutions
3.4.1. Prospect of adopting English in education
3.4.2. Prospect of adopting Arabic
3.4.3. Measures to promote learning English
3.5. The use of English among students
4.1. Tunisian university science students' claimed proficiency in English
4.1.1. Exams results
4.1.2. Reported communicative abilities
4.1.3. English vs. French in science students' daily use
4.2. Tunisian university science students' perception of the value of
4.2.1. English in students plans
4.2.2. The reasons for English
4.2.3. Science and the question of language choice
4.2.4. Obstacles of learning English and some suggested solutions
220.127.116.11. Obstacles of learning English
18.104.22.168. Some proposed solutions
4.3. The use of English among Tunisian university students
5.1. Major findings
5.4. Suggestions for further research
2.2. Could you understand people speaking English in life or in an authentic English film or TV program? (Please use a tick)
2.3. Could you communicate with someone using only English?
2.4. When you find English and French versions of your favourite film do you choose
2.5. If you have a choice when using the internet (to find information for your course or research, to download music...), do you use
3.1. Which of the statements below apply to your case?
4.1. Have you ever studied English out of public institutions (British Council, American Centre, private teacher, private school...)?
4.2. Do you consider command of English important To succeed in education
4.5. What obstacles can prevent you from achieving your goal?
5.1. If you were in charge of education in Tunisia, would you teach science and technology in English?
5.2. If you were in charge of education in Tunisia, would you teach science and technology in Arabic?
5.3. If you were in charge of education in Tunisia, what would you do to promote English language teaching at universities?
6.1. Have you ever sent e-mails written only in English?
6.2. Have you ever found yourself obliged to use English?
6.3. What is the language of your mobile phone?
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