Abstract
Although the world over, English is the premier language in the field of Medicine, in Sri Lanka there is a paucity of studies on English language proficiency in this field. This paper deals with the proficiency of a group of doctors enrolled at the Postgraduate Institute of Medicine, University of Colombo, and investigates their performance on the International English Language Testing System (IELTS), a test of English recognized internationally for studies in Medicine. These doctors were drawn from all faculties of Medicine established in Sri Lanka and also included a small group trained in foreign universities. The paper sets out details of performance at a Pre-Test, and their efforts on an actual version of the IELTS after an eight-month training course. Performance is examined in relation to gender as well as university of graduation. Initially the female candidates demonstrated a higher level of proficiency in certain skills. After training however, this initial advantage was obliterated and the male candidates seemed to be more successful than their female counterparts. University-wise, differing levels of proficiency were demonstrated in the required language skills. As the IELTS also requires general knowledge of world events and issues, this too was checked after the training period. The study indicates that knowledge of world geography and of world /local events exhibited by this group of doctors is inadequate. Although the study admittedly involves a small group of doctors, it raises concerns about proficiency levels posited for the field of Medicine in Sri Lanka. doi:10.4038/ouslj.v4i0.335 OUSL Journal(2007) Vol.4, (pp.3-16)
Highlights
It is widely accepted that English is the international language of science and technology. Graddol (1997) traces the development of English as an international language of science, and points out that during the early years of the twentieth century, the dominant language in this field was German, not English
In the Sri Lankan academic context, the need for English exists for work or study within the university, and for postgraduate study in institutes overseas. Though this need has been recognised in documents such as circulars issued by the University Grants Commission, and attempts made to cater to these needs through mechanisms such as the establishment of English Language Teaching (ELT) Units in all universities, the issue of English for postgraduate study has not become a particular field for ELT practitioners either as pedagogic practice or as a field for research
It was decided that Language Studies (LSD) would help the doctors to cope with the battery of tests offered as the International English Language Testing System (IELTS), the test accepted by Britain, Australia and New Zealand, the countries that provided training for a majority of Sri Lankan doctors
Summary
It is widely accepted that English is the international language of science and technology. Graddol (1997) traces the development of English as an international language of science, and points out that during the early years of the twentieth century, the dominant language in this field was German, not English. That English is the language most relevant for fields of study involving science and technology is accepted by academic communities the world over, and Sri Lanka is no exception. In the Sri Lankan academic context, the need for English exists for work or study within the university, and for postgraduate study in institutes overseas. The study examines the performance of these doctors at an international test of English language skills, and investigates this performance in terms of requirements for postgraduate study overseas, gender and university of graduation
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