Abstract
In this paper I shall begin by explaining why non-standard utterances used by University students who are second-language speakers of English pose a problem for language teachers involved in Academic Support/Development (ASP/ADP). I shall then go on to examine the extent to which findings of researchers in the field of Second Language Acquisition (SLA) offer insights of value to language teachers faced with this problem. I shall conclude by suggesting areas for further research. Thus, I shall be focusing on one of the questions central to this conference, restated as follows: What does linguistics offer the language teacher involved in Academic Support/Development? I shall also be devoting some attention at the conclusion of the paper to the second question, restated as follows: What do these language teachers require from linguistics?
Highlights
In this paper I shall begin by explaining why non-standard utterances used by University students who are second-language speakers of English pose a problem for language teachers involved in Academic Support/Development (ASP/ADP)
The first two examples are taken from the written work of students who attended courses in the Division of Language Usage last year
The fact that the same non-standard utterances are present in the written discourse of the majority of English Second Language (ESL) students gives rise to a further problem
Summary
In this paper I shall begin by explaining why non-standard utterances used by University students who are second-language speakers of English pose a problem for language teachers involved in Academic Support/Development (ASP/ADP). The fact that the same non-standard utterances are present in the written discourse of the majority of English Second Language (ESL) students gives rise to a further problem.
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