The professional language needs of Economics graduates: Assessment and perspectives in the French context

Abstract

University graduates across Europe face increasing professional language and intercultural demands. In France, foreign language competence is to be assessed for incoming undergraduates and Master’s graduates are required to demonstrate “mastery” of at least one foreign language. Institutions are responsible for defining “appropriate” curricula and for certifying language competence. But the traditional French language learning context makes it difficult for institutions to meet this challenge. The present study thus aimed to assess the professional needs of Economics graduates in order to encourage reflection on curriculum and pedagogical issues. Two hundred and fifty-one questionnaires completed by graduates from 1998 to 2000 revealed a distinct profile for competent language users compared with incompetent users, based on the six-level Common European Framework of Reference for Languages: high levels of competence were seen to be necessary in all four language skills in varied types of communication with both native speakers and non-natives, and graduates expressed difficulty in meeting their target needs, particularly in oral communication. Graduates’ responses were also compared, for a more complete picture, with those of other stakeholders (present students, economics teachers and language teachers) surveyed in an earlier study. Recommendations are made regarding language training for future graduates, as well as suggestions for further research.