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Hengky Li
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Inside a lecture hall in early November 2001,
nearly 100 out of 150 master’s degree business students sup-
ported the implementation of an English exit test for university students.
Dr. Steven J. DeKrey, associate dean of the School of Business and Management
at Hong Kong University of Science and Technology, conducted the informal
survey.
These results are significant because, after graduation, many of the students
polled will make personnel decisions in businesses where English language
skills are extremely important. In fact, some are already working in business
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“This morning, I asked my students whether
there should be an English test for employers to look at. About two-thirds
of them raised their hands,” he said.
General comments from the business sector on the English standard of university
graduates are discouraging.
“I hear a lot of complaints from companies on the declining English standard
of Hong Kong university graduates,” Dr. DeKrey said.
Michelle Gray, general manager of the Australian Chamber of Commerce in Hong
Kong, receives similar complaints.
“There is no formal research on this issue, but the feedback from our
members shows that the language standard of university graduates is different
from that of one to two decades ago,” she said.
Ms. Gray said the problem is serious, especially as shown in job interviews
and application letters.
“Just reading the first few sentences, I don’t understand over half
of the cover letters. They are so poorly written that I don’t bother
to finish them.
“I get alarmed by some young graduates who don’t even have conversation
skills for basic understanding,” she said.
Dr. DeKrey does not think there has been a big decline, however.
“Some companies are complaining, but some are satisfied.”
Despite that, he said soicety demands university graduates who are trilingual
and have interpersonal skills and critical thinking ability.
Ho Man Wui, registrar of The Chinese University of Hong Kong, said that students
are weak at both oral and written English.
“They cannot make their messages clear and leave native speakers guessing,”
he said.
Prof. Ho attributed the problem to an education policy adopted in the ’80s.
He said that two decades ago, there was a traditional, so-called “structural”
approach that focused on learning basic structures like grammatical rules
and pronunciation. This method has since been replaced by a “communication”
approach emphasizing practical oral and written English.
The language learning environment is not conducive to student learning.
Said he: “On the one hand, we practice English without the relevant language
environment. On the other hand, we ignore structural English learning.
“Thus, students are not well trained in either approach,” he said.
Universities have launched programmes to tackle the problem, including mandatory
and elective English courses.
Some special programmes like summer camps, overseas exchange programmes and
internships inside and outside Hong Kong have also been implemented.
Given all of the existing programmes, Prof. Ho finds it difficult to do more.
“We provide a comprehensive way to improvement, from basic grammatical
teaching to advanced self-learning facilities.
“I want students to tell me what else we should do.”
The recent implementation of an English proficiency exit test is one tool
being considered to motivate students to learn.
Ms. Gray of the Australian Chamber of Commerce said an exit test would be
the first step in addressing and measuring the declining standard of English
of university graduates.
“The test may provide statistical data on the English standard. Employers
could judge graduates’ English standard by objective data rather than
speculation and perception,” she said.
“The test will indicate problem areas so that students can work on them.”
Still, Ms. Gray said that improvement in English relies on students’
willingness to work hard.
“The test could become a motivating force for students to improve their
English.
“Graduates with a desire to better themselves are what employers need,”
she said. |