Language exit testA new challenge to undergraduatesBy Dawn Chan Undergraduates of Lingnan College will soon be facing a new challenge — language exit tests of their proficiency in English, written Chinese and Putonghua. The language exit tests for final year students will be formally launched in the 1999-2000 academic year. “The tests will serve as an index of the language ability of university graduates for their future employers,” said Prof. Yeung Ngai To, director of the Language Centre at Lingnan College. ‘(W)e have ignored the essential element in mastering languages. . . ,’ says Dr. Ho.In light of claims of a declining language standard among local graduates, Prof. Yeung indicated that the tests would encourage the students to polish up their language skills. “The English tests will put emphasis on written, oral and listening skills. The examination papers on written Chinese and Putonghua are still being drawn up,” said she. Lingnan College offers a variety of language courses to help students with the tests. Prof. Yeung explained, “All freshmen are required to take compulsory courses in English as well as in Chinese.” Year 1 students have to take a 5-hour English course every week in the first semester and then a 3-hour one in the second. The compulsory Chinese courses are about written Chinese and Putonghua. “Of courses, the rest of the students can choose other language courses according to their interests and needs,” she continued.
Photo by Dawn ChanMeanwhile, Polytechnic University introduced language tests two years ago as a pilot scheme. The programme is funded by the University Grants Committee. However, the university will be responsible for expenses in the future. Third year students in the 1999-2000 academic year can refuse to sit for the tests, but the tests are a must for the 224 students studying language-related courses, including translation, language and communication, as well as language with business. Prof. Cheung Kwan Hin, head of Chinese and Bilingual Studies, said the examinations are not “sources of stress” to students. “The tests are optional for most of the students. Moreover, the exit test results will not affect the students’ honour rating,” said he. The results of the test will be printed on another certificate, not on the student’s transcript. Prof. Cheung said, “Language is the foundation of knowledge, but we have often ignored its importance. “Also, Hong Kong is a bilingual society. Both Chinese and English should be paid an equal amount of attention.” Speaking of the importance of education in languages, the registrar of The Chinese University of Hong Kong, Dr. Ho Man Wui, agreed with Prof. Cheung. “It’s sad to say, but the language standards of local students have worsened, no matter whether you’re talking about pronunciation, the use of vocabulary, or rhythm,” he said. While expressing concern about the current educational problem, Dr. Ho said the root of the problem lies in the attitude towards learning languages. “Ironically, we have ignored the essential element in mastering languages — phonetics. We simply don’t teach it in school. “The use of dictionaries is not encouraged, either,” he continued. He pointed out that it is a vicious cycle, affecting future generations. “We learn through our teachers. But it is impossible for us to have good students if the teachers do not have good language proficiency,” he said. Also, Dr. Ho claimed that it is “too ridiculous” to upgrade the students’ language ability in just a 3-year university education. “The prime time for learning languages is in primary and secondary school. However, they have missed their chances, and the foundation is not solid enough,” he commented. Although teaching languages at universities is “a move too late”, he said The Chinese University of Hong Kong is doing its best to help students. “We have a four-level system which exposes undergraduates to different languages,” he said. ‘The international phonetic alphabet is not something that you can master in three lessons,’ says a Year 1 student.The first level involves language-intensive courses. All first-year students have to take courses in English, Cantonese and Putonghua. Each of them lasts 9 hours, and phonetics and grammar are taught. They also have to sit for examinations which grade from “distinction” to “need for improvement”. The second level is the compulsory language enhancement courses required by different faculties. The third and fourth levels are the various elective language courses and language programmes provided by the Independent Learning Centre. Although the institute proposed a language exit test 3 years ago, Dr. Ho believed that a unified language exit test is out of the question. “Different faculties require different language ability from their students. It is not fair to set a common standard for them. Besides, each faculty has its own language enhancement programmes,” he stated. He hoped that the students will come to grips with the chances to solidify their foundations of languages. “What we are doing is not enough, as the language courses provided are just a key. The students should cooperate with us and take an active role in learning,” he said. However, students said these language improvement schemes are ineffective. Mr. Angus Chung Kai Yin, a Year 1 student majoring Hotel and Catering Management at Polytechnic University, said, “I have to attend a compulsory English course in which practical techniques are taught. However, time studying the language is limited because the course is 2 hours per week.” Students can go to the Centre of Independent Learning and the English Learning Study Centre to upgrade their language proficiency. But Mr. Chung said that he has never visited these places. “Nevertheless, I will join the language exit tests, as I would like to know my language standard,” he said. Ms. Fiona Hung Ki Yu, a Year 1 student studying Business Administration at The Chinese University of Hong Kong had similar views. “The language intensive courses are really too short. “The international phonetic alphabet is not something that you can master in three lessons,” she said. Besides, she believed the lessons are too difficult, and there is no one to ask if students have questions. Instead of compulsory language courses, she said that there should be programmes encouraging students to learn languages. “Nowadays, students hate to be forced to learn. “I have attended elective courses organized by the English Language Teaching Unit. “They are really interesting, because practical skills are emphasized. I have really learnt something from the courses,” she continued. According to Ms Hung, extracurricular activities are also a good way to raise students’ interest in learning different languages. “Informal activities such as student
exchange programmes are a convenient way to learn foreign languages. Communication with
foreigners is the fastest means to train your oral skills. |
