The Role of Tutorials for ESL Students——New Zealand Perspectives
DOI:
https://doi.org/10.14738/assrj.23.804Keywords:
academic literacy, tutorial works, New ZealandAbstract
It is generally known that lectures, as an important teaching form, are widely used in universities all over the world. However, after doing a review of research, Brown (1989, p.458) concluded that this teaching method should also be augmented by other forms of teaching” (cited in Sweeney, O’Donoghue & Whitehead, 2003, p.313,). Thus it is quite necessary to review some other kinds of teaching forms in universities. Tutorial works, which are adopted as a commonplace in New Zealand universities, are very useful elements in helping students better understand lectures and this kind of teaching method exerts a significant role for study in universities of New Zealand. It is just like some people say “Tutoring is an important component in undergraduate education (Encyclopedia of Education, 2003, p.313, cited in Sweeney, O’Donoghue & Whitehead).
Since there are various kinds of activities that are often adopted in tutorial works in New Zealand universities, it is necessary to analyze these activities to see the characteristics and the requirements that are needed in tutorial works.
This report will review the feature of some main activities that are often used in tutorial works and investigate the skills that are required in such activities from different perspectives. The difficulties for ESL (English as a second language) students in tutorials are also put forward with an investigation about the reason of this problem. Furthermore, some recommendations from my personal point of view will be put forward in order to help those students who want to do graduate study in New Zealand.
References
• Basturkmen, H. (2003) So what happens when the tutor walks in? Some observations on interaction in a university discussion group with and without the tutor. Journal of English for Academic Purposes, 2, 21-33. Auckland 1020, New Zealand: Department of Applied Language Studies and Linguistics, The University of Auckland, Private Bag 92019.
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• Graham, J. G. & Barone, S. M., (2004). Academic Speaking: Learning to Take "Longer Turns". Retrieved November 1, 2004, from http://www.gsu.edu/~wwwesl/understanding/ch22.htm
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• Sweeney, J. & O’Donoghue, T. & Whitehead, C. (2004) Traditional face-to-face and web-based tutorials: a study of university students’ perspectives on the roles of tutorial participants. Teaching in Higher Education, Vol. 9, No. 3, 311-321. Australia: University of Western Australia, Crawley.
• Teaching for Learning, (n. d.). Teaching for Learning homepage. Retrieved November 1, 2004, from http://www.flinders.edu.au/teach/tutor/types.htm
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