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Article published In: ITL - International Journal of Applied Linguistics
Vol. 113/114 (1996) ► pp.245–262

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Conversational Language Proficiency among International Students at the University Level

Personal Hypotheses versus Actual Practice

 | School of Education University of Southern California
 | School of Education University of Southern California
 | School of Education University of Southern California
 | School of Education University of Southern California
 | School of Education University of Southern California
Published online: 1 January 1996
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https://doi.org/10.1075/itl.113-114.03lao
Abstract
A common assumption is that international students in English-speaking countries have well-developed competence in academic language, but have deficiencies in conversational language. This assumption is in contrast to the situation among limited English speaking children (CUMMINS, 1989). If true, this lack of conversational language is a problem; even if international students do not plan to reside in an English-speaking country after their studies are complete, the status of English today as a world language means that professionals in many fields need to be able to interact with colleagues on an informal basis.
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Cited by one other publication

Younas, Muhammad, Iskander Ismayil, Dina Abdel Salam El-Dakhs, Behzad Anwar & Uzma Noor
2025. Evaluating the effectiveness of digital scenario-based English teaching at the university level using the artificial intelligence generated content. Frontiers in Education 10 DOI logo

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