This case study has been built on a theoretical basis that recognises the current status of English as an international language, especially its influence on specific domains. The theories underpinning the study generally recognise that the presumed 'superiority' of native speakers can be depreciated, taking into account the huge numbers of non-native speakers worldwide. Specifically, the study has targeted the medical field in Saudi Arabia from a needs analysis perspective, as this domain represents a typical representative milieu where the adopted theories of the language universality and its role as lingua franca can be validated. Interviews and questionnaires were used in a mixed-method approach, to investigate needs, attitudes, and motivations of both medical students and practitioners in their current or prospective situations. Before conducting the research, it was assumed that the researched constructs in presumably two different sites, i.e. academic and professional, would engender different sets of data. Yet, the participants addressed viewpoints appeared to be mostly unanimous. The findings also showed that the increased influx of Saudis in the medical workplaces has minimised the role of English as a communicative means, and English was relegated to specific occupational purposes in such settings. This specific English refers mainly to medical terms, which are mostly code-mixed with Arabic. The study concluded that in this multilingual setting, Arabic has somehow restricted the 'nativisation' of English in the Saudi medical spheres. One of the initial motives of the research was to allow a space for non-native Englishes in the context of the study. However, the study found that the issue of certain variety, whether native or non-native, is at a secondary position to the participants, compared to other prioritised needs. Furthermore, the findings exhibited some issues related to learners’ motivation and language courses failure, which unfolded the expediency of a content-based approach, namely English as a medium of instruction (EMI). More clearly, the participants’ learning experiences revealed the usefulness of EMI in enhancing their proficiency levels, more than language courses can do.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:640994 |
| Date | January 2014 |
| Creators | Ghobain, Elham Abdullah |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/66885/ |
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