What are differences and similarities between Learning English at high school and university ?
Learning English is always a topic of interest and public debate. In different kinds of education facilities such as high schools and universities, learning English is not nearly parallel. Indeed, these kinds of education facilities share some similarities which are purpose, teaching means and evaluation; nonetheless, they are different in some major points including method of teaching-learning and learning content.
In the first place, they have several similarities. Both these two education facilities have the same ultimate goal which is providing their students knowledge of Enlglish as well as they can to help learners acquire a certain English degree. Not only universities but also high schools bring learners English fundamental knowledge including grammar, vocabulary, pronunciation. In addition, universities, like high schools use some necessary teaching means including white chalks, blackboards, projectors, computers in teaching and learning English. Moreover, universities evaluate their students’ English learning results on attendance, a midterm test and a final test just as high schools do.
In spite of the similarities, universities and high schools are different in some aspects in learning English. The first difference is the method of teaching-learning. At high schools, students seem not to be self-studying but they need more guidance from teachers. Teachers always indicate their students’ mistakes about English clearly and correct them specifically. The reason might be that their students are not mature enough to study English themselves. Nevertheless, undergraduates are independent learners. The lecturers always require their students to study themselves. For example, they only indicate students’ mistakes then students have to study reference documents which the lecturers provide to understand the reasons for their mistakes and correct the mistakes on their own. This way of teaching-learning is very effective because thanks to that students can understand the knowledge deeply and remember it for a long time.
Another difference is their learning content. At high schools, the content of learning English mainly focuses on reading skills and writing skills. In fact, high school students rarely study speaking skills and listening skills in classes. One of the reasons for this is that the national high school exam does not assess these skills of students; therefore, to prepare well for this important exam, teachers usually concentrate on teaching reading and writing skills for their students. Conversely, at universities students have to learn all skills including reading skills, listening skills, writing skills and speaking skills. Furthermore, except communication English, university students study professional English which high school students do not learn.
In conclusion, besides the similarities such as education purpose, teaching means and evaluation, the two education facilities differ in some main points including the method of learning-teaching and the learning content. From my perspective, learners should understand clearly not only the similarities but also the distinction to adapt to the learning environment where they enroll to gain the best learning results.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-07-04 | jenifer Le | 73 | view |
| 2024-07-04 | jenifer Le | 84 | view |
| 2024-07-04 | jenifer Le | 73 | view |
| 2024-06-21 | jenifer Le | 73 | view |
| 2024-06-03 | BuiGiaHan | 89 | view |
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Grammar and spelling errors:
Line 1, column 412, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to content'
Suggestion: to content
...ethod of teaching-learning and learning content. In the first place, they have sever...
^^^^^^^
Line 3, column 150, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...e goal which is providing their students knowledge of Enlglish as well as they ca...
^^
Line 3, column 174, Rule ID: BOTH_AS_WELL_AS[1]
Message: Probable usage error. Use 'and' after 'both'.
Suggestion: and
...g their students knowledge of Enlglish as well as they can to help learners acquire a cer...
^^^^^^^^^^
Transition Words or Phrases used:
also, besides, but, conversely, first, furthermore, if, moreover, nevertheless, nonetheless, so, then, therefore, well, for example, in addition, in conclusion, in fact, such as, as well as, in spite of, in the first place
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 13.1623246493 106% => OK
Auxiliary verbs: 5.0 7.85571142285 64% => OK
Conjunction : 19.0 10.4138276553 182% => OK
Relative clauses : 8.0 7.30460921844 110% => OK
Pronoun: 29.0 24.0651302605 121% => Less pronouns wanted
Preposition: 48.0 41.998997996 114% => OK
Nominalization: 16.0 8.3376753507 192% => OK
Performance on vocabulary words:
No of characters: 2789.0 1615.20841683 173% => OK
No of words: 470.0 315.596192385 149% => Less content wanted.
Chars per words: 5.93404255319 5.12529762239 116% => OK
Fourth root words length: 4.65612321451 4.20363070211 111% => OK
Word Length SD: 3.1426684316 2.80592935109 112% => OK
Unique words: 209.0 176.041082164 119% => OK
Unique words percentage: 0.444680851064 0.561755894193 79% => More unique words wanted or less content wanted.
syllable_count: 806.4 506.74238477 159% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 5.43587174349 92% => OK
Article: 6.0 2.52805611222 237% => Less articles wanted as sentence beginning.
Subordination: 0.0 2.10420841683 0% => More adverbial clause wanted.
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 14.0 4.76152304609 294% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 25.0 16.0721442886 156% => OK
Sentence length: 18.0 20.2975951904 89% => OK
Sentence length SD: 59.536691208 49.4020404114 121% => OK
Chars per sentence: 111.56 106.682146367 105% => OK
Words per sentence: 18.8 20.7667163134 91% => OK
Discourse Markers: 8.88 7.06120827912 126% => OK
Paragraphs: 5.0 4.38176352705 114% => OK
Language errors: 3.0 5.01903807615 60% => OK
Sentences with positive sentiment : 8.0 8.67935871743 92% => OK
Sentences with negative sentiment : 3.0 3.9879759519 75% => OK
Sentences with neutral sentiment: 14.0 3.4128256513 410% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.357228988315 0.244688304435 146% => OK
Sentence topic coherence: 0.125134913499 0.084324248473 148% => OK
Sentence topic coherence SD: 0.105772479745 0.0667982634062 158% => OK
Paragraph topic coherence: 0.225607888178 0.151304729494 149% => OK
Paragraph topic coherence SD: 0.0494388506826 0.056905535591 87% => OK
Essay readability:
automated_readability_index: 15.9 13.0946893788 121% => OK
flesch_reading_ease: 44.75 50.2224549098 89% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 11.5 11.3001002004 102% => OK
coleman_liau_index: 17.11 12.4159519038 138% => OK
dale_chall_readability_score: 8.06 8.58950901804 94% => OK
difficult_words: 105.0 78.4519038076 134% => OK
linsear_write_formula: 12.5 9.78957915832 128% => OK
gunning_fog: 9.2 10.1190380762 91% => OK
text_standard: 9.0 10.7795591182 83% => OK
What are above readability scores?
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Rates: 67.4157303371 out of 100
Scores by essay e-grader: 6.0 Out of 9
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.