Abstract This paper analyses the learning process of students of a Master’s course in Cooperation and Development (C&D) who attend classes in English for Academic Writing at the University of Calabria, and their awareness of competences achieved. The language objectives are to expand students’ knowledge of the main elements of spoken and written discourse in English in academic contexts with focus on specialized language in the fields of C&D. The study evaluates the ability of students to improve their competences and assess their language development using the self-assessment grid of academic language competences included in the European Language Portfolio created at the Università della Calabria, Italy. Specifically, this version of the ELP focuses on academic language and contains descriptors aimed at evaluating learners’ language competences in academic contexts. A group of 25 students participated in this didactic experience, in the second semester of the academic year 2018. Students’ oral production, interaction and academic writing skills were monitored. For the written examination students were required to write a Research Proposal (RP) showing competence in text cohesion and content coherence, appropriate use of terminology and accurate use of language structures. Following on from the acceptance of the RP, students delivered an oral presentation on the topic presented, showing ability in answering questions and expressing opinions on issues presented by other students. The concepts of autonomous learning are crucial in order to monitor students’ improvement and commitment. A contrastive analysis of data from students’ first self-assessment to the final evaluation of competences achieved by the end of the academic year was conducted.

中文翻译：

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大学环境下的学术语言技能合作与发展

摘要本文分析了在卡拉布里亚大学学习英语写作课程的合作与发展硕士学位课程的学生的学习过程，以及他们对能力的认识。语言目标是在学术环境中扩展学生对英语口语和书面语的主要内容的了解，重点是在C＆D领域中的专业语言。这项研究使用意大利卡拉布里亚大学创建的欧洲语言档案夹中的学术语言能力自我评估网格来评估学生提高能力和评估语言发展的能力。具体来说，此版本的ELP侧重于学术语言，并包含旨在评估学习者在学术环境中的语言能力的描述符。在2018学年第二学期，有25名学生参加了这种教学活动。对学生的口头表达，互动和学术写作技能进行了监控。对于笔试，要求学生写一份研究计划书（RP），以显示其在文本衔接和内容连贯方面的能力，适当使用术语和准确使用语言结构。在接受RP之后，学生们就所陈述的主题进行了口头陈述，展示了回答问题的能力以及对其他学生所陈述的问题发表意见的能力。自主学习的概念对于监控学生的进步和投入至关重要。从学生的第一次自我评估到学年末所达到的能力的最终评估进行了数据对比分析。