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EAP subject or language teachers and listening to lectures 3. Proficiency levels and speaking 4. Student motivation and reading 5.
Making informed decisions about course design 2 1. Although the classification of English for Academic Purposes has been debated in the past, the most commonly accepted view in the UK at present is that expressed by Jordan see Figure1 in the Appendixwho sees it as a branch of English for Specific Purposes ESPp.
The origins of this new kind of linguistic enquiry can be traced back to the s, with the first major works published by MellinkoffHalliday, McIntosh and Strevens Further investigation has since revealed, and continues to explore, the great number of differences that exist in the different uses of the English language, which has meant an ongoing trend from the general to the more specific: In Blue described EAP as having two divisions: As corpus, discourse and genre analyses have advanced over recent decades, different ESAP subjects such as English for Law, English for Medicine, and others have become more and more clearly defined.
In the highly target-situation-focused field of EAP, where teaching practice is strongly influenced by research, we have reached a point where both researchers and teachers are asking themselves: How subject-specific does an EAP course need to be so that it answers the needs of students in the best way possible?
The purpose of this paper is to investigate this question relating to the imaginary scenario of organising a four-week pre-sessional EAP course at a UK university for approximately 60 international students from different academic disciplines with unconditional offers, their language levels ranging between IELTS 5.
I shall examine four major dilemmas in connection to the above: These dilemmas, whilst present in all four language skills areas of listening, speaking, reading and writing, will each be illustrated through the most relevant skill.
Each section will present the theoretical background first, and will conclude with my preferred solution regarding the imaginary scenario.
Finally, the conclusion will give a comprehensive summary of my decisions about a suitable course design.
EAP subject or language teachers and listening to lectures One of the most significant sources of subject knowledge at university, alongside self-guided reading, is organised lectures.
EAP students need to acquire important listening and note-taking skills and get 3 familiar with lecturing styles and typical lecture structures Jordanp. The skills needed appear to be general enough to be taught in non-subject-specific and level-driven classes. However, another preoccupation in teaching EAP given prominence by many EAP theorists is the authenticity of the materials taught, in relation to their audience, the processes and tasks used, as well as the required interaction.
Keeping this in mind, the question arises: Who is best suited to initiate students into the above-mentioned listening skills: Ruth Spack expresses her doubts that EAP teachers can, or should, master the teaching of subject-specific features of authentic texts; she argues that these should be taught by subject tutors and consequently calls for an EGAP approach.
Since UK universities see higher international student fees as a means of addressing their continuing funding shortfalls Ward,they are keen to be perceived as offering the most personalised and tailor-made support to them to attract them in higher numbers.
This has, regardless of the theoretical debate described above, led to a trend where most universities nowadays are striving to create EAP courses both pre- and in-sessional as subject-specific as student numbers allow. In charge of organising a pre-sessional EAP course, I would be careful to consider the interests of the institution I am working for when making a choice between offering a more level-driven, general EAP or target-driven, subject-specific EAP course.
There is a danger that, due to the trend described above, students would see a general EAP course as less attractive than a subject-specific one, which would result in fewer applications. Therefore I would organise students into subject- or school-specific groups as far as possible, ensuring provision of some subject-specific tasks and content during the course.
In my experience, pre-sessional students find listening to authentic, live lectures by subject lecturers motivating as long as the content, and other factors such as the accent and delivery speed of the lecturer, have been considered carefully by course designers, and the lecture fits well within the scheme of work, with pre-and post-lecture language and skills tasks.Assignment 2: English for General or Specific Academic Purposes Name: Katalin Butt-Bethlendy Course: Postgraduate Certificate in Teaching English for Academic Purposes Module: EAP Theory and Practice Word count: 3, Date: 31/05/ 1 Table of Contents 1.
An Investigation of Academic Preparation 5 Students’ and Instructors’ Preference of ESL Writing Feedback.
Madelaine Campbell. DOI: /jss 1, . EAP courses usually pay attention to the process of writing - planning, organising, presenting, re-writing, and proof-reading (Robinson, ).
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Blue G () Individualising academic writing tuition. In PC Robinson (Ed.) Academic Writing Process and Product. ELT Documents Clandinin J () Personal Practical Knowledge: A Study of Teachers’ Classroom Images.
Curriculum Inquiry 15 (4)