Bibliografías temáticas / English for Academic Purposes EAP

Literatura académica sobre el tema "English for Academic Purposes EAP"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 31 de enero de 2023

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Artículos de revistas sobre el tema "English for Academic Purposes EAP"

Jordan, R. R. "English for Academic Purposes (EAP)". Language Teaching 22, n.º 3 (julio de 1989): 150–64. http://dx.doi.org/10.1017/s026144480001483x.

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Pandey, Gopal Prasad. "English for Academic Purposes: Theory, Trends and Practices". Education and Development 29 (1 de diciembre de 2019): 1–14. http://dx.doi.org/10.3126/ed.v29i0.32562.

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English for academic purpose (EAP) emerged as a branch of English for specific purposes in the early 1980s. EAP grounds English language teaching in the linguistic demands of academic context, tailoring instruction to specific rather than general purposes. There is a growth of interest in EAP in the recent years. The interest in EAP developed in response to the growing need for intercultural awareness and of English as a lingua franca (ELF). EAP has become a major area of research in applied linguistics and focus of the courses studied worldwide by a large number of students preparing for study in colleges and universities. The increase in students’ undertaking tertiary studies in English-speaking countries has led to a steady demand for the courses tailored to meet the immediate, specific vocational and professional needs. Thus, most universities in the present day world prioritize the role of academic skills. The aim of the paper is to examine the key approaches to the teaching of English for academic purposes, current trends in teaching EAP, and to argue the centrality and significance of EAP in the academia. The paper concludes by arguing that a greater emphasis needs to be placed on methodology in EAP.

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Leung, Constant, Jo Lewkowicz y Jennifer Jenkins. "English for Academic Purposes: A need for remodelling". Englishes in Practice 3, n.º 3 (1 de julio de 2016): 55–73. http://dx.doi.org/10.1515/eip-2016-0003.

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AbstractEnglish for Academic Purposes (EAP) is an established domain of research, teaching, and assessment within additional/second language education. In this article we examine the conceptualisation of English that underpins much of its current thinking and pedagogic practice, and raise questions of validity and claims of ‘fit-for-purpose’. In particular we explore issues underpinning EAP assessment and argue that there is a need to reconceptualise the basis of the language model. We propose that given the complex and changing practices in academic communication, there is a good case for broadening the established understanding of Academic English to better reflect target language use. The principles and arguments underlying this discussion are relevant to assessment as well as to EAP more broadly.

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Berardo, Marcellino y Kellie Smith Herrod. "Teaching English for Academic Purposes in the KU Academic Accelerator Program". Issues in Language Instruction 4 (10 de enero de 2018): 20. http://dx.doi.org/10.17161/ili.v4i0.7008.

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The Kansas University Academic Accelerator Program (KUAAP) is new to the University and brings with it a reconceptualization of the first year experience for newly arrived international students who have not yet fulfilled the University’s English as a second language requirements. In their first two terms, international students in KUAAP take classes in English for academic purposes (EAP) alongside General Education (Gen Ed) courses. By their third term, students no longer take EAP classes.

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Berardo, Marcellino y Kellie Smith Herrod. "Teaching English for Academic Purposes in the KU Academic Accelerator Program". Issues in Language Instruction 4, n.º 1 (10 de enero de 2018): 20–24. http://dx.doi.org/10.17161/ili.v4i1.7008.

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JARVIS, HUW. "Internet usage of English for Academic Purposes courses". ReCALL 13, n.º 2 (noviembre de 2001): 206–12. http://dx.doi.org/10.1017/s0958344001000623a.

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This paper begins by documenting general usage of the Internet as a tool for delivery of English for Academic Purposes (EAP) courses. It then goes on to illustrate how a number of specific internet-based classroom activities might be integrated onto EAP courses in order to equip non-native speakers with the main skills that they are likely to need when following an academic course at a British university.

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Ilchenko, Olga y Natalia Kramar. "ENGLISH FOR ACADEMIC PURPOSES: KEEPING UP WITH THE TIMES". Studia Linguistica, n.º 16 (2020): 40–57. http://dx.doi.org/10.17721/studling2020.16.40-57.

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English language education, especially in light of the status of English as present-day lingua franca, has become a prolific field of research, and no less prolific area of practical application internationally. Through a critical literature review, the current study addresses one of its most prominent subfields – English for Academic Purposes – with special emphasis on academic writing. We briefly touch upon its evolution and identify the terminological ambiguities involved in EAP conceptualization within the broader framework of ESP (English for Specific Purposes). By examining the changes that academic English is undergoing today due to the overwhelming influence of L2 speakers’ varieties (termed “similects” by Anna Mauranen), we elucidate how English as a Lingua Franca movement can benefit and enrich EAP pedagogic practice. We also discuss how EAP fits within the latest CEFR guidelines, paying close attention to mediating skills, critical thinking and integrative thinking skills, which, as we argue, need to be more extensively incorporated into academic writing instruction. We discuss the rationale and the methodological principles of English for Research Publication Purposes as a new offshoot of EAP, which combines genre-based instruction with the exploration of multiple non-linguistic issues, involved in academic publishing, such as interaction with editors and gatekeepers, choosing a suitable journal, navigating the review process. We hope to demonstrate that EAP teaching, and especially academic writing instruction, is in need of major revision to overcome the yawning gap that currently exists between theory and practice.

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Pack, Austin y Alex Barrett. "A Review of Virtual Reality and English for Academic Purposes". International Journal of Computer-Assisted Language Learning and Teaching 11, n.º 1 (enero de 2021): 72–80. http://dx.doi.org/10.4018/ijcallt.2021010105.

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Virtual reality (VR) has garnered increasing attention as a pedagogical tool for language learning. Yet, despite the many affordances of using virtual reality learning environments (VRLEs), there remains a paucity of research investigating the use of VRLEs for English for academic purposes (EAP). While BALEAP '19 conference presentations related to VR were well attended, suggesting there is interest in VR and EAP, many practitioners and researchers may be hesitant to explore using VR for EAP due to difficulties in selecting suitable equipment, understanding VR related terminology, and selecting or creating appropriate VRLEs for their pedagogical and research purposes. The objective of this article is to reduce the difficulty of some of these initial obstacles by providing overviews of relevant literature, VR terminology, technology, and software, as well as providing examples of potential uses of VR for EAP and a framework for investigating VR in EAP pedagogy and research.

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Kohnke, Lucas y Andrew Jarvis. "Coping with English for Academic Purposes Provision during COVID-19". Sustainability 13, n.º 15 (3 de agosto de 2021): 8642. http://dx.doi.org/10.3390/su13158642.

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COVID-19 and the shift to online teaching necessitated a change in approach for English for Academic Purposes (EAP) teachers in preparing their students for university studies. This study explored how EAP instructors coped with and adapted their provision for emergency remote teaching. The study was conducted at an English-medium university in Hong Kong and a qualitative case study approach was adopted. The results revealed two overarching themes of opportunity and challenge. While the sudden shift to online teaching forced innovation and fostered collaborative learning and feedback, teachers experienced difficulties in communicating with students and monitoring their learning. The study voices teacher perspectives in delivering EAP courses online and highlights important implications for the successful delivery of future online EAP provisions.

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Nicholls, Karen. "Illuminating expertise in academic language development: English for Academic Purposes practitioners in the UK". International Journal of English for Academic Purposes: Research and Practice 2021, Autumn (1 de septiembre de 2021): 167–90. http://dx.doi.org/10.3828/ijeap.2021.11.

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This qualitative case study focuses on English for Academic Purposes (EAP) practitioner accounts of student academic language development at a UK university. EAP practitioners are often uniquely well placed as experts in the complexities of language development and academic language choices which vary according to discipline, epistemological stance, and genre. However, their expertise is often misunderstood or misrepresented. This study contributes to debates on academic language development by using a variation on nominal focus group technique to capture the expertise of EAP practitioners and by applying a lens of language as a social semiotic. Thematic analysis establishes four EAP practitioner discourses: the WHAT and the HOW of language development, and CONTEXTUAL CONSIDERATIONS and DECISION-MAKING in language development. The significance of this study lies in the illumination of experienced EAP practitioners’ expertise through a framework that can inform conversations about language development policies at institutional level.

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Tesis sobre el tema "English for Academic Purposes EAP"

Jordan, R. R. "English for academic purposes (EAP) and needs analysis: implications and implementation". Thesis, University of Manchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488346.

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The research into aspects of EAP covers the twenty-five-year period from 1972 to 1997. The main focus of the submission is the use of needs analysis in relation to EAP, the implications of the findings, and their implementation with regard to teaching materials, course design and methods of teaching. Various methods are used to investigate the language and study skills needs of international students, mostly postgraduates at Manchester University: these include - language tests, self-assessment, questionnaires and surveys, observation and monitoring in class. Evaluation, feedback and follow-up investigations are used to assess the effectiveness of EAP courses and materials. The research covers the common core or study skills strand of EAP which includes the main study skills of listening and note-taking, academic writing, academic reading, speaking and discussion, reference skills, and examination skills. In addition, it covers subject-specific areas, exemplified here through Economics. One of the results of the investigations and the trial of teaching materials is the production of several books catering for students' needs in the main areas of study skills, especially academic writing. Co-operation with the Department of Economics enabled a framework to be developed which was used as the basis for designing and constructing materials for postgraduate students of Economics who needed to improve their study skills and English for Economics. The result of the co-operation was an improved language service for the students and the joint production of a book for their use. One of the main methods of collecting data for use in analysing the needs of students was the structured questionnaire and survey. The findings enabled the needs of students to be prioritised, and enabled EAP courses to be structured so that they met the students' changing needs. Course design was assisted by conducting the first national survey of EAP courses in British universities. Although the main focus of the research is upon the needs of students, the needs of EAP teachers are not overlooked. It had been discovered years ago that no single book catered specifically for the needs of EAP teachers. This had been -confirmed while writing a state-of-the-art article on EAP. Consequently, the first guide and resource book for EAP teachers and those undergoing training to become EAP teachers was written, and published in 1997.

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A, l.-Zefeiti Ali Salim. "A stakeholder evaluation of an English for Academic Purposes (EAP)writing programme". Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520651.

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Hartill, Julie Ann. "The role and application of descriptive research to course design in EAP". Thesis, University of Essex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369355.

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Al, Ismaili Anwar A. S. "Ensuring the context validity of English reading tests for academic purposes (EAP) in Oman". Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/15710.

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Students entering academic programmes are frequently overwhelmed by the demand for extensive reading and comprehension of information derived from multiple and contrasting sources. This entails both careful and expeditious reading. The latter has been generally neglected in research and has not been the focus of many tests. Both types of reading were investigated in this study through a validation process of the summative English reading test for academic purposes taken at the end of the Foundation Programme in Oman. In particular, context validity was established through focusing on the interaction between the linguistic demands and task setting parameters and also the cognitive processes through which the students engaged with the test tasks. To establish the context validity of the test, this study adopted Khalifa and Weir’s (2009) model which not only embraced the complex and multi-componential nature of reading but also provided a workable validation framework. A multi-strategy approach was adopted. A natural experiment utilising Verbal Protocol Analysis captured the cognitive processes through which students engaged in reading. Automated analysis software and opinions of expert judges were used to compare test passages with text extracts drawn from first year academic courses. Correlation tests and factor analysis revealed these cognitive processes and established the robustness of the Khalifa and Weir (2009) model, which was thus validated in a second language context. Passages in the foundation tests were found to be generally representative of academic texts although certain features such as abstractness were under-represented.

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Bell, Douglas E. "Practitioners, pedagogies and professionalism in English for Academic Purposes (EAP) : the development of a contested field". Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38570/.

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This thesis examines key developments and changes which have taken place within the field of English for Academic Purposes (EAP) from the 1960s until the present day. It critically evaluates the effects that these developments have had on EAP as an academic discipline; on the positioning and status of EAP within the academy; and on the work carried out by EAP practitioners, particularly with regard to conceptualizations of professionalism, and understandings of what constitutes practitioner expertise. Drawing on qualitative data generated from in-depth semi-structured interviews with 15 internationally-recognised scholars from EAP, the study presents a particular history of the different stages and developments which have occurred in EAP, and maps how these have impacted not only upon EAP as a discipline, but also upon the work of its practitioners. Grounded in a series of narratives provided by individuals recognized for their key contributions to the field, the analysis utilizes ideas from socio-cultural theories developed by Becher (1989), Bernstein (1971) and Bourdieu (1977) to account for EAP’s current status and positioning in the academy. It then draws on theoretical concepts developed by Shulman (1986), Schön (1983), and Lave and Wenger (1991) to suggest ways in which EAP teachers build their knowledge and go about developing their particular professional expertise. The thesis proposes that EAP has now reached an important crossroads in its development. It argues that factors such as a poor appreciation for and understanding of EAP from within the academy at large; a lack of clarity and consistency around professional standards and teacher development within EAP itself; the current marketization of UK higher education and the resulting influx of private educational providers seriously threaten the longer-term security and future development of EAP within UK university contexts.

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Loi, Nguyen Van y n/a. "Towards a syllabus for teaching academic writing to Vietnamese senior students of English". University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060818.151036.

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Writing is one of the four macro language skills which a student of language should master. However it remains the one receiving the least attention so far in Vietnamese teaching of English. Senior students of English at a college or university are required to demonstrate in writing that they have mastered their studies; therefore, writing plays an important role in their academic success. It is noted that "learning to write fluently and expressively is the most difficult of the macroskills for all language users regardless of whether the language in question is a first, second or foreign language" (Nunan: 1989:35). Therefore, writing English, especially for academic purposes , remains difficult for Vietnamese students. Obviously, such writing, as a study skill, affects the learning process, hence, the effectiveness of the training. Writing ability in general, and EAP writing in particular, need attention right from the teacher training stage, and then at the teaching stage at schools. This study reviews the theory of writing and the teaching of writing, with strong emphasis on the writing process to identify the point where a teacher of writing should intervene to yield the optimum effect - to develop students' writing ability by developing their awareness of the strategies which can be applied to writing for academic purposes, including strategies in analysis of their own writing as both process and product. The study examines the teaching of English, writing and academic writing in the Vietnamese perspective and identifies the problems in reference to the theoretical bases in an eclectic manner. A syllabus is suggested to cater for the needs of the target population.

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Rees, Geraint Paul. "A Phraseological multi-discipline approach to vocabulary selection for English for academic purposes". Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/543839.

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This study is motivated by concerns about the adequacy of current corpus-based methods for the selection of vocabulary in studies of English for Academic Purposes (EAP) lexis. It is hypothesised that lists of general-academic vocabulary cannot reflect differences in word meaning between disciplines, and furthermore, that discrete-item wordlists cannot account for the role of context in conditioning meaning. The relatively recent turn towards discipline-specific lists of phrases represents a positive development in this regard. However, its impact is limited by the methods of phrase extraction typically employed. These beliefs are tested via an innovative corpus-based experiment which compares the syntagmatic patterns of frequently occurring verbs in a corpus of research articles from the disciplines of history, microbiology, and management studies. The results demonstrate that, in many cases, the prototypical meaning of a given verb varies according to the discipline it is found in. Moreover, in order to fully appreciate these differences, a means of phrase extraction which accounts for both syntactic and semantic concerns is necessary. In addition to the methodological contribution represented by the experimental procedure, the study demonstrates how approaches to language which might be termed phraseological provide plausible explanations for many of the differences in verb behaviour observed in the corpus. From a practical perspective, the combination of the findings with best practice in EAP pedagogy and lexicography allows the creation of guidelines for, and an illustrative example of, useful lexicographical resources for the EAP community.

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Keefe, Karin. "The impact of English for Academic Purposes (EAP) programs on international students' success in university courses". Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58527.

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In this global economy, non-native English-speaking (NNES) international students are choosing to study at English-medium universities in increasing numbers. In response, many universities have instituted intensive English for Academic Purposes (EAP) programs to support students who need to increase language proficiency. These may be pre-sessional “pathway” programs or EAP courses that run concurrently with disciplinary courses. The purpose of this qualitative multiple case study, which includes eight cases, was to gain insight into the experiences of NNES students who took an EAP program before they enrolled in disciplinary courses. I aimed to identify the impact of the program and how it prepared students for disciplinary courses by investigating the needs of students as they moved through the first term of university study. Results of the study illustrate that students’ responses to the EAP program were overwhelmingly positive; all eight students reported improvements in one or more skill areas and increased confidence as they embarked on university classes. However, several participants expressed disappointment about the lack of opportunity to meet students from other cultures in order to broaden their experience and practice their spoken English more, especially outside of class time. Some also expressed anxiety due to a lack of academic vocabulary that they would need to function in their disciplinary courses. The participating students reported challenges in their first term of university, including difficulty understanding lectures and classmates, meeting new friends, especially English-speaking domestic students, adjusting to the expectations of a new educational system and learning to manage different, more complex tasks. Implications are discussed for policy, practice and future research.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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Nguyen, Nga Ngoc. "An evaluation study of an English for academic purposes program in a Vietnamese university". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2464.

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English for academic purposes (EAP) pathway programs have boomed in Vietnam following a dramatic increase in English-medium instruction (EMI) university programs. These EAP programs are the pathway, and also the prerequisite, for students who fail to gain direct entry into the EMI programs. However, questions have arisen as to how well such EAP programs prepare students for future EMI study. This study evaluated an EAP program offered by one Vietnamese public university. It was one of the first EAP programs established in the country and had been adapted from an overseas curriculum package. However, alarming failure rates in the final examination have prompted a need to evaluate the program, which to date has not occurred. Using Stufflebeam’s (2014) Context, Input, Process and Product (CIPP) model, this study evaluated how well the program met the needs of its students via different aspects of teaching content, teaching materials, assessments, teaching and learning processes, and outcomes. To achieve both depth and breadth in evaluation, a mixed-methods approach was adopted. Quantitative data were collected at the start and the end of the program from two student questionnaires. Qualitative data were collected from documents related to the program; interviews with key participants (students, teachers, administrators) in the EAP program and the subsequent EMI program (students, lecturers). The study identified four key areas of students’ needs which the program met with varying levels of success. The program generally assisted students to develop their general English proficiency and academic study skills. However, the program failed to meet their requirements for academic English skills, which in turn compromised two other important needs: to pass all examinations, especially the final examination; and to be ready for the EMI program. The study found that the lack of a comprehensive, contextualised investigation of students’ needs and its use of the International English Language Testing System (IELTS) as a driver of the curriculum contributed to its partial failure to meet students’ learning needs. This study makes several significant contributions to knowledge. First, it is the first attempt to evaluate an EAP program in Vietnam, drawing on Stufflebeam’s (2014) CIPP model. The results in the study showed that this model was clearly an effective evaluation framework, likely to be applicable to other L2 education programs. Second, by conducting a comprehensive evaluation, the study provides evidence that could contribute to the improvement of the EAP program itself and other similar programs in Vietnam. Third, the study extends local and international understandings of EAP education in Vietnam and provides valuable insights for EAP policy makers and practitioners in Vietnam, and those in similar contexts. The study highlights the importance of systematic and comprehensive program evaluation in ensuring quality language education in Vietnam, especially when adopting curriculum from very different educational contexts.

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Yin, Muchun. "A progressively focused qualitative study of teacher thinking in English for Academic Purposes (EAP) classroom language assesssment". Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/0fd7c151-3121-48dd-9885-e7056aea38aa.

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Libros sobre el tema "English for Academic Purposes EAP"

Cox, Kathy. EAP now!: English for academic purposes. Frenchs Forest, N.S.W: Pearson Education Australia, 2004.

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Liyanage, Indika y Tony Walker, eds. English for Academic Purposes (EAP) in Asia. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-752-0.

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Ruegg, Rachael y Clay Williams, eds. Teaching English for Academic Purposes (EAP) in Japan. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8264-1.

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David, Hill, ed. EAP now!: English for academic purpose. Frenchs Forest, N.S.W: Pearco Education Australia, 2004.

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Murray, Sarah. Teaching English for academic purposes: A guide to the EAP in Southern Africa series. Southern Africa: Hodder and Stoughton Educational, 1991.

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Basically academic: An introduction to EAP. New York, NY: Newbury House, 1991.

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Learning English for academic purposes. Saint-Laurent, Qué: Éditions du renouveau pédagogique inc., 2005.

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M, Blue George, Milton James 1955- y Saville Jane 1959-, eds. Assessing English for academic purposes. Oxford: P. Lang, 2000.

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Council, British. English for academic purposes: 1993-94. London: British Council, 1993.

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Ding, Alex y Ian Bruce. The English for Academic Purposes Practitioner. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59737-9.

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Capítulos de libros sobre el tema "English for Academic Purposes EAP"

Ding, Alex y Ian Bruce. "Developing EAP Practitioners". En The English for Academic Purposes Practitioner, 117–77. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59737-9_5.

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Ding, Alex y Ian Bruce. "EAP Practitioners and Communities". En The English for Academic Purposes Practitioner, 179–92. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59737-9_6.

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Kafle, Madhav. "EAP in Nepal". En English for Academic Purposes (EAP) in Asia, 51–64. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-752-0_4.

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Canagarajah, Suresh. "EAP in Asia". En English for Academic Purposes (EAP) in Asia, 93–102. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-752-0_7.

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Ding, Alex y Ian Bruce. "Entering the Field of EAP". En The English for Academic Purposes Practitioner, 93–115. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59737-9_4.

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Viana, Vander y Aisling O’Boyle. "EAP in its contexts". En Corpus Linguistics for English for Academic Purposes, 9–21. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003245988-2.

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Viana, Vander y Aisling O’Boyle. "Corpus analysis for EAP". En Corpus Linguistics for English for Academic Purposes, 101–48. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003245988-6.

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Ding, Alex y Ian Bruce. "The Origins and Nature of EAP". En The English for Academic Purposes Practitioner, 53–92. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59737-9_3.

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Ding, Alex y Ian Bruce. "The EAP Practitioner: Role, Identity and Agency". En The English for Academic Purposes Practitioner, 193–208. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59737-9_7.

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Viana, Vander y Aisling O’Boyle. "CL for the EAP community". En Corpus Linguistics for English for Academic Purposes, 22–49. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003245988-3.

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Actas de conferencias sobre el tema "English for Academic Purposes EAP"

Skoufaki, Sophia y Bojana Petrić. "Academic vocabulary in an English for Academic Purposes course". En 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0048/000463.

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Academic vocabulary instruction can be beneficial to students in EMI universities since academic vocabulary knowledge predicts performance in academic tasks. With the aim to inform EAP materials design, this study examines the occurrence and repetition of high-frequency academic vocabulary in the printed teaching materials used in a presessional EAP course at a UK university. Findings indicate that even when EAP teachers do not design materials with the intention to include high-frequency AVL lemmas, as indicated from the interviews, they do include many. However, the average repetition rate of academic vocabulary was below 10 occurrences and, hence, unlikely to lead to incidental vocabulary learning. Implications for research and pedagogy are discussed.

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Wang, Guanghua. "Exploring Evaluation Principles for English for Academic Purposes (EAP) Textbooks". En 2022 11th International Conference on Educational and Information Technology (ICEIT). IEEE, 2022. http://dx.doi.org/10.1109/iceit54416.2022.9690762.

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Ferraz, Débora Araújo Da Silva. "INGLÊS PARA FINS ESPECÍFICOS (EOP E EAP): UM ESTUDO DAS CONTRIBUIÇÕES DA EAD PARA O APERFEIÇOAMENTO PROFISSIONAL." En II Congresso Brasileiro de Educação a Distância On-line. Revista Multidisciplinar de Educação e Meio Ambiente, 2022. http://dx.doi.org/10.51189/conbraed/15.

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Introdução: Este artigo tem como ponto de partida a questão do estudo da língua inglesa através do ensino à distância, situação sem precedentes criada pela difusão da língua inglesa no mundo, que se caracteriza por duas subáreas, EAP (English for Academic Purposes) e EOP (English for Occupational Purposes). Levando em conta todos os problemas que envolvem a Língua Inglesa, questiona-se: Como os cursos EaD na atualização docente constante podem contribuir para o EAP e o EOP? Objetivos: Seu objetivo se posta em investigar as contribuições da EaD na atualização docente para o EAP e o EOP e se justifica pela necessidade da aplicação de um ensino focado na constante atualização do professor e de estudantes, aproveitando os mecanismos dispostos pela EaD, a fim de auxiliá-los em formação de Língua Inglesa (LI) a se tornarem críticos-reflexivos. Material e métodos: O trabalho teve como fundamentação teórica Robinson (1991), Dudley-Evans & St. John (1998) e Long (2005), além de Landim e Lucena (1997) corroborando o Inglês para Fins Ocupacionais como as necessidades de ensino-aprendizagem voltadas para o contexto de trabalho, e a do EOP no mundo dos negócios com o surgimento de cursos desenhados para pessoas, geralmente adultas, que se preparam para ingressar no mercado de trabalho. Resultados: Como resultado, ficou evidente a importância do inglês no contexto profissional; o uso do EOP neste cenário vai contribuir para que o aluno deste curso possa desenvolver suas habilidades, e que adquira confiança e capacidade para realizar bem sua função no cargo que possui. Conclusão: Todos os conceitos e ideias apresentadas aqui redimensionam nossa visão acerca do que se conceituava como EaD para uma visão maior do papel desempenhado pelo estudante, pelos processos envolvidos em trabalhos deste tipo, visto que, todo contexto de LI também ocorre em um contexto sociocultural, já que a língua é a maior ferramenta de comunicação entre os homens, pois a língua não é estática, sobretudo em tempos de globalização e interação sociocultural.

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Wang, Guanghua. "Applicability of Team-based Learning with Non-English Major First Year Chinese Students in an English-for-Academic-Purposes (EAP) Course". En ICETT 2022: 2022 8th International Conference on Education and Training Technologies. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3535756.3535774.

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Tat, Cristina y Sean Eric Kil Patrick Gay. "Social and Academic Impacts of CoViD19 - related Emergency Remote Teaching on Japanese University Students". En 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.009.

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ABSTRACT This study will detail how a university in Western Japan has implemented its English for Academic Purposes (EAP) program during the onset of CoViD-19. In the spring semester of 2020, after a 2 week delay, all courses within the school’s EAP program The course coordinators were tasked with consolidating the materials originally designed for face-to-face,14 week courses, for a 12 week asynchronous online semester, and with uploading the modified course materials to the university’s Learning Management System (LMS). Twenty one students participated in semi-open interviews to determine the social and academic impacts of this CoViD-19 Emergency Remote Teaching (ERT) approach. The lessons learned from this experience will be discussed in terms of future curriculum design and implementation in a post-CoViD world. There are a wide variety of lessons that were salient. The role of the classroom as a social institution was very prominent; however, online asynchronous format. awareness of cognitive burdens and strategies to mitigate them may be more valuable for teachers. The lessons learned during this period of ERT can help teachers moving forward. were offered in an Keywords— asynchronous online learning, emergency remote teaching (ERT), online curriculum design, CoViD19

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Tamayo, Luis. "DEVELOPING EAP (ENGLISH FOR ACADEMIC PURPOSES) SKILLS AMONG POSTGRADUATE STUDENTS AT A LATIN-AMERICAN PUBLIC UNIVERSITY IN AN ONLINE LEARNING ENVIRONMENT THROUGH E-TASKS". En 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1620.

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Anwar, Khoirul. "A Need Analysis of English for Academic Purposes". En 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.54.

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Bérešová, Jana. "MEDIATION IN ENGLISH FOR SPECIFIC ACADEMIC PURPOSES EDUCATION". En 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0930.

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Vancova, Hana. "COMMONLY MISPRONOUNCED WORDS IN ENGLISH FOR ACADEMIC PURPOSES". En 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.2175.

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Lipaev, Aleksander. "ENGLISH FOR ACADEMIC PURPOSES IN IN-COMPANY PROFESSIONAL DEVELOPMENT". En SGEM2011 11th International Multidisciplinary Scientific GeoConference and EXPO. Stef92 Technology, 2011. http://dx.doi.org/10.5593/sgem2011/s23.103.

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Informes sobre el tema "English for Academic Purposes EAP"

Dodson, Eric. Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1638.

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Fetter, Robert. An Examination of the English Vocabulary Knowledge of Adult English-for-academic-purposes Students: Correlation with English Second-language Proficiency and the Validity of Yes/No Vocabulary Tests. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6779.

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Armas, Elvira y Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.

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