Tesis sobre el tema "English for Academic Purposes EAP"
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1
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.
2
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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4
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.
5
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.
6
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.
7
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.
8
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
9
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.
10
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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Howell, Elizabeth. "Struggling to write : identity and agency in a pre-university 'English for Academic Purposes' program". Thesis, University of Exeter, 2008. http://hdl.handle.net/10036/80834.
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This small-scale ethnographic research study investigated student perceptions of social identity and agency and the usefulness of the construct of the Community of Practice for struggling writers in the context of a pre-university EAP program. The appropriateness of socio-cultural theories in language teaching and learning today stems from social constructivist and social interactionist theories of the role of language in the discursive construction of society, knowledge and power. This study problematised these constructs in the development of writing for learners in a pre-university Higher Education context. Comparing data from focal students who were struggling with writing and from students who were more successful, the biographies of struggling students and their awareness of their futures, or imagined selves and communities, revealed not only learning histories in which they had radically different identities as learners and writers, but also a lack of clarity about their learning trajectory in the writing program. There was no apparent lack of investment in learning among the focal students, who identified themselves as weak writers, although there was frustration and anger at their predicament. The data suggest that they did not identify with the learning community at the start of the project, probably because they resisted belonging to a community which labeled them as failures. During the study a variety of means were used to elicit participants’ perceptions of their status as novice writers and to support their learning trajectory on an individual basis by elucidating the reasons for and requirements of academic writing. By the end of the study the focal students had developed more awareness of the subject positions the writing trajectory afforded them and had chosen ways in which to continue along their learning path. The Community of Practice appears to have potential as a means of supporting the roles of EAP students and teachers as members of the academic community of practice.
12
Frewin, Robert Duncan. "Ideation in ESL EAP teaching". Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36558/1/36558_Frewin_1997.pdf.
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Ideation, the selection and arrangement of information to build a
text, though a necessary skill for tertiary students, is not
satisfactorily addressed in writing skills textbooks for English as a
Second Language/English for Academic Purposes. To develop a
pedagogical approach to ideation, teachers need a theory of
language. The most fruitful theory is systemic-functional
linguistics, but systemic-functional theory has not yet fully
developed a theory of ideation. A related theory, Rhetorical
Structure Theory, offers a useful tool to analyse ideation both in
well formed model texts and, with slight modification, in not well
formed student texts. With Rhetorical Structure Theory, the
analyst can separate semantic value from syntax. The resulting
analysis indicates with clarity certain problem areas in ideation
which teachers need to address. Teachers are thus better equipped
to devise teaching approaches to address ideation in the classroom.
13
Bush, Denise y n/a. "Writing in the university : faculty expectations and overseas tudents' performance". University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060622.132041.
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Two surveys were conducted at the University of Canberra
in 1992 to seek the views of faculty on issues regarding
academic writing. The first survey sought to ascertain what
criteria faculty employ when marking student writing. It
asked faculty to indicate the importance of certain key features
in the writing of university students. These key features were:
Content, Argument, Style, Organisation, Communicative Ability,
Vocabulary, Use of Literature and Punctuation. Faculty were
requested to rank the importance of aspects of each of the nine
key features.
The second survey asked faculty to assess an actual
assignment written by an overseas student, using the structure
of the nine key features of writing as above. Faculty were
invited to indicate the strengths and weaknesses of the
assignment which they were assessing.
The aim of the surveys was to better inform teachers of English for Academic Purposes (EAP) classes, who prepare
overseas students for study at university. EAP teachers need
to know the expectations of faculty, in order to give overseas
students a realistic view of what faculty expect from their
assignments and the kinds of. weaknesses which faculty find in
overseas students' writing.
The survey found that content-related features such as
Content, Argument, Organisation and Communicative Ability
were considered more important than form features such as
Punctuation, Grammar, Style and Vocabulary. Use of Literature
was found to be a very important feature in some faculties but
not in all. Surprisingly, Style was the feature which evoked the
greatest variety of responses from faculty; however, in general
faculty agreed that Style had to be appropriate to the topic or
task, rather than there being a set format for academic writing.
From a factor analysis of data, four underlying principles
for academic writing were derived. These principles were:
relevance, appropriacy, accuracy and clarity. Thus, academic
writing, according to the faculty surveyed, should be:
1) relevant to the topic and to the internal argument of the
assigment;
2) appropriate in the style, tone and use of literature;
3) accurate in its vocabulary, grammar and referencing system.
4) clear in its argument and organisation of ideas.
For the most part, faculty responded favourably to the
overseas student assignments, which were assessed in the
second questionnaire. Faculty indicated that the main
weakness in overseas student writing was in their argument.
The surveys also found differences between different
Faculties in the importance they place on these key features.
It was postulated that the Science Faculties (Applied Science,
Environmental Design and Information Science and
Engineering) would be fairly similar in their views on writing,
as would the Humanities Faculties (Communication, Education
and Management). This was found to be only partly true. The
views of Information Science and Engineering faculty were
found to be more similar in many of their attitudes to the
views of the Humanities faculty. However, in some ways, their
views were unique and unlike any other Faculty. In particular.
Information Science and Engineering faculty place little
emphasis on writing as a method of assessment and, perhaps
as a consequence, even less on the use of literature in writing
From the survey, it also appeared that, in general, faculty
make some allowances for the fact that overseas students are
L2 speakers. They tend to overlook mechanical errors so long
as the content is acceptable.
14
Alvarez-de-Galicia, Maria Guadalupe. "Reading in English for academic purposes (EAP) : the effect of background knowledge, with special reference to schema-directed processes". Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/26085.
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Luyen, Pham Phuong y n/a. "An investigation of the difficulties experienced by non-native speakers of English in academic listening". University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060818.163103.
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For many students, listening to academic lectures is one of
the hardest listening skills (Lebauer, 1988). There are various
possible reasons for this: the jargon and specialised words of
the field that are used; also the language that is used is often
at a more formal level; the lecture situation which is unidirectional
with the listener having little role to play, and no
control of the oral message; the expectations that the listener
is assumed to have in listening to lectures which depends on
many factors such as attitude, motivation, linguistic
knowledge and world experience.
Trying to find an answer to where difficulties lie is the
purpose of this study, with the focus on the type of problems
that post-graduate non-native students of English might have
had during their study in a native English academic
environment.
Chapter one presents the purpose and significance of
study, and deals with a few problems in the history of the
teaching of listening in Vietnam.
Chapter two looks at the different developments in
understanding the listening processes in general and listening
to lectures in particular.
Chapter three studies difficulties that non-native
speakers of English may face in lecture listening.
Chapter four mentions some of the recommendations that
the study implies.
16
Ndimurugero, Speciose Ngirabakunzi. "Learning English for academic purposes in higher education in Rwanda : a case study of a College of Business and Economics". University of the Western Cape, 2015. http://hdl.handle.net/11394/4944.
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Philosophiae Doctor - PhDFindings also indicate other drawbacks such as some teachers' transmission of errors due to their low proficiency in the English language, their lack of common and well-designed EAP curricula, their lack of cooperation with non-language teachers, their delayed starting of classes and allowing a kind of laissez-faire and laissez-aller approach in classrooms, their lack of promotion of students' learning autonomy and problem-solving skills, their lack of language support to students, to cite but a few. Findings also indicate that teachers over-used pre-established materials that they had been recommended to use, using a teaching methodology known as PPP (Present Practise Produce) according to which teachers present an item or a skill and students are required to practise it before they become conversant with it. Furthermore, findings indicate a severe shortage of teaching and learning facilities. Findings concerning the language of instruction (English) indicate that it challenged students with an educational background in French. However, the students' French background and the widespread use of Kinyarwanda were also seen as an impediment to the implementation of EAP courses, but findings show that the shift from English to Kinyarwanda would help students understand the difficult concepts used in their academic subjects and safeguard Rwandan culture. Findings with regard to students' needs and expectations indicate that no opportunities were created for classroom interaction to enable students to think critically and comprehend the world and the word. Furthermore, teachers would fail to adjust the teaching and learning materials to suit students' needs. These materials were neither discipline-nor culture-related. To address the above-mentioned shortcomings, findings indicate that teaching and learning materials which incorporate discipline-related terminologies, Rwandan cultural artifacts, and world Englishes bear meaningful input and can raise students' motivation. They also indicate that students communicate better in Kinyarwanda and that the use of code switching helps students acquire both Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language proficiency (CALP). Concerning the above findings, therefore, recommendations are made to help the CBE and other institutions of higher learning in Rwanda and tertiary education settings in non-native English-speaking countries around the world to use EAP courses as a solution to students' language- related problems. Such recommendations are, to cite a few, teachers' shift from a banking to a problem-solving model of education, their switch to modes of communication other than the language of instruction to facilitate the teaching and learning process, teacher and student autonomy, accommodating students' voice in the teaching and learning process, the revision of criteria relied on to select language teachers, and in-service training for novice teachers. Other recommendations are CBE's partnership with other institutions of higher learning nationwide and worldwide, provision of learning and teaching materials, the government's mass consultation before the promulgation and implementation of any language policy, and the consideration of student errors as part of the learning process.
17
Olgun, Alison Alev. "The Influence Of Thematic Instruction On The Motivation Of Upper-intermediate Preparatory School Students Of English For Academic Purposes (eap) At Metu". Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605064/index.pdf.
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This research inquires into whether the motivation of students learning English for Academic Purposes (EAP) at the upper-intermediate level improves when thematic instruction is employed in the classroom.
This is the first time that a theme-based integrated skills approach was implemented at the Department of Basic English (DBE), METU at the intermediate and upper-intermediate levels. With the outcome of the needs analysis carried out by the administration, it was realized that students at the preparatory school needed to use integrated skills as reflected in &lsquoreal life&rsquo
. Moreover, thematic instruction was seen to be a requisite in the new curriculum since content is a key motivating principle. Hence, since one of the main concerns was the motivation of students attending courses at the preparatory school, there was a need to examine whether using this mode of instruction at the upper-intermediate level was able to ameliorate student motivation. For this research, firstly a pilot study and then qualitative analysis using in-depth interviews developed on the basis of the pilot study was employed. Therefore, using a triangulation of different kinds of data on related questions, interviews were carried out with 14 students on three separate occasions at the end of each span from the upper-intermediate group, two administrators and six upper-intermediate instructors. From the point of view of the students it appeared that generally content encouraged learning and improved English proficiency if the themes/topics were found to be of interest. However, the degree of impact of the themes and topics on student motivation largely depended on whether the student was intrinsically motivated or not. If the student was intrinsically motivated, content had a nominal affect on motivating them. The study showed that if the themes are linear and have a parochial focus on topics, too much time is spent on a theme, a redundancy of lexical items are taught, unnecessary details are included, and difficult and academic language used, these led to student demotivation in respect of content. Thus, indicating a greater variety of content was needed.
18
Ahmed, Abir Gafar Abas Seed. "English for academic purposes faculty perceptions of curriculum quality at a tertiary institution in the State of Qatar : a mixed-methods study". Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16092.
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The importance of curriculum in education is uncontested. Nevertheless, this has not translated into a thorough examination of what constitutes a ‘quality’ curriculum. Extant educational quality models mostly investigated ‘quality’ from students’ perspective and were predominantly conducted in the business and engineering fields. Some of these models encompass curriculum quality dimensions, nonetheless, given their focus on student perspectives, emerging curriculum themes were limited to issues of interest to students only, such as the number of courses, and the courses enhancing students’ job perspectives. To date, only a few studies pertaining to quality and service quality have been conducted in the field of Teaching English to Speakers of Other Languages. Thus, this exploratory sequential mixed-methods case study was conducted in an English for Academic Purposes programme in the State of Qatar to uncover teachers’ perceptions of curriculum quality and its attributes. Additionally, this study seeks to discover whether teachers’ perceptions of ‘quality’ affected their curriculum implementation. Qualitative data indicates that participants understood a quality curriculum as one that meets stakeholders’ needs in addition to meeting twenty-five attributes pertaining to curriculum design, course content, and resources. The findings reveal that curriculum design is the most important aspect of quality followed by course content and resources. Qualitative data also revealed that the exclusion of teachers from curriculum decision-making, students’ admission criteria, and lack of trust were detrimental to the quality of curriculum design. Curriculum relevance to students is of concern to some participants, since students and the wider community do not perceive the English for Academic Purposes courses as relevant. Although the participants’ do not deem quality of resources as an essential attribute of curriculum quality, it affects their curriculum implementation. Overall, the quantitative data supports the qualitative findings with respect to the importance of the curriculum quality attributes. Two curriculum quality attributes emerge from two participants’ comments related to curriculum design section in the questionnaire. Based on the study findings, it is recommended that the needs and situation analyses be modified at the study site to address concerns raised by the participants. It is also suggested that the university explores different options of English for Academic Purpose programmes to enhance students’ perceptions of the relevance of the English for Academic Purposes courses.
19
Edmunds, Trevor. "Investigating perceptions of student engagement in class practices of Vietnamese learners of academic English". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98111.
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Thesis (MA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Over the last 25 years socially-based SLA research has increasingly focused on contextual factors that constitute the local learning environments of learners of English as a second language in attempting to better comprehend the socially embedded nature of learning outcomes. These scholars have largely postulated language learning not only as the acquisition of linguistic knowledge in the abstract but rather as fundamentally constituted by participation in social praxis as situated within local sociocultural and institutional contexts. The emergence of „the social‟ in SLA research is especially significant to academic contexts in which learners belonging to diverse cultural and literacy traditions typically struggle to identify with target literacy practices of their academic communities. Drawing on a sociocultural approach and the community of practice construct, this thesis takes a qualitative approach. Through the analysis of teacher and student focus group data, this thesis sets out to illustrate learner and teacher articulations surrounding what constitutes learner engagement in an academic English program at an international university in Vietnam. The data collected in this study suggests that the focal learners perceived higher levels of learner engagement in learning contexts in which collaborative, dialogic activity was extensively integrated in the acquisition of target academic literacy practices. While the focal teacher articulations surrounding student engagement also took into account the importance of such collaborative class activity, the teachers did not attribute the same level of importance to it that the focal students did. This study concludes that teachers should extensively use activity frameworks within class that encourage group work in the learning of target academic literacy practices, especially academic reading and writing practices. Even where target practices will ultimately be elaborated and assessed on an individual basis, this study illustrates that collaborative dialogic frameworks seemed to provide students with opportunities to pool linguistic, content, and skills-related resources, thus allowing students to overcome learning difficulties associated with academic literacy practices. Ultimately, such activity frameworks appeared to mediate higher levels of student engagement within class activities, which students linked to more effective and enjoyable learning of academic English.
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20
Hosogoshi, Kyoko. "Development and Validation of Skill-Integrated Tasks in EAP Contexts: A Focus on Input Processing Facilitation". Kyoto University, 2017. http://hdl.handle.net/2433/227645.
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21
Cho, N. "An exploration of the nature of teacher/peer feedback interactions on pre-sessional English for academic purposes (EAP) courses in UK higher education". Thesis, Oxford Brookes University, 2011. http://radar.brookes.ac.uk/radar/items/89f553ce-015b-8cc3-308a-44a0bddbfccd/1.
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This research concerns itself with the exploration of methods used to support student-writers‘ learning opportunities, as employed by teachers and by their students in teacher-student writing conferences; particularly the cadences of role construction and negotiation of viewpoints between peers in student-student writing conferences, within the context of English for Academic Purposes (EAP) programmes‘ pre-sessional writing courses in a UK university. The author poses two distinct questions: first, what methods are employed in the supporting of students‘ learning processes in terms of teacher-student writing conferences? Second, what tactics are taken in peers‘ role construction and viewpoint negotiation in student-student writing conferences? The study utilises a Conversation Analysis-informed methodology and interrogates its research data: namely audio/video recordings of 32 spoken teacher-feedback sessions and nine spoken peer-feedback sessions taken over a period of six months. Data analyses in this study reveal the massive importance that writing conferences play in jointly constructing the student‘s critical judgment and knowledge in preparation for academic literacy development. The study explores a number of interactional strategies used by teachers in support of student learning; giving special attention to the ―scaffolding technique‖, and how it assists students by maintaining their interest and enthusiasm for their studies, and by creating a shared frame through the teacher appearing to share responsibility for the learning, like an accomplice to the student. The study also considers the role of student-student interactions in promoting and developing learners‘ supporting arguments through engaging in the sheer complexity of these sessions. Overall, the study suggests and emphasises the importance of teachers and the requirement for them to create and to maintain opportunities for productive dialogue activities—as with writing conferences—by using an array of interactional strategies, all of which lead to students‘ joint and active participation for solving any problems that they may encounter during their journey to higher education, equipping them with all the knowledge and know-how that they need for their future studies.
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Mironko, Beatrice Karekezi Uwamutara. "Students and teachers' views on factors that hinder or facilitate science students in mastering English for academic purposes (EAP) in Rwanda higher education". University of the Western Cape, 2013. http://hdl.handle.net/11394/2996.
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Philosophiae Doctor - PhDThis study explores second and third year students' and teachers‟ views on factors that hinder or facilitate the mastery of English for Academic Purposes (EAP) in the Science and Engineering Technology Higher Institutions of learning in Rwanda (KIST) and seeks to establish the extent to which the current programme meets the needs of the students. This is done by highlighting a whole range of teacher and student perspectives on the EAP programme. Two key requirements invite students to write their academic assignments in the form of research proposals and research project reports. In order to help them perform well in their field subjects, KIST introduced a department of English with a General English Programme under the umbrella of the then School of Language Studies (SORAS) in 1997. The department‟s first assigned mission was to teach English to students in all departments in a bid to support and encourage them to cope with their field specific courses which are taught in English. Rwanda‟s National Council for Higher Education (2007), on language teaching and learning, states that the trio, that is Kinyarwanda (the Mother Tongue and national language) and English and French (as foreign languages), should be taught at primary, secondary and higher education levels in order to reconcile the divide between Rwandan returnees (who had lived abroad for many decades) and locals. It is in this context that KIST, one of the institutions of higher learning, adopted the bilingual policy to cater to students‟ needs to learn both French and English as media of academic communication. However, after Rwanda‟s integration into the East African Community and the Commonwealth, English has been officially adopted as the medium of instruction in all schools and higher institutions of education. That is why there was a sudden language shift in 2006 from French to English as a medium of instruction at KIST. French and Kinyarwanda are now merely taught as subjects. The motive behind the move was to cater for Rwanda‟s needs to fully participate in the economic community of East African Community in general and in the global economy in particular. The move drastically affected students‟ ability to read and write English in their respective disciplines. The move also affected lecturers of other speciality areas. To avert the obvious challenges emanating from this sudden shift in language policy, the Institute introduced the English for Specific Purposes (ESP) and English for Academic Purposes (EAP) programmes under the then KIST School of Language Studies (SOLAS) and the KIST Language Centre. However, appropriate instructional materials for such courses have not been easily available. Given this situation, English teachers have had to create their own materials rather than the existing generalised and pre-packaged language teaching materials. As a result, students‟ specific needs for induction into a scientific writing community at tertiary level have rarely been met. It is against this background that the study seeks to investigate factors that are facilitating and the mastery of EAP. The study operates on post-colonial/post-structuralist theoretical perspectives. These were founded on the analytical framework that is guided by thematic and/or conceptual underpinnings of language policy in the post-colonial Africa. Thus, English Language Teaching (ELT), developed into English as a second and additional language that is multi-semiotic and multi-modality in EAP and science genres, focusing mostly on its academic literacy, identity, ideology, power and agency, as well as its investment in language teaching and learning and the scientific community practice. Using a combination of ethnographic principles/practices like participants‟ observations, oneto- one interviews, focus group discussions and documentary review in data collection, the study utilises thematic/conceptual analysis to draw its conclusions. Drawing from the above conceptual perspectives, therefore, as well as from the methodological approach, this thesis emphasises the fact that the inability of students to successfully master EAP is caused by various factors, including the choice of English language learning materials. Contradictory approaches to language learning and to academic literacy practices create further challenges to the Rwandan students‟ advancement in English mastery. These same practices also serve to limit the students‟ ability to learn this language and complicate their access to local and global cultural exposure that is necessary for their socio-economic development of Rwanda. The study also reveals lack of appropriate discursive competence and multi-semiotic repertoires as some of the major factors inhibiting students‟ academic progress. This is partly explained by the nature of the English language learning and teaching materials that is in use which neither provides general nor disciplinary specific academic and learning opportunities in English. Similarly, a range of structural and professional constraints on „agency‟ exists for teachers of English in Rwanda as an additional language to the students, including lack of induction into scientific discourses or the EAP community of language practice. The overall lack of power and agency by teachers also contributes to constraints and constrictions in English language learning practices for these students in Rwanda. The study, however, observes that this situation is not only peculiar to KIST, as it is also common in almost all tertiary institutions in Rwanda. Specific recommendations are made in the study to improve the quality of English language learning and teaching in general and EAP in particular at KIST as an institution of higher learning, through the establishment of a clearer language policy and training opportunities for staff to update and develop required language skills in EAP, especially with regards to writing skills in sciences and engineering. The government of Rwanda, under the umbrella of Rwanda Education Board (REB) and the contribution of English language experts at the Institute, should provide a clearer direction of the language policy and curriculum that addresses Rwandan students‟ specific needs. KIST, as an institution of higher learning, should value and facilitate the teaching and learning of English in general and the teaching of EAP in particular, bearing in mind its assigned mission. The management of the Institute should encourage interaction between EAP and subject area lecturers to discuss and agree upon, text types to be used by EAP lecturers in teaching. KIST management should also provide room for regular interactions with English lecturers to listen to their views and offer them further language training opportunities in order to update and develop the required skills in EAP, especially with regards to writing skills in science and engineering.
South Africa
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Maswana, Sayako. "A Cross-Disciplinary Genre Analysis of Research Articles: A Focus on Rhetorical Structures". Kyoto University, 2015. http://hdl.handle.net/2433/199406.
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Kyoto University (京都大学)0048
新制・課程博士
博士(人間・環境学)
甲第19082号
人博第735号
新制||人||176(附属図書館)
26||人博||735(吉田南総合図書館)
32033
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)教授 田地野 彰, 教授 西山 教行, 准教授 中森 誉之
学位規則第4条第1項該当
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McLaughlin, James Patrick. "Student learning approach and motivational orientations in the tertiary context of the United Arab Emirates : implications for English for academic purposes course design". Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/14940.
Texto completoResumen
This thesis investigates the interaction of student learning approaches and course design at a tertiary institution in the United Arab Emirates. The students involved in the study were mostly male students attending an English for academic purposes program. This study employed a mixed methods design utilizing questionnaires and interviews. The students completed the Revised Study Process Questionnaire (R-SPQ-2F) to assess their learning orientation along the deep and surface approach dimensions. The questionnaire results on the deep and surface dimensions were inconclusive. However, the results of a factor analysis suggest a disposition among the students towards attainment of satisfaction from learning. The evidence from the interviews indicates that the students were highly disposed towards practical learning outcomes, especially when these were linked to career skills. Interview evidence also points to the role of social relations amongst the students and with teachers as important learning factors. Finally, the interview analysis suggests the importance of affective factors. The results of separate questionnaires administered to a small group of faculty and the students at large, along with the interview data, indicate that the English for academic purposes courses broadly supported deep learning approaches. However, contextual factors at the college led to a highly structured and outcome based approach to the course curricula. Although the courses may have been supportive of deep learning approaches for most of the students, the courses’ prescriptive and structured approach may not have been optimal for high achievers. The implications of the findings of this study for EAP courses in the Gulf context are discussed as well as their implications for learning theory.
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Wisaijorn, Patareeya y n/a. "Teaching reading comprehension to Thai EFL students: Reciprocal Teaching Procedure". University of Canberra. Professional Communication, 2003. http://erl.canberra.edu.au./public/adt-AUC20050802.140230.
Texto completoResumen
The main purpose of this study was to examine the effects of strategy training
in small group work on the reading comprehension of academic
texts in English by Thai English as a Foreign Language (EFL) students.
The strategy-training used was the Reciprocal Teaching Procedure (RTF)
which focused on the four reading comprehension strategies: predicting,
clarifying, questioning and summarizing.
The research study was an experimental one using a single group design.
The participants were thirty-four first year students enrolled in the English
for Academic Purposes (EAP) program at a tertiary institution in the
northeastern part of Thailand. Both quantitative and qualitative research
methods were used. The pre-, post- and follow-up reading tests were
employed for quantitative analysis. The students' performances were
analyzed for statistically significant differences immediately at the end of
the ten-week training and in the follow-up test eight weeks after the
training. Qualitative data were collected from students' pre-, post- and
follow-up questionnaires, checklists and journals, teacher's checklists and
journal, and independent observer's checklists and field notes.
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McCollum, Robb Mark. "Writing from Sources and Learners of English for Academic Purposes: Insights from the Perspectives of the Applied Linguistics Researcher, the Program Coordinator, and the Classroom Teacher". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2829.
Texto completoResumen
This dissertation investigates the challenges faced by learners of English for academic purposes (EAP) when required to complete writing assignments that use source texts. In order to address this problem, I explore the issue from the perspectives of applied linguistic researchers, writing program administrators, and classroom composition instructors. These three perspectives are highlighted in distinct articles that build on one another to create a more complete understanding of the challenges that EAP students face when writing from sources. The first article contains a literature review of relevant studies that explore the reading-to-write construct. Experts suggest that unintentional plagiarism, or patchwriting, can be attributed to a lack of cultural and linguistic competence. In order to address these limitations, researchers identify several reading and writing subskills that are integral to success in academic source writing. The literature review concludes with recommendations for teaching and testing contexts. The second article details a rater training evaluation study that resulted in unexpected, but welcomed, recommendations. Teacher-raters provided feedback that influenced how the institution made use of benchmark portfolios to train teacher-raters as well as inform students about writing achievement standards. The increased use of benchmark portfolios also helped to clarify classroom and program standards regarding citation, attribution, and anti-plagiarism policies. The final article is a practical guide for classroom composition instructors. I outline a recommended curriculum for teaching source writing to EAP students. The guide incorporates the findings of the literature review and the evaluation study into a collaborative and iterative pedagogical model. This recursive approach to EAP writing instruction helps students to diagnose and develop the advanced literacy subskills required for successful source integration into their writing. As a set, the three articles demonstrate that effective solutions to instructional issues can be developed when a problem is approached from multiple perspectives. Indeed, linguistics-based research, program administration, and teacher experience can be combined to produce a model for writing instruction that acknowledges principles of second-language advanced literacy and accounts for learner struggles as students develop source writing skills.
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Zarrouk, Hajer. "The impact of problem-based learning methodology on learners of English for Academic Medical Purpose". Thesis, Le Havre, 2016. http://www.theses.fr/2016LEHA0025/document.
Texto completoResumen
Le but de cette étude était de considérer la possibilité de la mise en œuvre de l’approche d'apprentissage par problèmes (APP), Problem Based Learning (PBL), comme une méthodologie d'enseignement, épistémologiquement solide, pour enseigner l'anglais de spécialité (ASP), en particulier, dans le domaine académique de la médecine, English for Academic Medical Purposes (EAMP). Dans un premier temps, l'étude a examiné si PBL est compatible avec l'enseignement des langues et a cherché à déterminer les avantages que cette méthode peut apporter à l'enseignement de l'ASP. L'étude a également tenté de résoudre des problèmes d'apprentissage en anglais qui ont été identifiés dans les Collèges de Santé de l’Année préparatoire (Branche Féminine) au sein de l'Université de Hail, Arabie Saoudite. Une analyse des besoins a été menée dans l'institution pour mieux identifier ces problèmes d'apprentissage. En conséquence, PBL a été mis en œuvre pour déterminer si cette approche est capable de fournir une solution possible à la question, puisque PBL a été initialement mis en œuvre en médecine pour faire face à des problèmes similaires. Cela a entraîné un changement dans les niveaux macro-méthodologique et micro-méthodologique, comme Demaizière (1996 ; 66) les appelle. Dans la partie empirique, une étude longitudinale a été menée avec 13 étudiantes qui ont été observées dans une période de 8 semaines au cours de cinq PBL tutoriels, qui a eu lieu pendant quinze séances. En général, les résultats étaient en faveur de la mise en œuvre de cette approche dans l'enseignement de l'anglais médical. Ils ont également montré que PBL peut améliorer l'autonomie des apprenants ; leurs permettre de développer des stratégies d'apprentissage ; les aider à exploiter leurs compétences linguistiques ; et d'apprendre le contenu orienté vers leur domaineThe purpose of this study was to consider the implementation of Problem Based Learning (PBL) as an epistemologically sound teaching methodology to teach English for Specific Purposes (ESP) and particularly English for Academic Medical Purposes (EAMP). The study examined whether PBL is compatible with language teaching and determined the benefits that this methodology can bring to ESP. The study also attempted to solve problems with English learning that were identified in the Preparatory Year Health Colleges (Female Branch) within Hail University, Saudi Arabia. A needs analysis was conducted in the institution to examine the English learning situation and better identify these learning problems. Then PBL was implemented to determine if it provided a possible solution to the issue. This entailed a change in the macro-methodological and micro-methodological levels, as Demaizière (1996) called ‘le niveau macromethodologique’ and ‘le niveau micromethodologique’ (p.66). In the empirical part of this study, a longitudinal study was conducted with 13 students who were observed through a period of 8 weeks and over five PBL tutorials, which took place over fifteen sessions. During these fifteen sessions, learners’ behaviors or indicators of autonomy were observed at the group level for the first and third session of each PBL tutorial and at the individual level in session 2. In general, the results favored the implementation of this approach in teaching English for Academic Medical Purposes (EAMP). They also showed that PBL can improve learners’ autonomy; enable learners to develop learning strategies; help learners harness their language skills; and learn content oriented to their field
28
Kalikokha, Chimwemwe. "The perceptions of a group of first year undergraduate Malawian students of the essay writing process". Click here to access this resource online, 2008. http://hdl.handle.net/10292/396.
Texto completoResumen
The purpose of this study was to explore the perceptions of the essay writing process of first year undergraduates at Chancellor College (University of Malawi) and to a lesser extent those of the lecturers responsible for teaching academic skills. A mixed methods design, combining qualitative and quantitative techniques, was employed in order to obtain richer data for deeper understanding of the students’ writing process. Two hundred students from the humanities and social science faculties responded to a self-completion questionnaire towards the end of semester one. Based on the students’ responses, an open-ended questionnaire was administered to four full time English for Academic Purposes (EAP) instructors. Findings from this study indicate that most students find it very challenging to obtain sufficient and relevant source text information, paraphrase or summarise information, and use an appropriate academic writing style. As solutions to these challenges, the students suggested the need for timely essay writing instruction, availability of resources for essay writing, increased amount of time spent on essay writing instruction, and discipline specific instruction in essay writing. EAP instructors identified lack of teaching and learning materials, large EAP classes, and students’ negative attitude towards the EAP course, as some of the challenges they encounter when teaching the course. The EAP instructors proposed an increase in the number of staff members, making students aware of the significance of the EAP course at an early stage, and the availability of up to date resources, as some of the ways in which the teaching of the course can be improved. Overall, the findings seem to suggest that difficulties that students encounter during the writing process and teaching challenges that EAP instructors face, have great impact on students’ perception of academic writing as well as their approach to writing tasks. The findings also suggest a lack of dialogue between the students and their lecturers. This is evident in students’ unawareness of the nature of the writing demands of their lecturers and disciplines; students’ desire to have timely essay writing instruction; and the lecturers’ concerns about students’ negative attitude towards the EAP course.
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Kedziora, Beata. "Wikis in teaching and learning a foreign language: A case study of wiki usage in the course Academic reading and writing for teacher candidates". Thesis, Stockholms universitet, Engelska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77585.
Texto completoResumen
An increasing number of universities are providing the current generation of students, the socalled ‘digital natives’ (Prensky, 2001) - with more flexible and innovative language learning environments through the use of free Web 2.0 tools, such as wikis, blogs, social networking, Second Life and podcasting. However, still relatively little is known about wikis in the context of teaching English for Academic Purposes. My project aims to fill this research gap. I applied a case study strategy, where three groups of students attending a course Academic reading and writing for teacher candidates were examined. This paper demonstrates how the wiki software was employed in the course to encourage teacher candidates to proof-read and edit their own and others’ texts in order to be more accurate in academic writing. The present case study applied several research methods, including analysis of the texts written by students on the wiki and chat-room comments, an interview with the teacher of examined groups and a student questionnaire. The analysis of peer revisions was carefully conducted with a particular focus on: the variations in the way that students corrected each others’ texts, types of revised language issues, and the extent to which the teacher candidates were correcting accurately. My findings show that the students paid close attention to sentence structure (e.g. clauses, punctuation), fixing sentence problems (e.g. parallelism, choppy and stringy sentences), inflection and academic style. It is noteworthy that most of these languages issues were discussed in class. Considerably less attention was given by students to questions like paragraph structure and content. The accuracy of students’ revisions varied depending on the type of corrected language issue. The general impression of employing the wiki in this course was favourable. Many of the teacher candidates admitted that they would like to utilize the wiki tool in their future teaching courses.
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Clapham, Caroline Margaret. "The effect of background knowledge on EAP reading test performance". Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239069.
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Zhao, Jun. "Metaphors and Gestures for Abstract Concepts in Academic English Writing". Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195298.
Texto completoResumen
Gestures and metaphors are important mediational tools to materialize abstract conventions in the conceptual development process (Lantolf and Thorne, 2006): metaphors are used in the educational setting to simplify abstract knowledge for learners (Ungerer and Schmidt, 1996; Wee, 2005); gestures, through visual representation, can "provide additional insights into how humans conceptualize abstract concepts via metaphors" (Mittelberg, in press, p. 23).This study observed and videotaped four composition instructors and 54 ESL students at an American university to probe how their metaphorical expressions and gestures in a variety of naturally occurring settings, such as classroom teaching, student-teacher conferencing, peer reviewing and student presentations, represent the abstract rhetorical conventions of academic writing in English. By associating students' gestures with the instructors' metaphors and gestures, this study found evidence for the assistive roles of metaphors and gestures in the learning process. The final interviews elicited students' metaphors of academic writing in English and in their first languages. The interviewees were also asked to reflect upon the effectiveness of the metaphors and gestures they were exposed to.This study confirmed the roles of gestures in reflecting the abstract mental representation of academic writing. Twelve patterns were extracted from the instructors' data, including the linearity, container, building, journey metaphors and others. Of these twelve patterns, six were materialized in the students' gestural usage. The similarity of gestures found in the instructors' and students' data provided proof of the occurrence of learning. In the elicited data, students created pyramid, book, and banquet metaphors, to highlight features of academic writing in English and in their first languages. These new metaphors demonstrate students' ability to synthesize simple metaphors they encountered for a more complex one, which is more significant in the learning process. The interviews suggest that metaphors are better-perceived and more effective in relating abstract knowledge to the students. Gestures were not judged by the students to be helpful. This could result from the fact that gestures, other than emblems, are often understood unconsciously and are naturally used to provide additional information to the verbal utterance rather than replacing speech, which is more prominent perceptually and conceptually.
32
Ngoc, Hung Nguyen y n/a. "Proposed EAP and ESP syllabuses for Vietnamese students going to study overseas". University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060731.132843.
Texto completoResumen
The increasing number of economic and cultural aid programmes for
Vietnam to reconstruct its war-torn economy in recent years from the
United Nations Development Programme and other international and
governmental organizations has created a great demand for English language teaching and learning in Vietnam. The language problems
that face Vietnamese scientists and technicians working in these aid
programmes have been a major concern of many educational
institutions in Vietnam and a reason for the author of this Study
Report to take up this study.
Chapter one of this study covers major stages of development of the
teaching of English for Specific Purposes (ESP) and various factors
that influence the teaching of ESP.
Chapter two discusses some current issues in the teaching of ESP in
Vietnam with special reference to course organization, syllabus and
material design at the Hanoi Foreign Language College. It also
points out some misunderstanding and misconception in the teaching
of English to Vietnamese scientists and technicians.
Chapter three looks at major language problems that Vietnamese
students meet when they go to study at different colleges or
universities in English speaking countries. A close investigation
will be carried out over a number of Vietnamese veterinary doctors
studying at the university of Queensland in Australia.
Chapter four is concerned with the selection of suitable syllabus
models for ESP/EAP courses at HFLC and also attempts to work out
appropriate syllabuses for EAP courses for Vietnamese students going
to study overseas.
The final chapter suggests some further considerations for
organizing ESP/EAP courses at HFLC especially for material
production, ESP teacher training and ESP testing.
It is hoped that this Study Report will give language teachers in
the ESP Department at the Hanoi Foreign Languages College a clearer
picture of what ESP is all about and provide some guidelines for
successful organization of teaching ESP and EAP to Vietnamese
students.
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Lee, Ena Grace. "Negotiating the "critical" in a Canadian English for Academic Purposes program". Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31379.
Texto completoResumen
This thesis represents a one-year critical ethnographic case study of an academic literacy program located within a major Canadian university. Pacific University's English for Academic Purposes program distinguished itself from "traditional" English as a Second Language programs in its innovative pedagogical approach. The program staff believed that the understanding of a language lies in the deeper understandings of the culture in which it is embedded. Because of this, the program emphasized the use of a critical dialogic approach to the analysis of how language is shaped by culture and vice-versa. My research revealed, however, that disjunctions existed between the pedagogy as it was conceptualized and the classroom practices of the instructors teaching there. Furthermore, classroom observations conducted over the course of the year suggested that student identities were being constructed and negotiated vis-à-vis those of the instructors and that the discourses of teachers essentialized culture and, in turn, student identities. I argue that the discourses we co-construct in the classroom can (re)create subordinate student identities, thereby limiting students' access not only to language-learning opportunities, but to other more powerful identities. I therefore propose that a reimagining of a critical language teacher identity and the negotiation of critical praxis can concomitantly serve to reimagine student identities in new and emancipatory ways.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Rafik, Khan Shameem Mohd. "The development of a materials training framework for English for academic purposes". Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/30947.
Texto completoResumen
There seems to be a significant gap in research on how teachers develop EAP teaching - learning materials and the various types of problems they encounter when developing these materials. This is regardless of whether the teaching is for English for General Purposes or English for Academic Purposes (EAP). This study explores how training in EAP materials development might be improved, and it sets out:;(1) to develop a task-based materials Framework and then. (2) to explore its effectiveness with trainees on the context of a Malaysian university (Universiti Pertanian Malaysia [UPMS]). In devising the Framework, guidance was sought from task and content-based approaches to language teaching, genre theory, Bloom's Taxonomy of educational objectives, a needs survey and various other sources. The Framework was trialled with Malaysian teachers studying at various British universities and further revised. To evaluate and explore the effectiveness of the Framework an intact group or within - subjects design and workshop procedures were used. A materials design course already exists at UPM and hence the method taught could be compared with the use of the Framework. One hundred and seven pre and in-service TESL teachers participated in this comparison and they designed materials by the existing method, and then using the Framework. The attitudes of the teachers, their perceptions of the Framework, and the materials produced, were compared and analysed using a variety of qualitative and quantitative methods. These included questionnaires before and after the experience, a 'Materials Evaluation Checklist' and a collaborative progress log which the teachers kept. The results show a significant improvement in the materials produced, and in the attitudes, beliefs and perception of the teachers, when the Framework is used.
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Hanks, Judith Ingeborg. "Exploratory practice in English for academic purposes : puzzling over principles and practices". Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595649.
Texto completoResumen
Exploratory Practice (EP) is a relative newcomer to the field of practitioner research in language education. Distinctive in attempting to integrate research and pedagogy via a process of puzzlement, it advocates the inclusion of learners alongside teachers as researchers into their own classroom practices. A1though EP appears to be thriving in different places around the world (notably Brazil), it is rarely to be found in the context of teaching English for Academic Purposes (EAP) in the UK. Studies which explicitly include learner perspectives are also unusual. This thesis examines the principles underpinning the EP framework as it was implemented on two pre-sessional courses at a university in the north of England. Two case studies investigating the practical challenges and theoretical implications of the innovation are presented. Taking a qualitative approach, participants (both teachers and learners) were interviewed at regular intervals during their courses and artefacts such as student posters and course timetables were collected. Template analysis was used to draw out and correct themes from the data, and the cases were presented as a series of interconnected narratives. Although the open-ended, flexible nature of EP had seemed inimical to the goal-oriented, highly pressured circumstances of EAP, it became clear that EP was enthusiastically adopted by participants. The findings suggest that EP can be successfully incorporated in an EAP context, but that doing so throws belief structures about research and pedagogy into sharp relief. These beliefs are subject to cognitive dissonance, and are often ideologically loaded, consequently attempts to reconcile them require more thought. Issues of relevance, ownership, and puzzling rather than problem-solving suffused the study. Two options are therefore presented: first, a more politic approach is to reframe EP as a form of pedagogy rather than research; second, more radically, the notion of what 'counts' as research needs to be redefined to allow for more innovative, locally relevant, co-constructions of knowledge
36
Башлак, Ірина Анатоліївна, Ирина Анатольевна Башлак y Iryna Anatoliivna Bashlak. "Written peer response is an important tool in English for academic purposes". Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65219.
Texto completoResumen
Over the past fifteen years, the process approach to composition, which was originally developed for first language instruction, has become popular among ESOL writing teachers. A key component of this approach is peer response (also known as peer review, peer feedback, peer editing, and peer evaluation),in which students read each other’s papers and provide feedback to the writer, usually answering specific questions the teacher has provided. In most cases the questions focus on organization and style, rather than surface-level grammar or spelling mistakes.
37
Devi, Sarojani. "Validating aspects of a model of academic reading". Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/296771.
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In the past, the focus in language testing, teaching and research has largely been on careful reading while expeditious (quick, efficient and selective) reading has been largely ignored. However, some research suggests that careful reading ability alone is inadequate for students to meet the demands of undergraduate academic reading. In the main English for Academic Purposes (EAP), test instruments have been previously based on careful reading models which assume reading to be unicomponential. If this is not the case, the issue for language testing is whether the construct of academic reading can be validly measured by a focus on careful reading alone. The aims of this study were to investigate the types of academic reading required of firstyear undergraduates based on Urquhart and Weir's (1998) four-cell matrix of reading types which also forms an important part of Khalifa and Weir's (2009) reading model. Based on this, a valid academic reading test battery for undergraduate students was developed and used to examine the divisibility of the academic reading construct. The literature review on reading models suggested that current models were nearly all premised on careful reading and expeditious reading had in the main been ignored. The findings of a pilot and main questionnaire survey with undergraduates suggested that both careful and expeditious reading were important in accomplishing academic reading tasks at the undergraduate level. Accordingly, the empirical data generated by these surveys validated Urquhart and Weir's (2009) reading matrix and aspects of the reading model by Khalifa and Weir (2009). Based on this matrix and aspects of the model, a valid reading test was developed and administered to first-year undergraduate students. The performance of undergraduates across the different parts of the reading test confirmed that academic reading was a divisible construct. The findings of this study add to the literature on EAL academic reading by lending empirical support to a componential approach to the teaching and testing of reading. The componential model and the test design methodology employed should help test designers develop valid academic reading tests embracing both careful and expeditious reading types. The results from such tests might usefully inform pedagogical practice leading to more efficient reading practice at undergraduate level.
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Burnett, D. F. "Towards a taxonomy of items for listening comprehension in English for academic purposes". Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380816.
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Lima, Adriana Monteiro. "The Canadian language benchmarks and English for academic purposes : a socio-semiotic approach". Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/28368.
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In the British Columbia context, English for Academic Purposes (EAP) curricula have been articulated and aligned to the Canadian Language Benchmarks (CLB) in an attempt to facilitate transference nationwide (See the Articulation Guide for English as a Second Language Programs in the British Columbia Post-secondary Transfer System, 2008). Because the CLB is designed to be used as a standardized framework to assess ESL learners' proficiency across Canada, learners may need to achieve CLB levels 8-9 to enter mainstream academic programs. Nevertheless, CLBs have only partially impacted on curricula. This study examined EAP programs in relation to the CLB in a local BC college. It investigated the use of the CLB in the EAP program syllabus and its influence on curricular decisions. I interviewed teachers and administrators using structured-questions that targeted their perceptions of a) the CLB concept and critiques and b) theoretical and practical issues that affect the functionality of the CLB when used for academic purposes. The findings show that some of the reasons for implementational shortcomings seem to involve the uncertainties and ambiguities of the CLB Theoretical Framework. In addition, participants voiced their concerns about the usefulness of CLBs for preparing learners to achieve academic readiness, questioning the benchmarks functionality in such context and adopting other frameworks. Thus, I explored some of the dilemmas participants face having to assess how learners function from the CLB 'can do' standpoint in relation to a given, more generic context, i.e. English for academic purposes. Nevertheless, the findings revealed that the CLB has partially impacted on the syllabus of programs, which also prepare learners to enter mainstream post-secondary courses, namely Applied programs. For this reason, I claim that if a socio-semiotic approach would be taken in account, examining the contexts where communication takes place, these practitioners could be better equipped to achieve the goals of the program, as well as those of the learners. Additionally, because the CLB outcomes are not goal-oriented, if a clear purpose were to be achieved, one could be able to foresee implementational demands in relation to contextual needs.
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Abdulkader, Abdulkader. "A sociolinguistic study of postgraduate students' perceptions of using English for academic purposes". Thesis, Cardiff Metropolitan University, 2009. http://hdl.handle.net/10369/848.
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English for Academic Purposes (EAP) has been increasingly researched in recent years. However, in this research the learner's voice is still not clearly evident. The current study investigates postgraduate students' perceptions of using EAP in studying for higher degrees in Wales and Syria. The study makes a contribution to the field by focusing on the learner's voice in two different contexts, where English is a native language or a foreign language. The students in the study were either home students in Syria or international students in Wales. The juxtaposition of two different contexts allowed for key points of comparison and contrast to be observed. The methodology employed in the research was that of a main and associated case study. A range of data were gathered from University Wales and University Syria through the two case studies. It was found that most University Wales interviewees, as international students, perceived cultural context as an inseparable part of their concept of EAP. They were also aware that they were engaged with a number of overlapping cultures in their use of English. By contrast, the majority of University Syria interviewees, as home students, often perceived clear boundaries between EAP and the cultures surrounding it. It was also found that both groups of interviewees perceived particular features of teaching styles and resources as important elements in their use of EAP. The study findings are valuable in illustrating the similarities and differences of the students' perceptions of their use of EAP in two different contexts. They are also valuable in highlighting the students' identity as EAP learners, a pragmatic one in response to EAP and one that was evolving in response to the broad context of their studies. A central finding was the key role enacted by context in students' overall perception of EAP. Context highlighted the necessity of re-defining EAP, closely considering the different contexts in which it occurs.
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Kirk, Steven Ewen. "Enacting the curriculum in English for Academic Purposes : a legitimation code theory analysis". Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12942/.
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This doctoral research project sought to better understand and articulate how English for Academic Purposes (EAP) is locally enacted. The context selected was a university summer pre-sessional programme for international students. At the time of data collection, I was the course director and the questions shaping the research emerged over a number of years in this role, primarily through the observation of teaching staff. Taking a case study approach and informed by a social realist lens (Bernstein, 1990; 2000; Maton, 2014), the research asked: How is EAP locally enacted? What are the organising principles underpinning this enactment? Drawing on Bernstein's notion of recontextualisation and theorising of the epistemic pedagogic device (Maton, 2014, after Bernstein, 1990), the study explored the 'double enactment' of EAP: firstly, from the values and beliefs shaping the pre-sessional ethos into curriculum, and then from pedagogic materials into classroom practices. Data collection and analysis combined interviews with the course designers, examination of curriculum materials, and exploration of videos of teaching. The analytical framework drew on two dimensions of Maton's Legitimation Code Theory, or 'LCT' (Maton, 2014), a development of Bernstein's code theory (Bernstein, 1977; 1990; 2000). These two dimensions were Specialisation and Semantics (Maton, 2014). Specialisation's component concepts of epistemic relations (relations between knowledge and its object of study) and social relations (relations between knowledge and knowers) were used to explore the macro-orientation and goals of the pre-sessional programme. The Semantics concept of semantic gravity (the relative context dependency of meaning) was then enacted to analyse the structuring principles of materials design and classroom recontextualisation. LCT Specialisation analysis revealed a programme characterised by a stronger orientation to knowledge practices than to knower practices - i.e. an emphasis on understanding particular concepts and developing particular analytical skills, what Maton calls a trained gaze (Maton, 2014). Some curriculum-internal variation was also observed, however, enabling a nuanced view into practices. This orientation was found to shape programme thinking and design in important ways, informing both materials development and expectations of teaching. LCT Semantics analysis revealed a local curriculum characterised by a relatively wide semantic range. Learning outcomes are geared towards both explicit understanding of core course concepts and scaffolded, spiralling opportunities for students to ground these concepts in academic writing and speaking practice. Movements across curriculum threads between concepts and practice create shifts in the context-dependency of curricular knowledge. These semantic gravity waves (Maton, 2013; Macnaught, Maton, Martin & Matruglio, 2013) over curriculum time may enable students to transfer some pre-sessional learning to texts, tasks and assessments not met on the course. LCT Semantics analysis of the principles structuring lesson design and classroom practice suggest there may be underlying patterns, or what might be considered 'signature profiles'. Illustrations of practice are analysed and interpreted as exhibiting shifts in semantic gravity. These shifts are theorised as perhaps enhancing, but also sometimes hindering, effective enactment of the espoused curriculum. LCT tools enacted for this research study enable making visible how local course values are reflected and refracted throughout an EAP programme, from the macro-design of curriculum, through individual lessons on the page to their material enactment in the classroom as pedagogic practice. The findings and the conceptual toolkit itself have implications and applications for EAP programme development, teacher education and wider sector understandings of the situated realisation of university-based curriculum and pedagogy.
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James, Gregory Cyril. "Considerations in the design of an oral test in English for academic purposes". Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534676.
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This work seeks to describe the development of the oral component of the Associated Examining Board's Test in English for Educational Purposes, a test devised to assess the language proficiency of overseas students intending to pursue a course of academic study in the UK. In introducing the allied twin themes of the discussion, that of the sociolinguistic consequences of academic study abroad and that of the criteria of assessment in oral proficiency assessment.
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Dodson, Eric Dean. "Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1639.
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This study examines an English for Academic Purposes (EAP) teacher's speech throughout one curricular unit of an intermediate grammar and writing course in order to better understand which high-value vocabulary students might acquire through attending to the teacher and noticing words that are used.
Vocabulary acquisition is important for English for Academic Purposes students, given the vocabulary demands of academic language. The Academic Word List (Coxhead, 2000) has been shown to include important vocabulary in written academic texts, and has become a standard part of English for Academic Purposes curricula and pedagogical materials. Although explicit vocabulary instruction is important, research has shown that large amounts of vocabulary may be acquired incidentally by attending to meaning. Classroom instruction provides a great deal of input, and could potentially offer a chance for students to encounter and begin to learn academic vocabulary through incidental acquisition. However, existing research on incidental vocabulary acquisition in classrooms has focused on adult instruction and English as a Foreign Language settings, resulting in a lack of evidence about English for Academic Purposes classrooms.
To respond to these needs, this study analyzes the occurrence and repetition of Academic Word List items in the teacher's speech throughout two weeks of a course in an intensive academic English program in the United States. Two weeks of naturalistic class recordings from the Multimedia Adult Learner Corpus were transcribed and analyzed using the RANGE program to find the number of academic vocabulary types in the teacher's speech and how often they were repeated. Additionally, I derived categories of classroom topics and coded the transcribed speech in order to investigate the connection between topics and academic word use.
Academic Word List items are present in the teacher's speech, although they do not constitute a large proportion overall, only 2.8% of the running words. Most of the AWL types relate to specific classroom topics or routines. There are 13 AWL types repeated to a high degree, and 26 AWL types repeated to a moderate degree. These items are the most likely candidates for incidental vocabulary acquisition, though there is evidence from the videos that most of the students already understand their general meanings. It is unlikely that students could learn a great deal about AWL items that they were not already familiar with. However, it is possible that the teacher's speech provides incremental gains in AWL word knowledge.
These findings show that there may be a substantial number of AWL items that students learn about even before explicitly studying academic vocabulary. Teachers should try to draw out students' familiarity with these forms when explicitly teaching AWL vocabulary in order to connect familiar words with their academic meanings and uses.
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Hamakali, Hafeni Pamwenase Shikalepo. "Assessing student in English for academic purposes: The role of alternative assessment tools in writing instruction". University of the Western Cape, 2018. http://hdl.handle.net/11394/6621.
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Magister Educationis - MEdThis study aims to investigate the assessment of students in the English for Academic Purposes course at the University of Namibia Language Centre. There has been increasing criticism of standardised test and examinations and it has brought into question the value of other indirect approaches to language assessment (Reeves, 2000; Sharifi, & Hassaskhah, 2011; Tsagari, 2004). The study draws its theoretical foundation from the constructivist’s view of education (Canagarajah, 1999; Schunk, 2009; Vygotsky, 1962). The study embraces the interpretivist approach to research which tends to be more qualitative, and is open to diverse ways that people may understand and experience the same non-manipulated objective reality. The participants in this study are students and lecturers of the English for Academic Purposes course at the University of Namibia Language Centre. The study employs a qualitative research design, along with triangulation, where qualitative data was collected through lecturer interviews, lesson observations, multiple intelligence inventory, and student focus groups discussions. The study adapted the thematic approach of data analysis where the data were analysed and presented under themes derived from the research questions of the study. The findings indicate that, there was a limited stock of assessments that suits the classification of alternative assessment, namely: checklists, student-lecturer question techniques, and academic essay. The findings reveal some factors that influence the integration of alternative assessment in academic writing instruction, such as: lecturers and students’ knowledge of assessment, students’ assessment preferences, authenticity, classroom setup, and feedback. The findings also showed that the assessment practices that were used by the lecturers did not seem to fulfil the ideologies advocated in Gardener’s (1984) theory of Multiple Intelligences. However, the study found that the students and lecturers’ attitude which was skewed towards the positive direction may be an indication that there could be hope for success in attempts to integrate alternative assessment in academic writing instruction.
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Kawanishi, Kei. "Constructing a genre-based instructional model for English academic writing: A focus on learners’ discourse-level errors". Kyoto University, 2019. http://hdl.handle.net/2433/236632.
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Kyoto University (京都大学)0048
新制・課程博士
博士(人間・環境学)
甲第21471号
人博第872号
新制||人||209(附属図書館)
2018||人博||872(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 高橋 幸, 教授 桂山 康司, 准教授 DALSKY,David Jerome, 教授 田地野 彰
学位規則第4条第1項該当
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Tsegay, Tesfay Solomon. "English for specific academic purposes : a case study of English for law at the Ethiopian Civil Service College". Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405242.
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The study aimed at exploring the English language problems adult students of law in the Ethiopian Civil Service College (ECSC) face, establishing their needs for the language to succeed in their studies and function effectively in their legal profession and proposing guidelines for English for law courses that would address the established needs and constraints. In addition to solving a practical problem, it was also the objective of the study to contribute to the scarce theory and practice in Ethiopia and worldwide in the fields of English for Specific Academic Purposes (ESAP) in general and English for law in particular. In order to address these issues, the study employed the qualitative case study approach that used varied instruments for data collection and involved different stakeholders in the teaching and learning of English for law. It mainly used semi-structured interviews, participant observation and direct observation, focus group discussions, as well as questionnaires, test results and document analyses. Law students, law and English language instructors, law graduates working in legal and non-legal offices and their immediate heads and or sponsors selected from half of the regional states of Ethiopia participated in the study. It was found out that law students manifested English problems at all levels of the language, that is, in the four skills and also faced serious lexico-grammatical problems. It was also found out that student background, the mechanisms employed by the College in the processes of selection and admission of students, lack of relevance of the current English courses to law study, among others, also contributed to the failure of law students to gain the most out of the English courses offered by the College. This in turn contributed to the difficulty students faced in studying law effectively because it was also established that there is a strong relationship between law discipline and the language it is embodied in and taught thro~ that is, English. It was, thus, concluded that if law students at the ECSC are to study and function in law effectively, the English courses offered by the College need to be relevant for these purposes and address the specified target and learning needs. This could be achieved, it is recommended, by introducing a new English for law syllabus that addresses the needs and alleviates the English language problems of law students.
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Rhodes, Christy Michele. "Culturally Responsive Teaching Practices of Adult Education English for Speakers of Other Languages and English for Academic Purposes Teachers". Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4568.
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Abstract
The purpose of this study was to describe the culturally responsive teaching practices of adult education ESOL and EAP teachers in the state of Florida. Using Ginsberg and Wlodkowski's Motivational Framework for Culturally Responsive Teaching, an online survey of 17 teaching practices was developed and validated. In the survey, participants assessed how frequently they used each practice and how important they believed each practice was to their teaching on 5-point frequency scales. The sampling frame consisted of teachers from 15 colleges, 2 universities, 8 school districts, and Bay Area Regional TESOL (BART) and resulted in 134 responses.
Results indicated that the most frequently used practice was "provide rubrics and progress reports to students" (M = 4.26), followed closely by "elicit students' experiences in pre-reading and pre-listening activities" (M = 4.24). The least frequently used practice was "include lessons about anti-immigrant discrimination or bias" (M = 2.51), followed by "students work independently, selecting their own learning activities" (M = 2.76).
Also, results indicated that the two most important practices were "provide rubrics and progress reports to students" (M = 4.13) and "elicit students' experiences in pre-reading and pre-listening activities" (M = 4.13). Five culturally responsive teaching practices were perceived to be the least important. They were "include lessons about anti-immigrant discrimination or bias" (M = 2.58), "learn words in students' native languages" (M = 2.89), "ask for student input when planning lessons and activities" (M = 2.90), "students work independently, selecting their own learning activities" (M = 2.91), and "encourage students to speak their native language with their children" (M = 2.96).
This study revealed a trend of adult education ESOL and EAP teachers' regular use of culturally responsive teaching practices. These findings add to the limited knowledge of how teachers in ethnically and linguistically heterogeneous classrooms create and support a learning environment for all learners.
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Uhrig, Karl. "Sociocognitive influences on strategies for using language in English for academic purposes two case studies /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223043.
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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006."Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2085. Adviser: Martha Nyikos.
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Issitt, Stephen. "Evaluating the impact of a Presessional English for Academic Purposes Programme : a corpus based study". Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7080/.
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This thesis investigates the impact of an intensive programme of English for academic purposes upon the second language writing development of postgraduate students at the University of Birmingham. The study uses a 300,000 word corpus (EAPCORP) of essays from the beginning and end of the programme covering two separate years, in order to identify and measure written linguistic feature development. A multidimensional investigative approach underpins both of the two main analytical tools applied to the EAPCORP, with the basic premise that it is possible to identify register differences between different types of language by the assemblage and analysis of a large number of textual features. Firstly, Coh-Metrix is a programme employing a range of algorithms applied to a series of data bases to analyse the linguistic structure of texts. Secondly, MAT (Multidimensional Analysis Tagger) employs algorithms developed by Douglas Biber and uses an automated text tagger. The analyses suggest strongly that there has been progression from the initial production of a high frequency of features characteristic of speech to that more typical of academic writing. The results emphasise the importance of well-designed EAP programmes especially in uncertain economic contexts.
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Uthaipattrakoon, Kasama. "Linguistic analysis of English texts for academic purposes and material design for Thai university students". Thesis, Uthaipattrakoon, Kasama (1989) Linguistic analysis of English texts for academic purposes and material design for Thai university students. PhD thesis, Murdoch University, 1989. https://researchrepository.murdoch.edu.au/id/eprint/51510/.
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The problems facing students of English as a foreign language in Thailand have received little attention, particularly at advanced levels. There is a desperate need for appropriate teaching materials taking account of students’ academic background and needs. Current linguistic and methodological theories should be applied to the preparation of appropriate syllabuses and course materials with full consideration of the realities of the teaching situation. At the decision-making level of Thai universities a vigorous argument is in progress as to whether English for Academic Purposes (EAP) should replace General English to what extent and at what levels.
This thesis aims to establish systematic and practicable criteria for applying linguistic analysis to the design and preparation of teaching materials. It attempts to resolve the problems relating to linguistic applications in particular situations. The current English teaching situation in Thai universities is described with a focus on Silpakorn University. A survey was first made of students’ language needs as perceived by teachers of a number of academic disciplines and by the students themselves. A questionnaire was designed to assess the students’ specific requirements faculty by faculty with a view to relating these to teaching objectives. This highlighted the need for sophisticated reading skills in the foreign langauge.
A detailed linguistic analysis of academic reading texts was then carried out to specify the most relevant problem areas. Halliday’s Systemic-Functional Grammar proved to be the most appropriate and sensitive linguistic model for taking account of the multidimensionality of language and pinpointing how language performs its communicative functions in various genres of academic texts. However, it is necessary to extend the analysis beyond sentence level to the larger patterns of written discourse structure. This is made possible by recent theoretical work in discourse analysis to which this thesis attempts to make a contribution. The linguistic and rhetorical patterns observed have been illustrated in diagrams which can be extended to help structure language teaching syllabuses as demonstrated in the design of a pilot EAP course based on scientific texts selected from among those recommended by subject specialists at the university. This incorporated the general characteristics of scientific texts and the dominant linguistic skills required for satisfactorily completing reading assignments.
A further important factor to be considered was students of English. A survey of recent research in contrastive analysis of Thai and English and of error analysis made it possible to pinpoint the most relevant features for practice in terms of students’ known difficulties.
The significance of such extralinguistic factors as grading, selection, organisation, the specification of learning situations and learning objectives was also taken into account in preparing the pilot materials. Four modules were designed and tested in a pilot teaching experiment carried out in normal teaching conditions at Silpakorn University. A detailed evaluation of this pilot project indicated that the adopted approach holds promise for the future design of teaching materials for EAP although a number of significant modifications will be required in longer term work to be carried out by a team of linguists and teachers in the Silpakorn English Language Department.
The thesis demonstrates the appropriacy of a functional linguistic analysis for the design of language teaching materials as long as due regard is paid to the specific features of the learning situation.