Internet usage on English for academic purposes courses

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

Math and English for Academic Purposes

Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors will give instructions in class or give information on specific dates for exams, quizzes and homework which is sometimes given orally or written on the board. Asking questions during class and following transitions between activities can be another challenge for second language learners who struggle with language in a math class. Another aspect of language present in a math course is in the textbook. Students will often be assigned chapters or sections to read in order to prepare for an upcoming class. The textbook is written using the disciplinary language of math, which makes it difficult to follow especially because definitions of math words are often defined with other math jargon. With such rich language and classroom interaction, it is imperative to not overlook the subject of math when discussing English for Academic Purposes

Students’ learning preferences of English for academic purposes - A KUiTTHO Affair

Kolej Universiti Teknologi Tun Hussein Onn (KUiTTHO) aims to produce graduates who are competent in English and other core skills in order to be in parallel with other established institutions. Communication and soft skills play important roles in making a graduate a success in the working world and to meet the demands of globalization especially where English is becoming more important. English for Academic Purposes was introduced as one of the required subjects for KUiTTHO students. Students whose MUET results are below than Band 3 and achieved only 50% or less in the placement test are required to take this course. This subject is aimed to facilitate students to undertake MUET again so they are able to achieve at least a Band 3. The study aims to find the learner’s preference in learning English for Academic Purposes as a new subject. Learning preferences in this case include how they want to learn, which language skills they prefer to learn and types of activities they prefer. This research will adapt the qualitative method using questionnaire and observation in gaining data. It is hoped through this research a comprehensive needs analysis can be developed to enhance the learning and the teaching of English for Academic Purposes later

Formulaic language in English for Academic Purposes

This is the author accepted manuscript. The final version is available from Routledge via the link in this recordFormulaic language has been a central concern in recent work on English for Academic Purposes. This chapter reviews the main motivations for EAP research in this area before critically discussing four issues which have been prominent in the literature: how analysis of formulaic language can help us understand the nature of academic language; how formulaic language relates to originality and criticality in academic work; how use of formulaic language influences the grades students receive; and how appropriate formulas for teaching can be identified

Fundamentals for teaching English for Academic Purposes

.KOSTKA, I., OLMSTEAD-WANG, S. Teaching English for Academic Purposes. Tesol Press, 2014, 57 p. 

Specialised English: New Directions in ESP and EAP Research and Practice

The field of specialized English has expanded on an unprecedented scale. We have already seen that there is a plethora of research articles in specialized top journals like Journal of English for Academic Purposes and English for Specific Purposes, as well as influential volumes and handbooks: in English for Specific Purposes (ESP), publications like The Handbook of English for Specific Purposes edited by Paltridge and Starfield (2013), Introducing English for Specific Purposes by Anthony (2018); in English for Academic Purposes (EAP), publications such as the seminal collection Research Perspectives on English for Academic Purposes edited by Flowerdew and Peacock (2001), Introducing English for Academic Purposes by Charles and Pecorari (2016), and The Routledge Handbook of English for Academic Purposes edited by Hyland and Shaw (2016)

English for Academic Purposes: The Challenge of Paraphrasing

Over the past two decades, English for Academic Purposes (EAP) has experienced an important growth becoming a central element of L2 students’ higher education. These students seem to find in citation, a vital area of EAP, great challenges to overcome, being paraphrasing the most demanding strategy. The present dissertation aims to delve into L2 paraphrasing practices by reviewing relevant research on this issue. These show the struggles that L2 students undergo before paraphrasing successfully, most of them dealing with linguistic and academic literacy. With the lack of understanding of the purpose of paraphrasing being the most relevant of these problems, students also have to face the fear of being accused of plagiarism and confidence issues that prevent them from using their own words. Besides, this dissertation will deal with the role of teachers throughout the learning process of this citation strategy. In order to examine the aforesaid issues, I will carry out a brief case study about L2 students’ reporting verbs use to introduce paraphrases, which, in some cases, creates a conflict with the reported author’s original idea

ENGLISH FOR ACADEMIC PURPOSES: CASE STUDIES IN EUROPE

[EN] This study attempts to provide some insights into current practices in the teaching of English for Academic Purposes (EAP) in Europe, and through a set of parameters relating to research in the area: (a) to initially analyse data resulting from a survey concerning the teaching of EAP in several universities, in relation to basic trends in English Language Teaching (ELT) in general and the teaching of EAP in particular and, (b) to provide suggestions for improvements in the educational approach and the academic content, as well as in the administrative aspects of the teaching of EAP in Europe. For this purpose, it seemed necessary to briefly review the relevant literature related to these basic trends and, further, analyse the present EAP situation in a number of European universities. We trust that our suggestions will be of value to those involved in the teaching of EAP in Europe and other places with similar conditions and help promote both teaching effectiveness and the quality of learning.Ypsilandis, GS.; Kantaridou, Z. (2007). ENGLISH FOR ACADEMIC PURPOSES: CASE STUDIES IN EUROPE. Revista de Lingüística y Lenguas Aplicadas. 2:69-83. doi:10.4995/rlyla.2007.703SWORD69832Benson, P. (1997). "The philosophy and politics of learner autonomy", in P. Benson & P. Voller (eds) Autonomy and Independence in Language Learning. USA: Addison Wesley Longman, Ltd: 18-34.Benson, P. & P. Voller. (2001).Teaching & Researching Autonomy in Language Learning. Pearson Education Limited.Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. UK: Cambridge University Press.Crabbe, D. (1993). "Fostering autonomy from within the classroom: the teacher's responsibility". System, 21-4: 443-452. https://doi.org/10.1016/0346-251X(93)90056-MCuban, L. (2001). Oversold and Underused: Computers in the Classroom. Harvard University Press.Deci, E. & R. Ryan. (1985). Intrinsic Motivation and self-determination in human behaviour. New York: Plenum. https://doi.org/10.1007/978-1-4899-2271-7Dillenbourg, P. (1999). "What do you mean by collaborative learning?" In P. Dillenbourg (ed) Collaborative-learning: Cognitive and Computational Approaches. Oxford: Elsevier: 1-19.Dillenbourg, P., M. Baker, A. Blaye and C. O'malley. (1996). "The evolution of research on collaborative learning" in E. Spada & P. Reiman (Eds) Learning in Humans and Machine: Towards an interdisciplinary learning science: Oxford: Elsevier: 189-211.Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. UK: Cambridge University Press. https://doi.org/10.1017/CBO9780511667343Ellis, R. (2003). Task-based Language Learning and Teaching. UK: Oxford University Press.Fox, J., B. Labbett, C. Matthews, C. Romano-Hvid and J. Schostak. (1992). New Perspectives in Modern Language Learning. Employment Department Group.Graves, K. (1996). Teachers as Course Developers. USA: Cambridge University Press. https://doi.org/10.1017/CBO9780511551178Henning, G. (1987). A guide to language testing: Development, evaluation, research. New York: Newbury House.Holec, H. (1985). "On autonomy: some elementary concepts", in P. Riley (ed.) Discourse and Learning. London: Longman: 173-190.Kantaridou, Z. (2004). Motivation & Involvement in Learning English for Academic Purposes. Unpublished PhD Thesis, Department of English Language & Literature: Aristotle University of Thessaloniki.McNamara, T. (2000). Language Testing. Oxford University Press.Munby, J. (1978). Communicative Syllabus Design. UK: Cambridge University Press.Pintrich, P.R. (1999). The Role of Motivation in Promoting and Sustaining Self-Regulated Learning. International Journal of Educational Research, 31: 459-470. https://doi.org/10.1016/S0883-0355(99)00015-4Schneider, B., M. Csikszentmihalyi & S. Knauth. (1995). "Academic challenge, motivation, and self-esteem: the daily experiences of students in high school", in M. Halliman (ed.) Restructuring Schools: Promising Practices and Policies. New York: Plenum Press: 175-195. https://doi.org/10.1007/978-1-4899-1094-3_10Swales, J. (1988). Episodes in ESP. UK: Prentice-Hall International Ltd.Wong, M.M. & M. Csikszentmihalyi.(1991). "Motivation and academic achievement: thee ffects of personality traits and the quality of experience", Journal of Personality, 59-3: 539-574.Ypsilandis, G. S. (1995). Computer Assisted Language (CALa): A Communicative Approach. Unpublished Ph.D. Thesis.Ypsilandis, G. S. (2002). "Feedback in Distance Education" C.A.L.L. Journal, 15-2: 167-181.Ypsilandis, G. S. and Zourou, K. (in print). "Decoding the Monster" in the proceeding of the ELSII conference in Belgrade organised by the department of English studies of the University of Belgrade

Learning to teach English for academic purposes : some current training and development issues

In recent years, English for Academic Purposes (EAP) has become an expanding discipline within universities and further education institutions, both in Britain and worldwide. This expansion is confirmed by the number of recruitment advertisements to be found in the press at the present time. This availability of jobs in this field seems to contrast directly with shrinkages in more traditional recruitment areas such as modern languages and the Humanities, and is to be welcomed by recently qualified English language tutors seeking employment. However, the growth of EAP raises the accompanying issue of what forms of training are needed to meet the increasing numbers of international students. A reappraisal of the issue of training and development in EAP seems to be crucial since the EAP practitioner’s role is a highly complex one, for which no preparation seems to be wholly adequate