English for Academic Purpose

Topic: English for Academic Purpose

Paper: 12

Paper name: English Language Teaching

Name: Sagarkumar G. Ladhva

Roll No: 25

Class: MA-II

Semester: 3

Year: 2015

Submitted to: Smt. S. B. Gardi M. K.Bhavnagar University, Department of English.

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English for Academic Purpose:

 English for Academic Purposes (EAP) is not only a teaching approach. It is also a branch of applied linguistics consisting of a significant body of research into effective teaching and assessment approaches, methods of analysis of the academic language needs of students, analysis of the linguistic and discoursal structures of academic texts, and analysis of the textual practices of academics.

When we read this chapter so first ESA and ESP is how to do create second language accusation or through many theorist or researcher that developing many area. This types area like as:

English for Academic Purposes entails training students, usually in a higher education setting to use language appropriately for study. It is one of the most common forms of English for Specific purposes.

An EAP program focuses instruction on skills required to perform in an English speaking academic context across core subject areas generally encountered in a university setting. Programs may also include a more narrow focus on the more specific linguistic demands of a particular area of study, for example business subjects. Programs may be divided into professional courses and courses taken alongside students’ other subjects. In the former case, sometimes EAP courses may be intended to raise students’ general English levels so that they can enter university.

In common with most language teaching, EAP instruction teachers’ vocabulary, grammar and the four skills, but usually tries to tie these to specific study needs of students.

It is believed that EAP practitioners teach study skills and often have to tackle differences in educational culture, such as different attitudes to plagiarism. The debates go on among English teachers. On the one hand, students might be taught particular conventions but not expected to understand why they need to adapt their writing, a pragmatic approach. On the other hand students might be encouraged to challenge writing conventions and only adopt them. Recently attempts have been made to try and reconcile these contrasting views.

A critical pragmatic approach to EAP encourages students to develop writing conventions required by universities while also encouraging them to think about the reasons why these conventions exist.

English for Academic Purposes (EAP) is not only a teaching approach. It is also a branch of applied linguistics consisting of a significant body of research into effective teaching and assessment approaches, methods of analysis of the academic language needs of students, analysis of the linguistic and discoursal structures of academic texts, and analysis of the textual practices of academics. Here we first disuse that EAP Program to remaining three Points is important as like:

Background:

                    The practice of teaching EAP has been with us for a long time- wherever individual teachers of non-native students in academic contexts have taught with a view to the context rather than only to the language- but the term ‘EAP’ first came into general use through the British organization SELMOUS (Special English Language materials for Overseas University Students), which was formed in 1972. The field of EAP was first characterized within a larger perspective by Strevens (1997a).Strevens saw EAP as a branch of the larger field of English for Specific Purposes or ESP( which was known in its early days as ‘English for special purposes’).He subscribed,

In discussing ESP and EAP, Strevens (1977b) argued that courses can be specific in four ways:

Needs analysis is fundamental to an EAP approach to course design and teaching. If a general approach to an EAP course is taken, the course usually consists primarily of study skills practice with an academic register and style in the practice texts and materials.Ex. Listening lectures seminar skills, academic writing, reading and note-taking etc.

If a needs analysis indicates that the study situation is more specific, many of the same areas of study skills are still taught, but with particular attention to the language used in the specific disciplinary context identified in the needs analysis. The language is attended to at the levels of:

The development of the field of EAP has been rapid in the little more than 20 years since its recognition as legitimate aspects of ELT. Nowadays it is accepted that TESL/ TEFL to learners who are bound for or participating in formal education through the medium of English should include a component of study skills preparation.

EAP has been one of the most recent booms in English language markets across the world, with a free flow of international students wishing to gain access to higher education courses taught in English. But what does EAP mean exactly, and how should a teacher trained in traditional ELT methods adapt to students who need to operate in a higher education learning environment? This presentation offers an overview of some of the differences between teaching and studying EAP vs. general English, featuring excerpts from Macmillan’s brand new EAP series, Skillful.

Most teachers are familiar with giving students tasks such as role playing buying some bread in a shop. Advanced students might be taught how to complain and get a refund if they don’t like the bread they’ve just bought. You might also have given a writing task: Write about your summer vacation (hidden motive = great practice for the past simple tense!)

I have put this image some oral producattaion of EAP which are help to acedemice field.There are concept avilable to many resourse field of english langauage learning.

Sub issue as:

*Cultural difference – in a Western university, students must not be afraid of expressing their opinion. To some extent, this is about CONFIDENCE.

*Critical thinking - It’s also important your students understand the word             ‘CRITICAL’. It doesn’t mean that you say bad things about your teacher’s clothing, for example. The word ‘critical’ has had a much more sophisticated concept for around 500 years, related to the word ‘crucial’, and being about deciding what is most important in the meaning of something.

Research:

                   As is the case in ESP, much of the EAP materials development described in the practice section below is underpinned by work in needs analysis. Jordan sees four dimensions of needs:

 Analyses of the linguistic and discoursal structures of academic texts fall into the ‘target situation’ category. This work includes macro-level analyses such as studies on:

Ø The structure of theses;

Ø Text features such as hedging;

Ø And analyses of genres which are elements of ‘texts’, such as paper introductions and

Ø Results sections.

It also includes micro-level analyses, such as Master’s work on the use of active verbs in scientific text.

             

                   Research into the academic language needs of students is more humanistic than research that looks at texts, genres and academic contexts; it incorporates a wider view of ‘needs’ and typically includes students ‘wants’ and preferences as well as more concrete needs. The first major study in this area was Geoghegan who interviewed non-native students at Cambridge University; this work made clear how students’ perspectives can be compared to those of other stakeholders. There is a rich body of research into effective teaching approaches for EAP. EAP practitioners have concentrated on solving the problems closest to home, since EAP is a field firmly grounded in practical needs. A growing area of research concerns the dissertation students- supervisor relationship and its effectiveness.

                   There is also significant research into the assessment of EAP. This began at the end of the 1970s with development of the English Language teaching Testing Service (ELTS) by the British Council under B. J. Carroll, and continued through the 1980s in the work of Weir for the Associated Examining Board on TEAP. As ELTS became the standard measure of English proficiency for non-native speaker applicants to UK and Australian universities, a major validation study was conducted and was followed by a full research and development project culminating in the introduction of the IELTS (International English Language Testing Service) in 1989. The major EAP assessment in the US is the Michigan English Language Institute’s Academic English Test, which is used almost entirely internally.

Practice:

                    A main activity of specialist in EAP is materials design and development. In –house materials can a specific to the study context of the students, and can be designed to suit pre-study classes where all the practice materials must be built into the course text, or to concurrent courses where the materials can be closely linked to the teaching going on in a subject class. Published materials, on the other hand, are inevitably fairly general. The fundamental similarities between study demands at the same educational level can be capitalized on in creating materials intended to provide basic preparation for good study habits. Among the earliest books in this area were Study Skills in English, Panorama and Strengthen Your Study Skills. EAP courses also typically focus attention on the language skills separately; the ‘rules’ and strategies of academic skills are not like those of the general language skills, and this is acknowledged in books such as

v  Study Listening(Lynch 1983),

v  Study Writing (Hamp- Lyons and Heasley 1987) and

v  Study reading (Glendinning and Holmstrom 1992).Some of the books in the Cambridge university Press study skills series are a decade old now, but are still popularly used in many countries.

                     One of the aspects of EAP that attracts the best English Language teachers is the potential for developing one’s own material based on needs analysis of the immediate situation. In- house materials have the great strength of responding directly to the local needs; however, the more specific materials are to a situation, the less likely it is that they will be published as textbooks for economic reasons.

                      In the USA a concern with literacy dominates the literature and the terminology of academic skills development. Swales has been instrumental in developing a more sophisticated understanding of the language needs of postgraduate students in particular.

Conclusion:

                     EAP is a thriving and important aspect of TESOL that has so far received less attention from researchers than it deserves. It is also more complex and potentially problematic than most English language teachers recognize at the beginning of their EAP teaching. Its greatest strength I its responsiveness to the needs of the learners; but this is its greatest weakness too, making many of its solutions highly contextual and of doubtful transferability. For this reason, it will offer a rich site for study and practice for the foreseeable future.

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