学术英语教学理念与原则复旦大学季佩英教授
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• Part III Issues and challenges of teaching EAP in China
Part I Changes in educational institutions
Braj Kachru's model of World Englishes
Two distinct roles for institutions which have English as the medium of instruction:
English as the Language of Knowledge Exchange
• Most disciplines have progressively switched from publishing in journals in their own language to publishing in journals in English.
Dudley-Evans and St John (1998: 41)
3. Nature of EAP
ESAP
• concerns the teaching of skills and language which are related to the demands of a particular discipline or department.
activities in syntax, lexis, discourse, semantics etc., and analysis of this discourse • in contrast with “General English”
Strevens (1988)
3. Nature of EAP • EGAP: English for general academic purposes • ESAP: English for sቤተ መጻሕፍቲ ባይዱecific academic purposes
• Materials Development Aim: provide basic preparation for good study habits e.g. discipline specific materials “study skills” materials and texts research paper writing
(Liz Hamp-Lyons, 2011)
3. Nature of EAP
• designed to meet specified needs of the learner • related in content (i.e. in its themes and topics) to
particular disciplines, occupations and activities • centered on the language appropriated to those
• Induction courses, such as short courses (e.g. four weeks at the beginning of the students‟ studies) were development.
• Birmingham University, Leeds University, Manchester University, Newcastle University
4. The what and how of EAP
The early years (1950s-1960s)
• Britain began to receive increasing numbers of international students funded by the British Council.
Supporting international students
• needs analysis Needs analysis is fundamental to an EAP approach to course design and teaching. Liz Hamp-Lyons (2000)
• 1. Classifying EAP in English language teaching • 2. EAP and TEAP: definitions • 3. Nature of EAP • 4. The what and how of EAP
1. Classifying EAP in English language teaching
• A sub-discipline within ESP with following features:
an eclectic and pragmatic discipline considering a wide range of linguistic, applied linguistic and educational topics
(Hyland, 2006)
4. The what and how of EAP
• The Early Years (1950s-1960s) • Three Decades of Growth and Developing Tradition
(1970s, 1980s, 1990s) • The current situation (since 2000)
3. Nature of EAP
EGAP focuses on the skills, language forms and study activities thought to be common to all disciplines e.g. • Listening to lectures. • Participating in supervisions, seminars and tutorials. • Reading textbooks, articles and other material. • Writing essays, examination answers, dissertations and reports.
(Hyland, Hamp-Lyons, 2002)
2. EAP and TEAP: definitions
• TEAP: the teaching of English with the specific aim of helping learners to study, conduct research or teach in that language (Flowerdew and Peacock, 2001: 8).
English for academic purposes
English for occupational
purposes
2. EAP and TEAP: definitions
• „English for Academic Purposes‟ seems to have been coined by Tim Johns in 1974 and made its first published appearance in a collection of papers edited by Cowie and Heaton in 1977.
Teaching English for Academic Purposes (EAP) focuses on „teaching English specifically to facilitate learners‟ study or research through the medium of English‟
• Language support that was provided to international students tended to be on an ad hoc, part-time basis.
4. The what and how of EAP
The early years (1950s-1960s)
(Jordan, 2002)
2. EAP and TEAP: definitions
• English for Academic Purposes refers to language research and instruction that focuses on the specific communicative needs and practices of particular groups in academic contexts.
• Various ways to collect data of students‟ needs e.g. language tests, questionnaire surveys, monitoring in class, self-assessment and interviews
Supporting international students
• Classroom interactions (from teacher feedback to tutorials and seminar discussions).
2. EAP and TEAP: definitions
• Research genres (from journal articles to conference papers and grant proposals).
Teaching EAP: conceptions, pedagogies and practices
季佩英 2014.4.19
Overview
• Part I Changes in educational institutions
• Part II Teaching EAP: conceptions, pedagogies, and practices
(Hamp-Lyons, 2011, p. 89).
2. EAP and TEAP: definitions
Teaching EAP covers all areas of academic communicative practice such as:
• Pre-tertiary, undergraduate and postgraduate teaching (from the design of materials to lectures and classroom tasks).
• Student writing (from essays to exam papers and graduate theses).
• Administrative practice (from course documents to doctoral oral defences).
3. Nature of EAP
• Teaching English as foreign language
• Teaching EAP accomplish certain academic tasks using academic skills in English
Part II Teaching EAP: conceptions, pedagogies, and practices
Hutchinson and Waters (2002, P. 17)
1. Classifying EAP in English language teaching
English as foreign language
General English
English for specific purposes
4. The what and how of EAP Three Decades of Growth and Developing Tradition (1970s, 1980s, 1990s)
• Supporting International Students
• English as the Language of Knowledge Exchange
Part I Changes in educational institutions
Braj Kachru's model of World Englishes
Two distinct roles for institutions which have English as the medium of instruction:
English as the Language of Knowledge Exchange
• Most disciplines have progressively switched from publishing in journals in their own language to publishing in journals in English.
Dudley-Evans and St John (1998: 41)
3. Nature of EAP
ESAP
• concerns the teaching of skills and language which are related to the demands of a particular discipline or department.
activities in syntax, lexis, discourse, semantics etc., and analysis of this discourse • in contrast with “General English”
Strevens (1988)
3. Nature of EAP • EGAP: English for general academic purposes • ESAP: English for sቤተ መጻሕፍቲ ባይዱecific academic purposes
• Materials Development Aim: provide basic preparation for good study habits e.g. discipline specific materials “study skills” materials and texts research paper writing
(Liz Hamp-Lyons, 2011)
3. Nature of EAP
• designed to meet specified needs of the learner • related in content (i.e. in its themes and topics) to
particular disciplines, occupations and activities • centered on the language appropriated to those
• Induction courses, such as short courses (e.g. four weeks at the beginning of the students‟ studies) were development.
• Birmingham University, Leeds University, Manchester University, Newcastle University
4. The what and how of EAP
The early years (1950s-1960s)
• Britain began to receive increasing numbers of international students funded by the British Council.
Supporting international students
• needs analysis Needs analysis is fundamental to an EAP approach to course design and teaching. Liz Hamp-Lyons (2000)
• 1. Classifying EAP in English language teaching • 2. EAP and TEAP: definitions • 3. Nature of EAP • 4. The what and how of EAP
1. Classifying EAP in English language teaching
• A sub-discipline within ESP with following features:
an eclectic and pragmatic discipline considering a wide range of linguistic, applied linguistic and educational topics
(Hyland, 2006)
4. The what and how of EAP
• The Early Years (1950s-1960s) • Three Decades of Growth and Developing Tradition
(1970s, 1980s, 1990s) • The current situation (since 2000)
3. Nature of EAP
EGAP focuses on the skills, language forms and study activities thought to be common to all disciplines e.g. • Listening to lectures. • Participating in supervisions, seminars and tutorials. • Reading textbooks, articles and other material. • Writing essays, examination answers, dissertations and reports.
(Hyland, Hamp-Lyons, 2002)
2. EAP and TEAP: definitions
• TEAP: the teaching of English with the specific aim of helping learners to study, conduct research or teach in that language (Flowerdew and Peacock, 2001: 8).
English for academic purposes
English for occupational
purposes
2. EAP and TEAP: definitions
• „English for Academic Purposes‟ seems to have been coined by Tim Johns in 1974 and made its first published appearance in a collection of papers edited by Cowie and Heaton in 1977.
Teaching English for Academic Purposes (EAP) focuses on „teaching English specifically to facilitate learners‟ study or research through the medium of English‟
• Language support that was provided to international students tended to be on an ad hoc, part-time basis.
4. The what and how of EAP
The early years (1950s-1960s)
(Jordan, 2002)
2. EAP and TEAP: definitions
• English for Academic Purposes refers to language research and instruction that focuses on the specific communicative needs and practices of particular groups in academic contexts.
• Various ways to collect data of students‟ needs e.g. language tests, questionnaire surveys, monitoring in class, self-assessment and interviews
Supporting international students
• Classroom interactions (from teacher feedback to tutorials and seminar discussions).
2. EAP and TEAP: definitions
• Research genres (from journal articles to conference papers and grant proposals).
Teaching EAP: conceptions, pedagogies and practices
季佩英 2014.4.19
Overview
• Part I Changes in educational institutions
• Part II Teaching EAP: conceptions, pedagogies, and practices
(Hamp-Lyons, 2011, p. 89).
2. EAP and TEAP: definitions
Teaching EAP covers all areas of academic communicative practice such as:
• Pre-tertiary, undergraduate and postgraduate teaching (from the design of materials to lectures and classroom tasks).
• Student writing (from essays to exam papers and graduate theses).
• Administrative practice (from course documents to doctoral oral defences).
3. Nature of EAP
• Teaching English as foreign language
• Teaching EAP accomplish certain academic tasks using academic skills in English
Part II Teaching EAP: conceptions, pedagogies, and practices
Hutchinson and Waters (2002, P. 17)
1. Classifying EAP in English language teaching
English as foreign language
General English
English for specific purposes
4. The what and how of EAP Three Decades of Growth and Developing Tradition (1970s, 1980s, 1990s)
• Supporting International Students
• English as the Language of Knowledge Exchange