Chapter 18 English for Academic Purposes 第十八章 学术用

本人自己整理的TESOL的一个章节知识点

Chapter 18 English for Academic Purposes

本人自己整理的TESOL的一个章节知识点

English for academic purposes (EAP) 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 (ESP).

/blog/whatis-eap/

本人自己整理的TESOL的一个章节知识点

Contents1 2 3 4 5 Introduction Background Research

PracticeCurrent and future trends and directions Conclusion

6

本人自己整理的TESOL的一个章节知识点

1. Introduction

English for academic purposes (EAP) A teaching approach ---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, analysis of the textual practices of academics.

本人自己整理的TESOL的一个章节知识点

2. Background Strevens(1977a) A branch of the larger field of English for specific purposes (ESP) a. a move away from an emphasis on the literature and culture of English speakers and towards teaching for practical command of the language. b. a move towards a view that the teaching of the language should be matched to the needs and purposes of the language learner.

本人自己整理的TESOL的一个章节知识点

EAP The learner & the situation

Genaral English The language

Reading & writing formal & academic

Speaking & listening Conversational and social genres

本人自己整理的TESOL的一个章节知识点

Courses are specific by ____ (1977b) Restricting the language taught to only those ESP skillsRestriction for the learner’s immediate purposes Selecting from the whole language only those EAP academic context provides subject matter items of vocabulary, grammar patterns, linguistic functions, etc. which are required for the learner’s immediate purposes Including only topics, themes and discourse contexts that are directly relevant to the learner’s immediate language needs Addressing only those communicative needs that relate to the learner’s immediate language needs

本人自己整理的TESOL的一个章节知识点

Needs analysis Fundamental to an EAP approach to course design and teaching If a needs analysis indicates that the study situation is more specific, many of areas of study skills (listening to lectures, seminar skills, academic writing, reading and note-taking, etc.) are still taught, but with particular attention to the language used in the specific disciplinary context identified in the needs analysis.

本人自己整理的TESOL的一个章节知识点

Levels of Languageregister Lexical and grammatical/structural features Ewer & Latorre 1969 the effect of communicative context; The relationship between the text/discourse and its speakers/writers/hearers/readers Chapter 7 how language is used in a particular setting, such as papers, dissertations, formal lectures chapter 27

discourse

genre

The specification of objectives & an assessment of available resources and constraints The syllabus and methodology The syllabus is implemented through teaching materials

and is then evaluated for effectiveness.

本人自己整理的TESOL的一个章节知识点

3. Research

Work in needs analysis Weir (1988):the development of the Association Examing Board’s TEAP West (1994): in geographic and educational contexts Jordan (1997:29): four dimensions of needs those of the target situation of the employer or sponsor of the student of the course designer and/or teacher

本人自己整理的TESOL的一个章节知识点

Target situation category

Analyses of the linguistic and discoursal structures of academic texts Macro-level analyses ---the structure of theses (Dudley-Evans 1991) ---text features such as hedging (K. Hyland 1994 etc.) ---analyses of genres which are elements of “texts” such as paper introductions (Dudley-Evans and Henderson 1990b) ---results sections (Brett 1994) Micro-level analyses --- the use of active verbs in scientific text (Master 1991)

本人自己整理的TESOL的一个章节知识点

http://www.ncl.ac.uk/students/wdc/learning/language/hedging .htm

Features of academic writing /writing/featu re/hedge.htm

本人自己整理的TESOL的一个章节知识点

texts Studies of spoken texts and genres seminars (Furneaux et al. 1991; Prior 1991) & lectures (Flowerdew 1994a) Studies of the textual practices of academics (Latour and Woolgar 1986; Myers 1990; Dudley-Evans 1993, 1994b) ---by understanding what ‘experts’ do, novice academics can shape their own academic language towards those methods.

本人自己整理的TESOL的一个章节知识点

More humanistic A wider view of ‘needs’ including students ‘wants’ and preferences as well as more concrete needs ---Geoghegan (1983) non-native students (Cambridge) how students’ perspectives can be compared to those of other stakeholders ● Affect: how students feel about their study experience (Casanve 1990; Johns 1992) ● Differences between students’ wants and expectations and staff’s expectations (Channell 1990; Throp 1991) ---Contrastive rhetoric + textual perspective + student perspective How students’ academic work in English is affected by what they know about their language (Kaplan 1966,1988; Connor 1996) ---The consequences for students– losing to an extent their sense of identity (Spack 1988; Fan Shen 1989) Critical language a …… 此处隐藏：6783字，全部文档内容请下载后查看。喜欢就下载吧 ……