scholarly journals English for Academic Purposes: A need for remodelling

2016 ◽  
Vol 3 (3) ◽  
pp. 55-73 ◽  
Author(s):  
Constant Leung ◽  
Jo Lewkowicz ◽  
Jennifer Jenkins
Keyword(s):  
Language Model ◽  
Language Education ◽  
English For Academic Purposes ◽  
Target Language ◽  
Academic English ◽  
Second Language Education ◽  
Current Thinking ◽  
Fit For Purpose ◽  
Changing Practices ◽  
Academic Communication

AbstractEnglish for Academic Purposes (EAP) is an established domain of research, teaching, and assessment within additional/second language education. In this article we examine the conceptualisation of English that underpins much of its current thinking and pedagogic practice, and raise questions of validity and claims of ‘fit-for-purpose’. In particular we explore issues underpinning EAP assessment and argue that there is a need to reconceptualise the basis of the language model. We propose that given the complex and changing practices in academic communication, there is a good case for broadening the established understanding of Academic English to better reflect target language use. The principles and arguments underlying this discussion are relevant to assessment as well as to EAP more broadly.

The Use of ICTs in Second Language Education

2021 ◽  
pp. 202-213
Author(s):  
Tugba Elif Toprak Yildiz
Keyword(s):  
Second Language ◽  
Information And Communication Technologies ◽  
Language Learners ◽  
Language Education ◽  
Target Language ◽  
Great Promise ◽  
Language And Culture ◽  
Second Language Education ◽  
Ict Adoption ◽  
Information And Communication

As many aspects of our lives have been increasingly digitized, education has likewise taken its share from this digitization. Consequently, information and communication technologies (ICTs) have been progressively incorporated into education to improve the effectiveness of educational practices in formal and informal educational settings. ICTs hold great promise for second language education since they have the potential of providing language learners with increased opportunities to engage with the target language and culture even with a mouse click or a tap on their smartphones. This chapter presents an overview of how ICTs have been employed in the field of second language education over the decades by specifically elaborating on the rationale behind ICT adoption, the properties of ICTs utilized, advantages and disadvantages of ICT adoption in the field, and factors that might impede or facilitate ICT adoption in second language education. The chapter concludes with practical considerations that might affect the efficiency of ICT adoption in second language education.

scholarly journals Emotional experiences beyond the classroom: Interactions with the social world

2018 ◽  
Vol 8 (1) ◽  
pp. 103-126 ◽  
Author(s):  
Andrew S. Ross ◽  
Damian J. Rivers
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Education ◽  
Social Contexts ◽  
Target Language ◽  
Emotional Experiences ◽  
Structured Interviews ◽  
Daily Lives ◽  
Second Language Education ◽  
Esl Learners

Research into the emotional experiences of language learners and their impact upon the language-learning process remains relatively undernourished within second language education. The research available focuses primarily on emotions experienced within the classroom, rather than in the daily lives of learners within various social contexts. This article contends that the focus placed upon emotions within the relatively structured environment of the formal classroom is problematic, particularly within an ESL environment, as the target language is more frequently experienced beyond the classroom. Drawing on data collected within Australia, the study explored the emotional experiences of a small cohort of eight university-level ESL learners experienced within their various social interactions beyond the classroom with a specific focus on the emotions of hope, enjoyment and frustration. Semi-structured interviews revealed that their emotional experiences beyond the classroom were particularly intense in comparison to emotional experiences within the formal language-learning classroom.

Context-appropriate crosslinguistic pedagogy

2017 ◽  
Vol 5 (1) ◽  
pp. 30-57 ◽  
Author(s):  
Susan Ballinger ◽  
Roy Lyster ◽  
Andrea Sterzuk ◽  
Fred Genesee
Keyword(s):  
Language Education ◽  
Pedagogical Practices ◽  
Target Language ◽  
French Immersion ◽  
Instructional Time ◽  
Canadian French ◽  
Second Language Education ◽  
Linguistic Resources ◽  
Language Classroom ◽  
The Status

In the field of second language education, researchers increasingly call for crosslinguistic pedagogical practices meant to encourage bilingual learners to draw on all of their linguistic resources regardless of the focus of instruction or the status of the target language. These recommendations include a relaxation of the strict language separation common in many bilingual education programs. Specifically, some Canadian French immersion researchers suggest that it may be beneficial to allow immersion students to use English for peer interaction during instructional time allotted to French. In this position paper, we argue that researchers should proceed with caution in calling for increased majority language use in the minority language classroom. We use Canadian French immersion as a case in point to contend that until empirical evidence supports increased use of English in immersion, crosslinguistic approaches that maintain a separate space for the majority language may represent ideal pedagogical practices in these contexts.

scholarly journals Contrastive Analysis Hypothesis and Second Language Learning

2019 ◽  
pp. 35
Author(s):  
Ali Akbar Khansir ◽  
Farhad Pakdel
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Education ◽  
Language Teachers ◽  
Target Language ◽  
Contrastive Analysis ◽  
Second Language Education ◽  
Language Studies ◽  
The World

This article aims to provide an overview of some of the issues related to contrastive analysis hypothesis in second language learning. Contrastive hypothesis is one of the branches of applied linguistics which concerns with the study of two systems of languages between first language and target language. Contrastive hypothesis has fairly played an important role in language studies. Thus, in recent years, contrastive analysis has been used in language teaching contexts, syllabus design, and language classrooms by language teachers over the world. Many research works have been done by many language researchers in different aspects of contrastive hypothesis and also error analysis in the world. Language teachers always see contrastive analysis as a pedagogical imperative in target language and they use it as a functional approach in language classroom. However, contrastive hypothesis follows the errors of language learners in second language education.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles ◽  
Language Needs

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

Sign in / Sign up

Export Citation Format

Share Document