scholarly journals Developing an English for Academic Purposes Course for L2 Graduate Students in the Sciences

2020 ◽  
pp. 71-91 ◽  
Author(s):  
Jennifer Douglas
Keyword(s):  
Graduate Students ◽  
English For Academic Purposes

scholarly journals Steps for Creating a Specialized Corpus and Developing an Annotated Frequency-Based Vocabulary List

2017 ◽  
Vol 34 (1) ◽  
pp. 87-105
Author(s):  
Marie-Claude Toriida
Keyword(s):  
Graduate Students ◽  
Middle East ◽  
Corpus Linguistics ◽  
English For Academic Purposes ◽  
Word Usage ◽  
Program Administrators ◽  
Do So ◽  
Vocabulary List

This article provides introductory, step-by-step explanations of how to make a specialized corpus and an annotated frequency-based vocabulary list. One of my objectives is to help teachers, instructors, program administrators, and graduate students with little experience in this field be able to do so using free resources. Instructions are first given on how to create a specialized corpus. The steps involved in developing an annotated frequency-based vocabulary list focusing on the specific word usage in that corpus will then be explained. The examples are drawn from a project developed in an English for Academic Purposes Nursing Foundations Program at a university in the Middle East. Finally, a brief description of how these vocabulary lists were used in the classroom is given. It is hoped that the explanations provided will serve to open the door to the eld of corpus linguistics. Cet article présente des explications, étape par étape, visant la création d’un corpus spécialisé et d’un lexique annoté et basé sur la fréquence. Un de mes objectifs consiste à aider les enseignants, les administrateurs de programme et les étudiants aux études supérieures avec peu d’expérience dans ce domaine à réussir ce projet en utilisant des ressources gratuites. D’abord, des directives expliquent la création d’un corpus spécialisé. Ensuite, sont présentées les étapes du développement d’un lexique visant le corpus, annoté et basé sur la fréquence. Les exemples sont tirés d’un projet développé dans une université du Moyen-Orient pour un cours d’an- glais académique dans un programme de fondements de la pratique infirmière. En dernier lieu, je présente une courte description de l’emploi en classe de ces listes de vocabulaire. J’espère que ces explications ouvriront la porte au domaine de la linguistique de corpus. 

scholarly journals Where Good Pedagogical Ideas Come From: The Story of an EAP Task

2016 ◽  
Vol 33 (2) ◽  
pp. 59
Author(s):  
Leila Ranta ◽  
Justine Light
Keyword(s):  
Second Language ◽  
Graduate Students ◽  
Real World ◽  
Language Teaching ◽  
English For Academic Purposes ◽  
Teaching English ◽  
The Real ◽  
Learning Tasks ◽  
Academic Task ◽  
Premier Cycle

Teachers using a task-based language teaching (TBLT) approach are always searching for learning tasks that have the potential to prepare learners for the real world. In this article, we describe how an authentic academic assignment for graduate students in a teaching English as a second language (TESL) course was transformed into a task-based lesson for undergraduate English for academic purposes (EAP) students. We provide a brief review of TBLT and how it fits in with the goals of EAP programming. We then describe the original academic task, followed by a detailed overview of the EAP lesson and reflections on its implementation. Les enseignants qui utilisent une approche actionnelle (TBLT – task-based language teaching) sont constamment à la recherche de tâches d’apprentissage susceptibles de préparer leurs étudiants pour le vrai monde. Dans cet article, nous décrivons la transformation d’un travail académique authentique pour étudiants aux cycles supérieurs qui suivent un cours d’enseignement de l’ALS en une leçon actionnelle pour des étudiants d’anglais académique au premier cycle. Nous offrons un aperçu de l’approche actionnelle et de la mesure dans laquelle elle cadre avec les objectifs des programmes d’anglais académique. Par la suite, nous décrivons la tâche académique originale pour ensuite présenter une des- cription détaillée de la leçon d’anglais académique ainsi que des ré exions sur sa mise en œuvre. 

scholarly journals The Language Ecology of Graduate Students: An Exploration through Vocabulary Contribution

2021 ◽  
Vol 10 (2) ◽  
pp. 65-82
Author(s):  
Daron Benjamin Loo
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
English For Academic Purposes ◽  
English For Specific Purposes ◽  
Language Ecology ◽  
Source Type ◽  
Learning Ecology ◽  
Support Students ◽  
University Setting ◽  
Excel File

This study explores the language ecology of graduate students through vocabulary contribution. Understanding students’ learning ecology may be done through the identification of pertinent sociomaterial networks with which students engage to initiate or complement learning. This study was set in an academic writing module taught by the researcher. An open invitation was extended to his students to contribute any vocabulary they encountered outside of his classroom. Along with the vocabulary contribution, students also had to provide the excerpt where the word occurred and the source-type. Contributions were made on an online Excel file. There was a total of 277 contributions made, of which 259 were unique (229 words and 30 unique strings of words). Students’ contributions of strings of words were not anticipated. A majority of these contributions came from academic sources, such as research articles or book chapters, which may be a pertinent aspect of the graduate students’ language ecology. Through the findings, it is recommended that English for academic purposes (EAP) or English for specific purposes (ESP) instructors identify language ecologies found in the broader university setting to glean relevant pedagogical materials that can support students’ language development.

scholarly journals Chinese Graduate Students at North American Universities: Learning Challenges and Coping Strategies

2006 ◽  
Vol 35 (2) ◽  
Author(s):  
Jinyan Huang ◽  
Don Klinger
Keyword(s):  
Graduate Students ◽  
Coping Strategies ◽  
North American ◽  
Thinking Skills ◽  
English For Academic Purposes ◽  
Critical Thinking Skills ◽  
Academic Learning ◽  
American Universities ◽  
Chinese Graduate Students ◽  
Permanent Resident

The paper investigated four Chinese graduate students’ perceptions of the challenges they face and the coping strategies they use in their English academic learning at two North American universities. They reported experiencing the following seven major challenges in their academic learning: 1) financial difficulties; 2) problems in using English for academic purposes; 3) frustrations in becoming a permanent resident; 4) difficulty in adapting to the classroom learning environment; 5) lack of critical thinking skills; 6) acculturation problems; and 7) loneliness and academic anxiety. For each of the seven challenges they have developed corresponding coping strategies. Cet article examine la perception des défis auxquels devaient faire face quatre étudiants chinois et les stratégies qu’ils employaient pour survivre dans le milieu d’apprentissage académique anglais de deux universités en Amérique du nord. Ils ont éprouvé, disaient-ils dans leurs récits, les sept défis importants suivants: 1) des difficultés financières; 2) des problèmes sur l’usage de l’anglais pour des fins académiques; 3) des frustrations dans leurs applications pour la résidence permanente; 4) des difficultés d’adaptation au milieu d’apprentissage de leurs classes; 5) un manque d'aptitude d’esprit crituque; 6) des problèmes d’acculturation; et 7) la solitude et l'anxiété académique. Pour chacun de ces défis, ils ont développé des stratégies de survie correspondantes.

scholarly journals An ESP Speaking Course of International Graduate Students

1994 ◽  
Vol 12 (1) ◽  
pp. 58 ◽  
Author(s):  
Patricia Balcom ◽  
Seana Kozar
Keyword(s):  
Graduate Students ◽  
Peer Group ◽  
Academic Discipline ◽  
Critical Issue ◽  
English For Academic Purposes ◽  
Academic Programs ◽  
International Graduate Students ◽  
International Graduate ◽  
Trained Teacher ◽  
Group Members

A critical issue in English for Academic Purposes (EAP), is whether a "wide-angle" or more discipline-specific approach should be taken (Johns & Dudley-Evans, 1991). If a course attempts to address students' needs in their area of study, even an EAP-trained teacher cannot be conversant with the concepts, issues, vocabulary, and discourse in a variety of scientific fields, especially with students at the graduate level. This article describes an academic speaking program in which international graduate students are grouped according to their academic discipline (e.g., hydrology, chemistry, pharmacy) and participate in activities that simulate situations where they need to use English in their academic programs. In such a situation the peer group members are the content experts, providing discipline-specific guidance and discussion, whereas the ESL teacher is the language expert, helping the students in the areas of organization, grammar, pronunciation, and presentation skills.

Facilitating and Assessing Academic Writing to Graduate Students in a Pilot English for Academic Purposes Course: An Activity Theoretical Perspective

2021 ◽  
pp. 105678792110434
Author(s):  
Jianli Wang ◽  
Limin Tony Qin
Keyword(s):  
Academic Success ◽  
Graduate Students ◽  
Academic Writing ◽  
Theoretical Perspective ◽  
Practical Experience ◽  
English For Academic Purposes ◽  
Writing Program ◽  
Student Interests ◽  
Writing Competence

This paper reports on a pilot course responding to facilitating academic writing for an academic writing program implemented at a provincial key university in China. Taken from an activity theoretical perspective, it discusses the practical experience collected during a pilot process of designing, implementing, and assessing a genre-based approach to facilitating graduate students’ academic writing and assessing their academic writing competence. It argues that it is essential to take varied student interests into account in the structuring, delivery, and assessment to ensure academic success and that EAP programs are fruitful places for nurturing academic writing.

Enhancing Clinical Supervision Using High-Definition Real-Time Digital Recording, Annotation, and Bluetooth Technology

2019 ◽  
Vol 4 (2) ◽  
pp. 356-362
Author(s):  
Jennifer W. Means ◽  
Casey McCaffrey
Keyword(s):  
Graduate Students ◽  
Data Collection ◽  
Real Time ◽  
Clinical Supervision ◽  
Video Recording ◽  
Advanced Technology ◽  
High Definition ◽  
Recording Technology ◽  
Self Confidence ◽  
Additional Data Collection

Purpose The use of real-time recording technology for clinical instruction allows student clinicians to more easily collect data, self-reflect, and move toward independence as supervisors continue to provide continuation of supportive methods. This article discusses how the use of high-definition real-time recording, Bluetooth technology, and embedded annotation may enhance the supervisory process. It also reports results of graduate students' perception of the benefits and satisfaction with the types of technology used. Method Survey data were collected from graduate students about their use and perceived benefits of advanced technology to support supervision during their 1st clinical experience. Results Survey results indicate that students found the use of their video recordings useful for self-evaluation, data collection, and therapy preparation. The students also perceived an increase in self-confidence through the use of the Bluetooth headsets as their supervisors could provide guidance and encouragement without interrupting the flow of their therapy sessions by entering the room to redirect them. Conclusions The use of video recording technology can provide opportunities for students to review: videos of prospective clients they will be treating, their treatment videos for self-assessment purposes, and for additional data collection. Bluetooth technology provides immediate communication between the clinical educator and the student. Students reported that the result of that communication can improve their self-confidence, perceived performance, and subsequent shift toward independence.

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