Building Research Competence of Graduate Students by Means of Teaching English for Academic Purposes

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.

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The Baby in the Bathwater

Cases on Teacher Identity, Diversity, and Cognition in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-5990-2.ch015 ◽

2014 ◽

pp. 371-389

Author(s):

Patrick Healy

Keyword(s):

Teaching Practices ◽

Language Teaching ◽

Compulsory Education ◽

English For Academic Purposes ◽

Academic Community ◽

Teaching English ◽

Art And Science ◽

Educational Levels ◽

Per Se ◽

Different Levels

This chapter is informed by the author's experiences of teaching English as a Second or Other Language (ESOL) before moving on to teach English for Academic Purposes (EAP). Accordingly, it is shaped by the laments of ESOL practitioners at their perceived Cinderella status and an understanding that EAP teaching is regarded by much of the academic community as support work. Qualifications in EAP per se are not awarded, but rather, like scaffolding, language teaching sits alongside a student's principal course of study. Most EAP teachers have provided scaffolding to the educational edifice at a range of levels spanning compulsory and post-compulsory education. This affords a unique perspective on what teaching looks like at different levels. Founded on a familiarity with pedagogy at other levels then, the chapter draws on personal insights into teaching practices at universities and posits that certain characteristics of teaching younger learners might be equally effective in EAP and throughout the post-compulsory context. After all, pedagogy, the term used to describe teaching throughout educational levels, derives from the Greek “paid,” meaning child, and “agogus,” meaning leader. Thus, pedagogy literally means “the art and science of teaching children” (Knowles, Holton, & Swanson, 2012).

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Teaching English for Academic Purposes Through the Use of Digital Tools

Online Course Management ◽

10.4018/978-1-5225-5472-1.ch084 ◽

2018 ◽

pp. 1602-1634

Author(s):

Tal Levy ◽

Leslie J. Cohen

Keyword(s):

Teaching And Learning ◽

Development Program ◽

English For Academic Purposes ◽

Virtual Learning Environment ◽

Teaching English ◽

Online Programs ◽

Face To Face ◽

Use Of Technology ◽

Academic Center ◽

Digital Development

This chapter discusses an ongoing seven-year Digital Development Program (DDP) which has trained and encouraged English for Academic Purposes (EAP) instructors to teach digitally. As leaders of an EAP team at Ruppin Academic Center, and as proponents of the idea that mindful use of technology enhances both teaching and learning, we adopted the Technology, Pedagogy, and Content Knowledge model known as TPACK (Koehler & Mishra, 2008), as our guiding. We used Moodle as the virtual learning environment (VLE) platform for our program. In our attempt to achieve as paperless and digital a classroom as possible, we continue to introduce numerous online programs and activities via our VLE. The purpose of this chapter is to describe the transition from face-to-face English and content teaching to blended and flipped learning at our institution. Feedback has been positive. We also offer suggestions to other institutions which may be seeking to make similar changes. The appendix lists the websites, resources, software, and applications, which are mostly free or open source.

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Formation of research competence of border officers graduate students in the process of teaching the academic discipline «Theory and methodology of scientific argumentation»

Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences ◽

10.32755/sjeducation.2021.01.122 ◽

2021 ◽

Vol 1 (6) ◽

pp. 122-132

Author(s):

Tushko K. Yu. ◽

Keyword(s):

Graduate Students ◽

Key Words ◽

Academic Discipline ◽

Military Education ◽

Scientific Argumentation ◽

Scientific Training ◽

Research Competence ◽

The Status ◽

Definition Of ◽

Level Reduction

The article presents the solution of the scientific problem of improving the educational and scientific training of graduate students of the Border Guard Service of Ukraine. The problem of formation of research competence of graduate students in the process of teaching the discipline “Theory and methods of scientific argumentation” is analysed. The purpose of the article is to generalize the formation of research competence of associate professors in the teaching of the discipline “Theory and methods of scientific argumentation”. For this purpose, a number of scientific works on the topic of research authored by domestic and foreign scientists are analysed. The specifics of educational and scientific training of these specialists are revealed. The content and features of the discipline “Theory and methods of scientific argumentation” are analysed. A description of the research competence of graduate students is given. The author described the essence and content of competence: the ability to identify and justify current scientific problems, as well as to compile these problems for selected research, to carry out scientific procedures of analysis, synthesis, comparison, abstraction and others, to implement the results and formulate necessary scientific conclusions and recommendations. Difficulties in teaching the discipline “Theory and Methods of Scientific Argumentation” to adjuncts are identified: the first group of problems should include those due to the specifics of the system of higher military education in Ukraine: lack of systematic presentation of logical knowledge at the cadet level; reduction or elimination of classroom hours for teaching logic; humiliation of the status of logic in the system of humanitarian education; the second group of problems is related to the definition of the content of the discipline “Theory and Methods of Scientific Argumentation” for graduate students: lack of cooperation with teachers of the discipline “Theory and Methods of Scientific Argumentation” and special disciplines of graduate students; lack of content of the discipline “Theory and methods of scientific argumentation” for associate professors. The conclusions of the research and prospects for further research are formulated. Key words: graduate students; research competence; educational and scientific training; theory and methods of scientific argumentation; teaching, formation.

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PENGAJARAN “ENGLISH FOR GUIDING” BERBASIS PENDEKATAN SOSIOKULTURAL

Jurnal Santiaji Pendidikan (JSP) ◽

10.36733/jsp.v1i2.481 ◽

2011 ◽

Vol 1 (2) ◽

pp. 170-178

Author(s):

I Nengah Astawa

Keyword(s):

Language Teaching ◽

English For Academic Purposes ◽

Tourism Industry ◽

English For Specific Purposes ◽

English Teacher ◽

Teaching English ◽

Future Career ◽

Cultural Aspects ◽

Teaching Interaction

Teaching English for specific purposes (ESP), which is in contrast with English for Academic purposes (EAP), has gained specially great attention since 1960’s. One of the examples of ESP is English for guiding. The main purpose of implementing English for tourism in some schools or collages is to give the students ability to communicate mainly orally so as to be able to fulfil the student’s need for his or her future career . In reality very often cultural misunderstandings which may produce fatal consequences emerge among those who are involved in tourism industry. Due to this circumstance, inserting sosio-cultural aspects in the teacher’s language teaching interaction is indeed beneficial. In this case, the role of the teacher to include some cultural aspects in language teaching, beside giving formal grammatical language forms, of course is highly worth considering. Teaching English for tourism industry is not regarded appropriate yet if sosio-cultural aspects are not adequately included. In other words, beside teaching the language forms, English teacher should incorporate sosio-cultural aspects into his/her interaction.

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

Graduate Writing Across the Disciplines: Identifying, Teaching, and Supporting ◽

10.37514/atd-b.2020.0407.2.03 ◽

2020 ◽

pp. 71-91 ◽

Cited By ~ 1

Author(s):

Jennifer Douglas

Keyword(s):

Graduate Students ◽

English For Academic Purposes

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The Development of English Language Teaching Skills for Graduate Students through the Process of Learning by Doing

English Language Teaching ◽

10.5539/elt.v10n7p96 ◽

2017 ◽

Vol 10 (7) ◽

pp. 96 ◽

Cited By ~ 1

Author(s):

Wannakarn Likitrattanaporn

Keyword(s):

Graduate Students ◽

Student Teachers ◽

English Language ◽

Language Teaching ◽

Group Discussion ◽

Learning By Doing ◽

Teaching Skill ◽

Teaching English ◽

Teaching Materials ◽

English Teaching

The purposes of this investigation were 1) to examine the findings of effectiveness of the process of learning by doing conducted with 5 linguistic graduate students at Srinakharinwirot University, Bangkok, Thailand 2) to develop the linguistic graduate students skill of designing English teaching materials and teaching English language and 3) to find out the efficient format of learning by doing used for training the student teachers skill of teaching English. The subjects of the study were 5 graduate students majoring in Linguistics at Srinakharinwirot University. This investigation is a qualitative research. The research instrument was a questionnaire designed to ask the students’ opinions towards learning by doing of constructing English teaching materials and teaching English language of their own and their friends. The qualitative data from brainstorming in a group discussion were taken into account. The results showed that the students get the benefits from the process of learning by doing. It can assist them to discover the knowledge of designing English teaching materials and English teaching skill by themselves. It is also found out that the efficient format for training teaching skill of the student teachers should integrate with the activity of brainstorming in a group discussion in every teaching-learning step i.e. from the preparation step when the principles and teching techniques of language teaching input of Audio Lingual Method, Cognitive Code Learning Theory and Communicative Language Teahing Approach were presented, during the step of adaping teaching materials and experimenting the practical teaching in school as well as after the students completed their self reflection and peer reflection.

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