Teaching EAP: conceptions, pedagogies

and practices

2014.4.19
Overview
Part I Changes in educational institutions

Part II Teaching EAP: conceptions, pedagogies,

and practices

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:

Teaching English as foreign language

Teaching EAP
accomplish certain academic tasks using academic
skills in English
Part II Teaching EAP:
conceptions, pedagogies, and practices
 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

Hutchinson
and Waters
(2002, P. 17)
1. Classifying EAP in English language teaching

English as foreign language

English for
General
specific
English
purposes

English for English for

academic occupational
purposes 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.

(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.

(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).

Teaching English for Academic Purposes (EAP)

focuses on teaching English specifically to facilitate
learners study or research through the medium of
English
(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).

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).

Student writing (from essays to exam papers and

graduate theses).

Administrative practice (from course documents to

doctoral oral defences).
3. Nature of EAP

A sub-discipline within ESP with following features:

an eclectic and pragmatic discipline considering a

wide range of linguistic, applied linguistic and
educational topics

(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
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 specific academic purposes

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.
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.

(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)

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.

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)

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

Three Decades of Growth and Developing Tradition

(1970s, 1980s, 1990s)

Supporting International Students

English as the Language of Knowledge Exchange

Supporting international students
needs analysis
Needs analysis is fundamental to an EAP approach to
course design and teaching.
Liz Hamp-Lyons (2000)

Various ways to collect data of students needs

e.g. language tests, questionnaire surveys,
monitoring in class, self-assessment and interviews
Supporting international students

Materials Development
Aim: provide basic preparation for good study habits
e.g.
discipline specific materials
study skills materials and texts
research paper writing
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.

Developing programs in universities aiming at

supporting non-native academics in their efforts to
publish in international, English-medium journals
English as the Language of Knowledge Exchange

transforming the educational experiences of students:

Students should
gain fluency in the conventions of English
language academic discourses to understand their
disciplines and to successfully navigate their learning.
English as the Language of Knowledge Exchange

Master enough English, and the right English, to

succeed in learning their subjects through the
medium of English in textbooks, lectures, study
groups, and so on, is a matter of great urgency.
English as the Language of Knowledge Exchange

Traditional EAP teaching still pertains:

e.g. study skills, academic writing for
international students, seminar skills

Designing and delivering in-programme language

support for law students, or agricultural engineers.
English as the Language of Knowledge Exchange

EAP teachers are more qualified and more committed

than ever.

EAP programmes and centres are firmly established

and stable, allowing curriculum and programme
development to flourish.
English as the Language of Knowledge Exchange

EAP has received the most attention from researchers.

More than half the articles in English for Specific

Purposes focusing on EAP, and the other journal
entirely devoted to it, the Journal of English for
Academic Purposes .
4. The what and how of EAP

The current situation (since 2000)

Pedagogical approaches to EAP:

Watson Todd (2003): six main approaches to EAP

Ann Evers (2007): four prevailing pedagogical

approaches to teaching EAP
Todd (2003)
1. focus on inductive learning;
2. using process syllabuses;
3. promoting learner autonomy;
4. using authentic materials and tasks;
5. integrating technology in teaching;
6. using team teaching

They are not mutually exclusive.

Distribution of nouns, verbs, and personal
pronouns across registers

(Note: Adapted from Biber et al, 2004)

Selected features in Research articles and textbooks

(Note: Adapted from Hyland, 2008)

Rank order of citations by discipline

(Note: Rank order of citations by discipline

Adapted from Hyland, 2004)
Most frequent reporting verbs

(Note: Adapted from Hyland, 2004)

Ann Evers (2007): four prevailing pedagogical
approaches to teaching EAP

1) skills-based approach

teaching five skills: reading, listening to monologue,

listening and speaking, speaking, and writing which
are taught in an integrated manner

Also teaching micro-level skills: e.g. coherence and

cohesion of a text
2) Strategy-based approach

Realizing the importance of the language learner in

the learning process

Six strategies or techniques that good language

learners use to be successful:
(a) willingly and accurately guess,
(b) want to communicate
(c) are uninhibited about mistakes
(d) focus on both structure and meaning
(e) take advantage of all practice opportunities
(f) monitor their own speech and that of others
Rubins article, The Good Language Learner (1975)

motivation, gender, cultural background, attitudes and

beliefs, type of task, age, learning style and tolerance
of ambiguity
3) Genre-based Approach

focusing on teaching linguistics elements that exist

within texts from a specific genre

teaching about genres and incorporates genres into

educational programs
Four aspects:

cultural context

the target situation

models of specific genres

recurring grammatical patterns

4) Content-based Approach

integrating content with language teaching aims

Focusing on learners acquiring information through a

second language while developing academic
language skills

the content reflecting the language learners needs

Academic vocabulary

variously known as sub-technical vocabulary , semi-

technical vocabulary, specialized non-technical lexis,
frame words, and academic vocabulary.

The Academic Word List (Coxhead, 1998): a list of

570 words which is divided into ten sub-lists.
To sum up: (what to teach)
Language skills: reading, writing, speaking and
listening

Knowledge of language

Culture and intercultural awareness

Researching EAP

EAP and Discourse Communities (

)
EAP and Disciplinary Variation
Genre Analysis in EAP
EAP Assessment
Contrastive Rhetoric
Academic Literacyand/in EAP
Part III Issues and challenges of teaching EAP in China


1. EAP and GE in College English curriculum

GE

CE EGAP
EAP
ESP ESAP
EOP
2. Differences and similarities between EAP & GE

EAP GE
2. Differences and similarities between EAP & GE

GE

2014

EAP

2014

2. Differences and similarities between EAP & GE

GE
Hutchinson and Waters,2002

EAP
3. Professional Development for EAP

GE teachers EAP teachers

4. Materials development in EAP
5. EAP Assessment

Language ability: listening, speaking,

reading and writing
Listening to lectures; writing
summaries, writing essay/research paper
Conclusions

EAP might be necessarily included in College English curriculum.

Make needs analysis (three levels).

Goal-directed

Take part in EAP training programs

Materials development
References
Alexander, O., Argent, S. & Spencer, J. (2008). EAP essentials: A teacher's guide to principles and practice.
Reading: Garnet
Bell, R. (1981). An introduction to applied linguistics: Approaches and methods in language
teaching. London: Batsford.
Coxhead, A. and Nation, P. (2001). The specialised vocabulary of English for
academic purposes. In J.Flowerdew & M. Peacock (Eds.), Research
perspectives on English for academic purposes (pp. 252-267). Cambridge:
Cambridge University Press.
Flowerdew, J. & Peacock, M. (2001). Research perspectives on English for Academic
Purposes. Cambridge: Cambridge University Press, p. 13.
Hinkel, E. (2011). Handbook of research in second language teaching and learning:
Routledge.
Hyland, K. (2006). English for academic purposes: An advanced resource book: Routledge.
Hyland, K. & Hamp-Lyons, L. (2002). EAP: issues and directions. Journal of English for
Academic Purposes, 1, 112.
Paltridge, B., & Starfield, S. (2012). The Handbook of English for Specific Purposes (Vol.
123): John Wiley & Sons.
Strevens, P. (1988). ESP after twenty years: A re-appraisal. In ESP: State of the art, M.
Tickoo (Ed.), 1- 13. Singapore: SEAMEO Regional Language Center.
Todd, R.W. (2003). EAP or TEAP? Journal of English for Academic Purposes, 2 , 147156.
2014.. , 274
(1), 1-8 .
Journals

Journal of English for Academic Purposes

(Journal from Elsevier enables EAP
practitioners to keep up to date)
English for Specific Purposes (Journal from
Elsevier with relevant research into the language
of specific subjects)
TESOL Quarterly (Journal of TESOL
International Association)
Web-sites
UEfAP - Using English for Academic Purposes
Academic Vocabulary - Sandra Haywood at
Nottingham
Academic Keyword List - Academic vocabulary
from UniversitCatholique de Louvain
Academic Word List - Academic vocabulary
from Averil Coxhead in New Zealand
Compleat Lexical Tutor - A wide range of
vocabulary resources.
Academic Grammar - Academic grammar from
Hong Kong