English for Academic Purposes (EAP)

Jordan, R. R.

doi:10.1017/s026144480001483x

Cited by 28 publications

(12 citation statements)

References 38 publications

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“…Instead, it covers a broad spectrum of styles, ranging from relatively informal conversational style to a formal style that is close to written discourse. Researchers have distinguished different registers (formal and informal), a variety of delivery styles (read aloud, memorized, fresh talk and performed), and a spectrum for the amount of interaction employed by different lecturers ranging from nonparticipatory to participatory (for details, see Dudley-Evans and Johns, 1980;Morrison cited in Jordan, 1980;Frederick, 1986;Goffman, 1981). We need to look at how that variety in text and delivery style affects lecture comprehension.…”

Section: Multiple Regression Resultsmentioning

confidence: 99%

The effect of prior knowledge on EAP listening-test performance

Jensen¹,

Hansen²

1995

Language Testing

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In this study we looked at whether prior study of a lecture topic enhanced performance on the lecture subtests of a content-based listening test. We postulated that listening proficiency level would affect whether prior knowledge could be accessed and used: we hypothesized that listeners would need a high proficiency level to be able to use their prior knowledge. To examine these issues, we analyzed the data from 11 lecture subtests from the Test of Listening for Academic Purposes (T-LAP). We used a two-step multiple regression analysis to determine 1) if level of listening proficiency affects whether prior knowledge can be accessed and 2) if prior knowledge is a significant factor in performance on lecture subtests. Our findings did not support the hypothesis that high proficiency listeners who have indicated prior study of a topic will perform better on lecture comprehension than listening skills alone would predict. Although prior knowledge was a significant main effect for five of the 11 lectures, the effect size was trivial. However, the effect is more likely to be present in technical lectures than it is in non-technical lectures. These results indicate that we need to look at what features differentiate technical from non-technical lectures. Lecture discourse features, delivery style, and listening tasks promise to be fruitful areas for future research.As our understanding of what it means to know a language increases in depth and complexity, so does our understanding of what a language proficiency test should address. Traditionally, language proficiency has been thought of as control of such linguistic knowledge as phonemes, vocabulary and grammatical structures, and the tests that were created to assess control of such knowledge areas consisted of discrete items with sentence length stimuli. However, the definition of knowing a language has expanded well beyond control of linguistic knowledge to include control of pragmatic knowledge, organizational knowledge and strategic competence (Canale and Swain, 1980;Canale, 1983;Bachman, 1991) triggering a change in the focus of language testing to a more direct testing format. Tests have begun to feature materials and tasks that more closely simulate what the test-taker will actually be doing in a language-use situation. This contrasts with indirect methods of evaluating language proficiency in which discrete items covering a at Northeastern University on February 19, 2015 ltj.sagepub.com Downloaded from 100 very restricted area of linguistic knowledge are used to predict language performance. As test design incorporates more extended discourse and content-based stimuli, test makers are confronted with a myriad of issues predicated upon such designs. In this study we will examine one such area of concern, the effect of prior knowledge of a topic on test performance.Will a person who has had previous exposure to a topic perform better than would be expected if that person did not have that exposure? In general, theories of cognition based on first language experi...

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Section: Multiple Regression Resultsmentioning

confidence: 99%

The effect of prior knowledge on EAP listening-test performance

Jensen¹,

Hansen²

1995

Language Testing

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“…EGAP is concerned with general academic language and focuses on study skills and focus on study skills, while ESAP examines the language features of particular academic disciplines or subjects, e.g. social sciences, or economics (Jordan, 1989).…”

Section: A Rebuilding Of Classification Scheme Of English Teachingmentioning

confidence: 99%

A Study of EFL Curriculum of China’s Science and Technology Institutes under Graded Teaching Model

He¹,

Han²

2018

ELT

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Recent years, most universities and colleges have been reforming the English as a foreign language (EFL) curriculum system in China. Some reformed EFL curriculum into English for Specific Purposes (ESP) courses, for instance, while some conducted a graded teaching model in EFL teaching. However, the effect of this reform was not so good, especially at science and technology institutes. Therefore, in view of different opinions to classification of foreign language teaching, the classification scheme of English teaching was improved and rebuilt at first, based on the analysis of the learners' feedback from the perspective of learner's needs on the current EFL curriculum system of China's science and technology institutes under graded teaching model. And then a new EFL curriculum system of China's science and technology institutes under graded teaching model was designed based on learning-centered approach to course and curriculum design to promote the development of EFL teaching and China's ESP courses and accordingly meet nation's needs for cultivating international and integrated high-quality talents of foreign languages.

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“…According to Blue, he categorizes EAP into English for general academic purposes (EGAP) and English for specific academic purposes (ESAP) [4], the former is concerned with general academic language and focuses on study skills; the latter examines the language features of particular academic disciplines or subjects [5].…”

Section: To Enhance Their English Literacymentioning

confidence: 99%

English for Science and Technology: A Project Based Approach

Yin¹

2018

Proceedings of the 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018)

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Abstract-This paper deals with the importance of communicative skills and the learner-centered environment to the engineering students. Learner-initiated teaching approach satisfies students' needs. English language skills are essential for the engineering students to meet the requirements and needs of technical development in academy, employability and research. Under the circumstance, students have to attain both the subject knowledge and the scientific language to communicate. Courses that aim to meet such needs are categorized as English for science and technology (EST). But traditional EST program leads to engineering students' lack of language proficiency. According to questionnaires, interviews and class observations, the survey result finds that requirements of EST courses overlap the study skills of EAP courses, and EAP programs with a learner-centered PBL approach will be the best choice for engineering students. Besides, the result shows that EST teachers should acquire specialized competencies and get trained.

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English for Academic Purposes (EAP)

Cited by 28 publications

References 38 publications

The effect of prior knowledge on EAP listening-test performance

The effect of prior knowledge on EAP listening-test performance

A Study of EFL Curriculum of China’s Science and Technology Institutes under Graded Teaching Model

English for Science and Technology: A Project Based Approach

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