EAP: issues and directions

Hyland, Ken; Hamp‐Lyons, Liz

doi:10.1016/s1475-1585(02)00002-4

Cited by 290 publications

(139 citation statements)

References 15 publications

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“…English for Academic Purposes is generally defined as, "teaching English with the aim of facilitating learners' study, or research in that language" (Flowerdew and Peacock, 2001). Hyland and Hamp-Lyons (2002) believe that, "EAP refers to language research and instruction that focuses on the specific communicative needs and practices of particular groups in academic contexts" (p. 2).…”

Section: Overview Of Espmentioning

confidence: 99%

Investigating the English Language Needs of the Female Students at the Faculty of Computing and Information Technology at King Abdulaziz University in Saudi Arabia

Fadel¹,

Rajab²

2017

ELT

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In the field of computer science, specific English language skills are needed to facilitate the students' academic progress. Needs analysis is generally believed to be an important element in ESP/EAP context because it enables the practitioners and curriculum designers determine the learners' needs in a particular academic context. In this regard, this paper, adopting a quantitative research design, reports on a survey conducted to investigate the English language needs of the female students studying in the Faculty of Computing and Information Technology (FCIT) at King Abdulaziz University (KAU). The study aims at identifying the students' perceptions about the importance of the English language skills, the frequency of using those skills, their ability levels in performing such skills, and their preferences regarding the English language course. The participants in this study are 135 female undergraduates who are studying at the third, fourth, and fifth year at the FCIT, during the academic year 2013-2014. The study identifies the students' English language necessities, lacks, wants, and their perceptions of the current English course. The paper concludes with several pedagogical implications which seek to improve the current course structure and contents so as to cater for the students' academic English language needs.

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Section: Overview Of Espmentioning

confidence: 99%

Investigating the English Language Needs of the Female Students at the Faculty of Computing and Information Technology at King Abdulaziz University in Saudi Arabia

Fadel¹,

Rajab²

2017

ELT

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“…In addition to mastering informal communicative English, these students and scholars have to master academic English as a matter of urgency in order to understand their disciplines and to be successful learners (Hyland & Hamp-Lyons 2002). In fact, the ability to use academic discourse is a sine qua non for achieving academic success and for demonstrating that achievement (Papashane & Hlalele 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

'We know what to say, we know what to write, but we don't know how': the challenges of becoming academically literate in a new linguistic and socio-cultural space

Sibomana¹

2016

Educ. as change.

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Historically, some languages and discourses which were initially localised subsequently became regionally or even globally dominant. Currently, English is the dominant global language in all domains, including the academic. Thus academics and scholars from non-English backgrounds are at a disadvantage: they have to adhere to academic literacy conventions in a language in which they may not be completely proficient. This article discusses findings from a study of challenges experienced by a group of postgraduate students from Rwanda whose main languages are Kinyarwanda and French, but whose studies and research at a South African university were in English. Data were collected through questionnaires administered to 21 students and through interviews with four of these students and with three lecturers/research supervisors. Assignment tasks and lecturers' feedback on assignments and research work were also analysed. The findings suggest that, besides the challenges of studying and researching through the medium of English, these students' previous academic 'ways with words' differ from those expected by their lecturers and research supervisors. This article offers a critical discussion of these differences and We know what to say, we know what to write, but we don't know how of the strategies adopted by students to master 'the right English' to cross academic borders. It raises questions about academic borders and academics as border guards.

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“…Provisioning for such kind of ongoing analysis while the materials are still being developed may be the way to better cater for learners' needs. Hyland and Hamp-Lyons (2002) argue that EAP has already expanded far beyond university level learning, and now it encompasses more than instruction of learners on how to successfully study in an Englishspeaking environment. Among other concerns, the researchers highlight 'the English language skills of nonnative English speaking academics, especially those teaching and researching in non-English language countries' (Hyland & Hamp-Lyons, 2002, p. 4).…”

Section: Literature Reviewmentioning

confidence: 99%

Textbook Evaluation as a Means of Discovering Learners' and Teachers' Needs

Victorovna

2016

JLE

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Needs analysis is considered an essential step which normally precedes English for Academic Purposes course design. It allows course developers to identify the tasks the target audience has to complete, and the skills they need to master. Based on the experience of the 'English for Academics' textbook writing project, the paper shows that needs analysis can be extended to the materials evaluation stage of textbook development. The piloting undertaken at this stage involved a questionnaire which required qualitative and quantitative responses from teacher and learner participants. The respondents were encouraged to evaluate different aspects of the course implementation, e.g. timing, relevance, difficulty, sequence, clarity of instructions, etc., and suggest improvements. The questionnaire was analysed which provided course developers with the opportunity to identify additional learners' needs and to explore teachers' needs and expectations, which in many respects coincided with each other. Consequently, the learning and teaching materials were restructured in accordance with the evaluation. The changes which were introduced into the textbook and the Teachers' Notes are described. It is concluded that piloting can be an instrument to expose both pedagogical and linguistic needs, thus, providing for the triangulation of the methods and reliability of the results.

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EAP: issues and directions

Cited by 290 publications

References 15 publications

Investigating the English Language Needs of the Female Students at the Faculty of Computing and Information Technology at King Abdulaziz University in Saudi Arabia

Investigating the English Language Needs of the Female Students at the Faculty of Computing and Information Technology at King Abdulaziz University in Saudi Arabia

'We know what to say, we know what to write, but we don't know how': the challenges of becoming academically literate in a new linguistic and socio-cultural space

Textbook Evaluation as a Means of Discovering Learners' and Teachers' Needs

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