The growth of EAP in Britain

Jordan, R. R.

doi:10.1016/s1475-1585(02)00004-8

Cited by 46 publications

(20 citation statements)

References 4 publications

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“…According to Alqahtani (2011), the term English for Academic Purposes (EAP) is thought to have been first used by the British council in 1975, and in 1976 a training course in EAP was offered by the British council teaching division Inspectorate for its English Language teaching (ELt) staff. According to Jordan (2002), by 1997, the term began to be used also in the United States. EAP is one of two main branches of English for Specific Purposes (ESP), the other being English for Occupational Purposes (EOP).…”

Section: Types Of Eapmentioning

confidence: 99%

English for Specific Academic Purposes (ESAP) Writing

Flowerdew

2016

WAP

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This introductory review article for this special issue sets out a range of issues in play as far as English for Academic Purposes (EAP) writing is concerned, but with a special emphasis on English for Specific Academic Purposes (ESAP) (as opposed to English for General Academic Purposes (EGAP)). Following the introduction, the article begins by outlining the different types of EAP and presenting the pros and cons of ESAP and EGAP for writing. It then goes on to review work in a range of areas of relevance to ESAP writing. These areas are register and discourse analysis; genre analysis; corpus analysis; ethnography; contrastive rhetoric; classroom methodology; critical approaches; and assessment. The article concludes by arguing that whichever model of writing is chosen (EGAP or ESAP), or if a hybrid model is the choice, if at all possible, students need to be exposed to the understandings, language and communicative activities of their target disciplines, with students themselves also contributing to this enterprise.

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Section: Types Of Eapmentioning

confidence: 99%

English for Specific Academic Purposes (ESAP) Writing

Flowerdew

2016

WAP

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“…The ability of PSPs to perform both roles are key constituents of their effectiveness (although a minority serve acculturation‐only purposes for linguistically ready students). Remedial PSPs typically constitute 4–12 weeks of intensive classroom and independent study (Jordan, ; McGrath & Bailey, ), and involve immersion in an English‐speaking environment. Peak enrolment occurs during the summer months immediately prior to the commencement of the academic year (Seviour, ).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Pre‐sessional EAP Programmes in UK Higher Education: A Review of the Evidence

Pearson

2020

Review of Education

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UK higher education institutions have widely adopted intensive pre-sessional programmes (PSPs) encompassing English for academic purposes provision to enhance their attractiveness in the intense global competition for higher fee-paying international students whose proficiency in English falls below standard entry requirements. Nevertheless, opening up tertiary education participation to linguistically weaker candidates has attracted controversy, with reports in the UK media and academic journals that institutions have been engaged in linguistic corner-cutting for financial gain. This paper critically reviews research investigating the extent pre-sessional courses 'work' to remedy deficits in international non-native English-speaking students' language proficiency in the UK higher education context. This paper synthesises the findings and methodological facets of 18 diverse studies investigating pre-sessional effectiveness, organised according to Lynch's (1996) quantitative/qualitative language programme evaluation typology. The findings revealed that (a) most students were able to successfully complete pre-sessional programmes, demonstrating tangible, if unremarkable language proficiency gains; (b) where post-PSP measures were included, it was revealed many alumni undertook their tertiary programme with borderline proficiency, sometimes resulting in delayed degree completion, lower academic outcomes compared with direct entry students, or failure, often by thesis non-(re)submission (in time); (c) PSP alumni perceived value and reward in undertaking the programme, though enhanced self-effectiveness beliefs did not always translate into academic results. Suggestions are made for enhancing research into PSP effectiveness, while gaps in the literature are identified for future complementary investigations. Policy implications for institutions are also discussed.

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“…By accepting that we have a duty towards communicatively mediated instruction to include both academic and cultural considerations we cannot deny the importance for students to experience all language skills in variety of relevant contexts. Evidence to justify such an approach is presented by Jordan (2002), who cites studies which empirically conclude that the initial difficulties students encounter in the L2 academic environment are primarily in the domains of listening and speaking. And while acknowledging that we now operate in a society where 'multiliteracies' (Cummins 2000;Warschauer 2000) (to include technological competence) are demanded, this cannot be to the detriment of traditional pedagogical priorities.…”

Section: Introductionmentioning

confidence: 99%

Engaged listenership in spoken academic discourse: the case of student–tutor meetings

Farr

2003

Journal of English for Academic Purposes

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This article uses a corpus of spoken English from an Irish university setting to examine how engaged listenership is signaled in meetings between tutors and graduate students. The various linguistic devices employed by both parties for this purpose are quantified and functionally analysed. The three strategies examined in include minimal response tokens e.g. mm hm, mm, yeah, non-minimal response tokens e.g. really, right, fine, good, and simultaneous speech and interruptions. These items are found to differ quantitatively and functionally and are shown to be highly relevant for the effective functioning of students in such a spoken EAP context. Pedagogic implications are presented.

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The growth of EAP in Britain

Cited by 46 publications

References 4 publications

English for Specific Academic Purposes (ESAP) Writing

English for Specific Academic Purposes (ESAP) Writing

The Effectiveness of Pre‐sessional EAP Programmes in UK Higher Education: A Review of the Evidence

Engaged listenership in spoken academic discourse: the case of student–tutor meetings

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