Approaches to ESAP Elmira Kocheva
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Presentation - modern teaching in ESP and especially in ESAP, reading, speaking, comprehension, writing.
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Approaches to ESAP Elmira Kocheva
- 1. The case for a new acronym ESAP Increasingly English is being used as the teaching medium for Business Studies, Medicine, Engineering etc at Higher Education and University levels. This presents interesting challenges for the English teacher faced with students who are not interested in learning English for its own sake, but who are concerned to have sufficient command of English to help them progress in their chosen careers. General English is being replaced by English for Specific Purposes but within an atmosphere of English for Academic Purposes. How can this best be done?
- 2. A general view • Language teachers lack the expertise and confidence to teach subject specific conventions and content • Skills and language across a range of disciplines remain the same
- 3. General English Level driven: the Student motives are main focus is on varied and general. what a student can They may be interested and cannot do in the language or want now. to enjoy the global community.
- 4. the specific view When English is taught, it should include: • current specific needs • wider needs (transferable skills and competencies) • acknowledgement of future needs • •
- 5. What do students say? “We’ve been learning English for 6 years and we’re still doing the verb to be.” (Lack of interest / progression) “I’d like more time to speak and practise the language. I forget it straight after the lesson.” (Frustration) “Different teachers tell us different things. (Lack of faith in the teacher – or is it the book?)
- 6. Which means ... • Students are generally goal-orientated. • Students might not know what they need, but they do know what they don’t need. • Our materials and methods should reflect this.
- 7. The acronyms • EFL? • ENOP? • ESP? • EAP? • ESAP? • EOP?
- 8. English study at university • ENOP? • EAP? • ESP? • ESAP?
- 9. EAP provides … • Discourse structures and vocabulary spanning all academic fields • General skills to help decode and construct text in appropriate registers i.e., Bottom Up skills •
- 10. EAP Themes based on areas of human knowledge – not quirky – not imaginary – not ‘one-off’ human interest stories – not ‘teen’ topics
- 11. EAP Listening: to lectures Speaking: seminars, tutorials Reading: for research Writing: essays, assignments
- 12. EAP LISTENING Listening and taking notes – not interactive listening – not ‘eavesdropping’ – not multiple listening – not ‘after doing’ comprehension questions
- 13. How do we learn? • This seems like a simple ... • question • but there is no simple … • answer • In the next two lectures, we’re... • going • to look at theories of … • learning • This week, I’m going to talk... • about • theories from Ancient… • Greece • Next, theories from … • Islamic scholars • theory from a Russian scientist, …• Ivan Pavlov • ...agree about learning. • (contrary view) However...
- 14. Top down bottom up listening How do we learn? This seems like a simple … but there is no simple … In the next two lectures, we’re … … to look at theories of … I’m going to talk about … … from Ancient … Next, theories from … A Russian scientist, … … agree about learning. However
- 15. EAP SPEAKING Speaking from research – not phatic communion – not every function that can be thought of – not convergent, ‘what I know / think’
- 16. EAP READING Reading for research – not reading for pleasure – not every and any text type – not ‘after doing’ comprehension questions
- 18. Reading to Writing Researched Meaning into Rehearsed Words
- 19. EAP WRITING Writing in academic genres – not first person – not informal postcards, letters – not convergent, ‘what I know / think’
- 20. EAP WRITING is: • analytical not impressionistic • objective not subjective • intellectual not emotional • serious not conversational • impersonal not personal • formal not colloquial
- 21. Teaching writing: top down • Researching • Structuring research notes • Understanding models • Organising information into paragraphs • Writing topic sentences
- 22. The TOWER of Production Thinking audience, purpose, content Organizing information from research, knowledge, opinion Writing appropriate writing plan Editing writing for the writer – cohesion Rewriting writing for the reader – coherence
- 23. EAP Grammar
- 24. We can start with a few facts ... 75% - 85% of EAP is in … … the present (including passives) 10% - 15% of EAP is in … … the past (including passives) 5% - 10% of EAP uses … … modals (Source: Various inc. Longman Grammar of Written and Spoken English)
- 25. And ... 90% of EAP is in the simple aspect 7% of EAP is in the perfect aspect 3% of EAP is in the progressive aspect 0.5% of EAP is in the perfect progressive aspect (Source: Longman Grammar of Written and Spoken English)
- 26. EAP Grammar the complex noun phrase clause joining clause embedding prepositional phrases stance adverbials
- 27. EAP
- 28. How does ESAP differ from EAP material? • Content-centred approach to promote more meaningful learning - teaches students to cope with input texts in their discipline (lectures, research articles, etc.) • Addresses variations within disciplines - different skills, conventions, lexis and register
- 29. ESAP students need … TOP DOWN SKILLS to use specific information from the field to check and develop arguments and theories Building background knowledge enables ESAP English for Specific Academic Purposes •
- 30. ESAP What background knowledge? • What is the discipline? • What are its branches? • What does a practitioner do? • What is the history of the discipline? • Who are the great people in the discipline – biography? • What are the great works in the discipline – references? • What are the basic principles / knowledge in the discipline? • What are the current issues? • What are the contentious issues? • Are there any Health and Safety issues (if relevant)? • How do you distinguish fact from opinion in the discipline? • What might the future hold?
- 31. ESAP • Disciplinary variations: • Disciplines see reality in different ways
- 32. ESAP Learning tasks • Humanities & social sciences Analysing & synthesizing from multiple sources • Science and technology Describing procedures, defining procedures, planning solutions
- 33. ESAP Lexis and collocation • Common core ignores multiple meanings Consist means ‘stay the same’ in the social sciences and ‘composed of’ in the sciences Volume means “book’ in applied linguistics and ‘quantity’ in biology Abstract means ‘remove’ in engineering and ‘theoretical’ in social sciences
- 34. ESAP Reporting conventions • Social sciences; • Verbs which refer to writing activities: discuss, hypothesize, suggest, argue • Engineers and scientists: • Verbs which refer to research activities: observe, discover, show, analyse, etc
- 35. Self-mention (per 1,000 words) • Philosophy 5.5 • Marketing 5.5 • Applied Linguistics 4.5 • Sociology 4.3 • Physics 4.1 • Biology 3.4 • Electrical engineering 3.3 • Mechanical engineering 1.0
- 36. Stance features (per 1000 words) • Philosophy 42.8 • Sociology 31.1 • App Ling 37.2 • Marketing 39.5 • Physics 25.0 • Mech Eng 19.8 • Elec Eng 21.6
- 37. Discipline Citations per 1000 words Biology 15.5 Sociology 12.5 Philosophy 10.8 Applied Linguistics 10.8 Marketing 10.1 Electronic Engineering 8.4 Physics 7.4 Mechanical Engineering 7.3
- 38. Some implications for teaching.. • Use target-language authentic texts • Encourage analysis • Encourage critical thinking • Encourage reflection • Use authentic models • Use expert informants
- 39. and .................... S What we teach in any kind of content based course is not the content itself but some form of the discourse of that content. ESAP should equip students with the vocabulary and skills they need to enable them to study their chosen discipline in the most effective way.
- 41. Basic content syllabus for ESAP courses What is the discipline? What are its branches? What does a practitioner in the discipline do? The history of the discipline The great people in the discipline – biography The great works in the discipline – references Basic principles / knowledge in the discipline Current issues in the discipline Contentious issues in the discipline Health and safety issues – if relevant Fact vs opinion in the discipline The future of the discipline Adapting the texts: Some features more common in academic English nouns = hypernyms, hyponyms prepositions = embedding in the noun phrase or = alternative; definition / explanation cataphoria = e.g. the problem + exposition its, their = non-human reference our = to avoid my -tion nouns = production, definition etc. passives = although still only 25% of total noun C = e.g. the person that…; a way of doing etc. Some features less common in academic English pronouns = EAP uses alternative nouns not / no = EAP states positive propositions questions = except as rhetorical devices imperatives = although technical has many phrasal verbs = Latinate words used instead progressive = is doing, was doing etc. perfective = has done, had done etc.
Notes de l'éditeur
- Slide 2: From general to specific T his talk is about ESP and EAP So how is this talk related to innovation? As you can see from the abstract, the suggestion is that the publisher should work with the end user, in this case, not just the student, but also universities. And furthermore, ESAP is the most recent trend in ESP (ESP – EAP – ESAP). The problem with ESAP is that it divides what many see as a small market (EAP) into an even smaller market, by dividing it up into specific areas of study. So another innovation perhaps is taking a risk, something that publishers are not usually happy doing. As Education and Research Manager for Garnet Education, I hope the risk is worth it. Until recently, ESP has been a neglected area for ELT publishers. A shift in the ELT landscape has proved a renewed interest in this area, but a coherent rationale within which to teach has yet to emerge. The belief is that working in close collaboration with educational institutions is the way to establish a more principled approach. This talk will look at how materials can be produced as a result of collaboration with universities for the development of EAP material.
- P2
- Slide 9: English study at university I work for a publisher and we are launching a new major series – ESAP. I would therefore like to focus the rest of my talk on how this was developed. We have established that ESAP stands for English for Specific Academic Purposes, i.e., subject-specific learning at the tertiary level. But why not EAP, more general academic English? Or why not EOP, English for No Obvious Purpose? EOP is what is taught when nobody has thought through the real purpose of why they are teaching – and this happens a surprising amount. EAP is obviously useful to students entering English medium study, but it only provides for the immediate needs of the student and doesn’t deal with the problems students face when they reach their faculty studying law, business or whatever. This is why there is increasing demand for ESAP, but no material available for the hard pressed teacher – apart from the new Garnet series
- Slide 9: English study at university I work for a publisher and we are launching a new major series – ESAP. I would therefore like to focus the rest of my talk on how this was developed. We have established that ESAP stands for English for Specific Academic Purposes, i.e., subject-specific learning at the tertiary level. But why not EAP, more general academic English? Or why not EOP, English for No Obvious Purpose? EOP is what is taught when nobody has thought through the real purpose of why they are teaching – and this happens a surprising amount. EAP is obviously useful to students entering English medium study, but it only provides for the immediate needs of the student and doesn’t deal with the problems students face when they reach their faculty studying law, business or whatever. This is why there is increasing demand for ESAP, but no material available for the hard pressed teacher – apart from the new Garnet series
- Slide 10: EAP provides ... They certainly need the general academic, the discourse structures and vocabulary that span all fields, and the general skills which will help them to decode and construct text in the appropriate register.
- When we listen in L1, we are able to predict: - the exact next word or phrase - the kind of word or phrase - the part of speech - the communicative value
- P2
- denoting speech used to express or create an atmosphere of shared feelings, goodwill, or sociability rather than to impart information:
- P2
- Slide 11: Students also need ... English-medium student also need specific information from the field they are actually going to study in order to carry out top down processing. People use schemata to organize current knowledge and provide a framework for future understandingSchemata are an effective tool for understanding the world. Through the use of schemata, most everyday situations do not requireeffortful thought— automatic thought is all that is required. People can quickly organize new perceptions into schemata and act effectively without effort. For example, most people have a stairway schema and can apply it to climb staircases they've never seen before.
- Slide 13: Basic content for ESAP courses The key to activating schemata is background knowledge ; but we need to decide what background knowledge to focus on? The exact contents of a first year tertiary course will vary from institution to institution but we have found it possible to break down into a common core. Wherever students are taught, say Business Studies, the syllabus will contain the same core information, which can be incorporated into a basic syllabus which meets the basic needs of the vast majority of students in a particular discipline. This generally translates as follows: