Reading English for academic purposes-What stiuational factors may motivate learners to read?

1. Reading English for academic
purposes-What stiuational factors
may motivate learners to read?
1
PRESENTER: JANE LUO
ADVISOR: DR. TERESA HSU
DATE:103/10/27

2. Citation
2
Hung, S.C.(2006).Reading English for
academic purposes-What situational factors
may motivate learners to
read?System,34(3),371-383.

3. Contents
3
1 • Introduction
2 • Literature Review
3 • Method
4 • Result
5 • Pedagogical suggestion
6 • Limitation

4. Definition of Terms
4
EAP: English for Academic Purposes

5. Introduction
5
Background
Purpose of the study
Research questions

6. Background
6
Three student informants were invited to
reflect on their own EAP reading
experiences and discuss pedagogical
situations in which they were more willing to
read.

7. Purpose of the Study
7
It situated in EFL context where non-English
major college learners are usually required to
read content-area textbooks in English, tried
to determine what motivates student to
engage in EAP reading activities.

8. Research Questions
8
Under what situations would learners be most
willing to read texts for EAP purposes?
Are there common factors underlying learners’
indicated motivation for EAP reading ? And if
yes, what are they?
Does content matter? If learners could choose
among subject areas, in which area would they
be most willing to read in English, and why?

9. Literature Review
9
“argued that the traditional view that holds
language (including grammar and vocabulary)
and text length as major determinants for the
ease and difficulty of L2 reading texts is
insufficient.”
(Hauptman, 2000)

10. Literature Review
10
They introduced theories from educational
psychology and analyzed learner motivation
from four levels: micro, classroom, syllabus,
and the out-of-class, long-term level.
(Crookes &Schmidt ,1991)

11. Method
11
Participants
Materials
Factor Analysis

12. Participants
12
•248 students in five randomly selected classes
in a university of science and technology in
Taiwan . With an 85% response rate, 212 data
sets were obtained.

13. Materials
13
•A seven-point Likert questionnaire

14. Questionnaire
14

15. Questionnaire
15

16. Factor Analysis
16

17. Results
17
Under what situations would learners be
most willing to read texts for EAP purposes?
teachers were available to answer questions,
key points were highlighted clearly in
textbooks, reading skills were taugh

18. Results
18
Are there common factors underlying
learners’ indicated motivation for EAP
reading ? And if yes, what are they?
EFL Teacher Facilitation,
Reading Requirements,
Text Facilitation

19. Results
19
Does content matter? If learners could
choose among subject areas, in which area
would they be most willing to read in
English, and why?
Economics, Accounting, Marketing, Business

20. Pedagogical Suggestion
20
•Provide convenient consultation to answer student
questions
•Take language-learning needs into consideration
in choosing texts

21. Pedagogical Suggestion
21
•Use requirements tactfully
•Start from less-demanding content areas

22. Limitations
22
•The sample was limited to two types of business
majors in a university of science and technology in
Taiwan.
•The questionnaire items were far from exhaustive.
•L1 translation, being one of the 18 items, was
excluded in the factor analysis because it attracted
ambivalent reactions from students.

23. Reflection
23
•I think that the students should choose the
article which they are interested in to read.

24. 24
Thank you!