EAP OR TEAP?RICHARD WATSON TODDM.BOLOURI9@GMAIL.COM

PRESENTED BY M.BOLOURI

Journal of English for Academic Purposes

This study identifies six key approaches to the teaching of EAP:

process syllabuses

technology

authenticity

Hyland and HampLyons (2002)An state of the art article in EAP academic literacy disciplinary specificity, the notion of an academic community critical approaches to EAP

This article is a valuable summary of the ‘what’ and the ‘why’ of EAP.

TEAP: teaching EAP How the objectives of EAP can best be

taught? How the objectives of EAP can best be

learned by students?What of EAP

How of EAP

Flowerdew and Peacock (2001b) They divide the TEAP process into three

stages: design •Need analysis

•Research findings

Implementation •How to achieve the academic objectives?•How to present them effectively?

Evaluation •Evaluate the learners in terms of achievement

Todd answers the Qs at three levels: method, approach and technique

•systematic sets of language teaching procedures based on theories prescriptive methodologiesmethod•the application of sets of principles to guide teaching, allow more flexibility than methods.

Approaches

•micro level specific classroom activities that may last from only five minutes to a couple of lessons

Techniques

The importance of “how” in EAP1st reason

• Communicate effectively

Goal of EAP

The importance of “how” in EAP2nd reason

EAP areaInnovativ

e methodol

ogy

Elicit learning and lg needsCreate

direction for GE

Experience and qualifie

d teacher

s

Research and

innovation in their workplac

e

The importance of “how” in EAP3rd reason

EAPDistinct

approach of team teaching

GESimilar

methodologies

The importance of “how” in EAP4th reason

Core countries experienced EAP teachers Periphery courtiers

Novice teacher no idea about “what” and “how”

Method & approach in EAP Method: restrictive and prescriptive how to teach EAP at the macro-level of method,

has not been very fruitful yet. Approach 1. lists of principles that guide EAP teachingHutchinson and Waters (1987) list eight

principles:language learning is an active processlanguage learning is an emotional

experiencelanguage learning is not systematic2. global teaching and learning practices

from which principles can be drawn.

characteristic of tertiary EAPEAP-specific goals, distinct content of

EAP , specific genres, specific approaches The nature of the students , more mature, more self-directed and more aware, emphasizing learner autonomy EAP situations frequently have more resources, available informants expert (the practicalities of many EAP situations)

1. Inductive teaching

the teaching of reading focusing on text analysis

students are encouraged to act as researchers investigating academic communities

2. process syllabuses

task-based and project-based learning.

3. emphasis on self-accesslearning in EAP

the use of negotiated syllabuses an emphasis on self and peer

assessment and feedback aim to promote learner autonomy

4. authenticity

The use of case studies in the teaching of EAP for

business law medicine engineering

5. technology

EAP course objectives may include technology oriented goals

computer concordancing the use of CD-ROMs Computer mediated communication

6. Team teaching

This approach is specific to EAP. cooperating with content teachers

These six approaches are not mutually exclusive.

Techniques in EAP They are more specific than approach They lack generalizability They are often equated with activities A few techniques such as brainstorming,

can be applied to a wide range of objectives and situations.

The only text of techniques by a major publisher is Holme (1996).

Methodology and content: 3 possibilities

Methodology

ContentObjectives of the

course

Thank you for your attention

any comments? Ideas? Questions?