Exploring the Face-to Face English for Academic Purposes Program - Report Example

Exploring the face-to-face English for Academic Purposes (EAP) Program Student’s Name Institutional Date Introduction This paper provides an assessment of the face- to-face EAP program. The paper relies on academic sources of information; for instance, journal articles and books. The paper outlines the background of the face- to-face EAP program. This is followed by the target students, and looks at the needs analysis and course development. This is to determine how practitioners make decisions on the suitability of courses developed for the EAP program. Using relevant theories, the paper evaluates course content and teaching practices relevant to the program. The last section provides a conclusion on the findings. English for Academic Purposes (EAP) is significant field in IELTS that is designed to provide a learner’s Universities needs. It is mainly offered higher learning to cover a variety of areas frequently studied in these institutions .This paper focuses on the evaluative report on (ITP) program in CET institution .it is based on course information, objectives and test guides. The IELTS preparation program which covered in this research is ITP course. 1.0 The nature of the English ITP Intensive Test Preparation course program and the target student cohorts 1.1Entry requirement and course structure The primary goal of the ITP Intensive Test Preparation course is to prepare the students for IELTS tests (an international EAP test).The course provides face to face teaching for twenty hours per a week. The course is divided into three sections .ITP1 includes the students who demand score 5-5.5 .ITP2 it is more advanced than ITP1 it is for the students who target score 6-6,5and ITP3it is for students who require score 6,5-7. Dividing students into heterogenous and homogenous groups based on characteristics of students such as differences in language levels, prior education and work experience. This way, students are able to learn more efficiently. For instance, students who are professionals in different are as are likely to learn easily than those without, as they have to learn both language and content at the same time (Yogman and Kaylani 1996). The program is offered in a variety of ways and for different purposes. It can be offered as an in-session course, alongside other subjects for students already in college using material from their course subjects or as an independent subject for the purposes of gaining skills in specific areas of study such as report, business and essay writing. EAP can also be offered as a pre-session course. In this case, one takes the course before joining college. This is mainly taken by non-English speaking students, with the intention of raising their level of understanding and speaking English to increase their chances of joining a college of their choice. It is mainly delivered through face-to-face and distance learning mode. 1.2Target student cohorts There are sixty students in ITP preparation course at CET institute. Their ages from 19-30 with class size from 16-18 students. I interviewed many ITP students who are qualified in several majors in their countries such as information technology, biology and arts .Most of students are suffering from difficulties of IELTS tests. I interviewed, Saud, an information technology in Saudi Arabia. He got a conational offer from Sydney University and he needs to get 6.5 in IELTS .Now, he is studying in IETP preparation. However, he found it difficult to meet their requirements for reading which require 6 bands. 1.3 course design IELTS is one of the most known well known EAP tests. It is an international standardized test for the skill of English, jointly managed by the University of Cambridge, The British Council and IDP Education Australia. It includes two main versions: the academic and general training version. The academic version is for students who want to institutions of higher education as well as professionals, while the general training version is for those taking non-academic training, but for purposes of immigration o gaining work experience. The test is not only recognized by institutions worldwide, it is recognized by students. The course in CET based on test practice which divided into four sections: listening, writing, speaking and reading, with the listening and speaking sections being the same for all students. The reading and writing sections differ based on the version the student is taking. The listening module contains four levels, each with increasing difficulty. The test can either be a monologue or dialogue with a short introduction on the speakers, heard only once, after which the student answers questions. The speaking test has three sections. The first part is an interview asking the students about themselves, their reason for taking up the program and other general questions. The second part involves selecting a topic through choosing topic cards, after which the students are given a few minutes to prepare and present on the topic. The third section involves discussing the topic selected in section two between the student and the examiner (Lougheed 2013). The reading test comprises of three sections of text and questions to answer based on these texts. Writing tests are divided into two tasks varying according to the version. In the academic version, the student is asked to describe a graph, object or process for section one and respond to an argument to the second part. In the general training module, the student is expected to write a letter or explain a situation in part one and write an essay for part two (Lougheed 2013). In this face to face program for ITP preparation in CET institute the teacher use a diagram in practice task 2 to show the students how the language translated from visual aids to written form . The scores of IELTS are based on a zero to nine band scale, with each band corresponding to a certain level of competence in English. Zero shows that no attempt to take the exam was made, while nine shows an expert user. Most learning institutions demand for a score of above six. 2. Processes of needs analysis and course design: how do practitioners in this program make decisions about what to teach (syllabus) Practitioners of the EAP courses strive to develop content that caters for students’ needs. ‘Text-based syllabus’ (n.d.) quotes the works of Janice Yalden in stating that there is an evolution of theories of language, and a diversification of students’ needs and aspirations. These aspects give new importance to the concept of the syllabus in learning a second language: the syllabus is viewed as a means to merge students’ aspirations with the content of their future studies. The authors state that learners cannot take in all the content about a subject, and are confused by unrelated information. Teachers are tasked with developing a systematic plan that guides the teaching process and leads to effective learning. Teachers should consider three aspects in designing courses: learners’ needs and progress, the lessons to be learnt, and sequencing of the lessons to ensure effective learning. The course design requires planning, which is done through a syllabus. It also requires implementation of the teaching plan, which is effected through a methodology. A syllabus is defined as a plan that guides a teacher and learners through the process of studying. It is developed by first determine a learning objective, and then sequentially constructing course content to meet the specified objective. Syllabuses are often prepared by course lecturers and adjusted as the course progresses to suit the learning needs. A syllabus is the ‘what’ of the course because it defines a plan that is applicable in disseminating course content. This plan is necessary, since it influences successful learning outcomes (‘Text-based syllabus’, n.d.). Once the practitioner develops a syllabus, the person needs to determine how the syllabus is to be implemented. Implementation of a syllabus is done via a methodology. A methodology is the approach through which learners undertake their studies, as guided by the syllabus. Teaching practitioners use methodologies, to bring the syllabus to life. A methodology is the ‘how’ of the course because it outlines the process through which learners embark on their learning activities. Teachers also need to determine the techniques applicable in day-to-day learning. This requires determining the most suitable methods. Methods are the procedures applicable in the learning process. Methods relevant to class management and pacing techniques include information gap activities, jigsaw listening, and pair work (‘Text-based syllabus’, n.d.). 3.Some approaches to teaching EAp There are two major ways of teaching EAP according to Harwood and Hadley (2004). The pragmatic and critical approach. Pragmatic approach The pragmatic method focuses on access to power while the critical approach is based on exploration of diversity. These approaches illustrate the issue of the reason why instructors should teach EAP, whether to give the students a powerful tool, linguistically and culturally, of accessing higher learning or to give them a platform in which they can participate in the transformation of higher education. A pragmatic approach would ensure that the students as well as the teachers are aware of the relationship between language and other aspects such as power. This method would also promote bi--dialectism and multidialectisim, both important aspects of receptive and productive communication. Critical approach A critical approach on the other hand would keep the students in the dark about the conventions of their course, and hence encourage the maintenance of the unjust status quo, as the native speakers of English would always be considered first. Rij-Heyligers (2007) in his book argues that despite the advantages that come with the pragmatic approach, it would prevent any changes from occurring in the status quo. He however proposes that there are ways that students could be introduced to the status quo, at the same time encouraging creativity to challenge the dominating conventions. Another method of teaching EAP involves the principles of content language acquisition and general language acquisition. Depending on the type of module one chooses for IELTS, teaching and the grasp of EAP varies. Studies show that students preferred content classes than general language classes. It was found that they also grasped the content in content classes better. However, it was established that due to the more attention directed to content classes, students could recognize the meaning of terms but could not produce it (Yogman and Kaylani 1996). This shows the importance of balancing between these two fields to ensure successful learning and reproduction of learnt material. 3.0 Theoretical framework and applications Scholars have developed theories that support face-to-face EAP. One such theory is the Systematic functional model of language. Concepts of relevanc to this theory state that language as a resource consists of interrelated systems used to create meaning. During the use of language, people draw on these resources to create texts or meanings. Further, texts are shaped by the social context in which they apply. Social context are also shaped by the use of language. The functional model of language is relevant to the context of a situation; for instance, in a legal setting. It is also relevant to the context of culture. This model supports the view that language consists of three layers: discourse semantics made of texts, lexicogrammar made of words and structures, and expression consisting of sounds or writings. This theory is used by teachers to identify different aspects of language. It helps teachers to plan their language courses in a manner that considers how these aspects relate to each other (‘Text-based syllabus’, n.d.). Dreyfus, Hood and Stenglin (2011) argue that cognition theories play a role in explaining body language and social semiotics. The authors give an illustration where three recordings of advanced adult level classes in English were made at one-hour intervals, separated by short breaks. Researchers studied the recordings and tracked changes in verbal and body language. The study revealed that the lecturer pointed using fingers, whole hands or objects like pens to express direction and identification. Specificity was enhanced by using small body parts, for instance a single finger. This illustrates the importance of gesturing in emphasizing location or direction. Pointing at students should be kept to a minimum, as this gesture is used primarily when teaching children, where there is a clear distinction between child and adult. Secondly, movement of the entire body was used to enhance metafunctional meanings, common in verbal language. The practitioner in the recording moved towards a whiteboard to draw emphasis to its contents, and away from it to draw attention to their person. Further, when referring to content on the whiteboard, the teacher used a tone depicting certainty, and dominant gestures. This is associated with passing on factual information. The tone of voice changed to one that is less factual as the teacher moved away from the board. The teacher also applied a variety of facial expressions. Frowns express tension and should be avoided, in favor of relaxed open facial expressions (Dreyfus, Hood and Stenglin, 2011). The future of face-to-face EAP programs is evolving. Futa´sz and Tima´r’s (2005) state that there are e-learning writing courses that could complement or replace traditional face-to-face techniques of teaching. These courses, facilitated by peer review assessments and online communities, are developing not only in English speaking areas, but also in countries such as Greece, Latvia, Taiwan, Germany, and Botswana. Despite the positive aspects that technology contributes to learning, the authors point out the need to maintain integrity in e-learning. Further, the authors state that principles of relevance to face-to-face learning are applicable to on-line platforms. These include considering individual students’ needs, and adapting material to different categories of students. In EAP there is the classroom interactions . The reading process for the students who I intterviwed was based on top-bottom and bottom-top process.Grabe and Stoller’s (2002) theory of reading views reading as top-bottom and bottom-top process. The top - bottom process involves recognition of words, activation of short term memory and semantic proposition formation while bottom-top, referred to as higher level involves cognitive processes such as inference and background knowledge that are applied to a text to gain meaning from it. Students with background knowledge are likely yo grasp content faster than those without. Proposed pedagogical approaches in EAP include the grammar-translation, direct method, audio-lingual and the communicative language approach (Richard and Rodgers 2001). The grammar-translation approach is a traditional pedagogy that enables learning of the second language by applying its rules for the first language of the student, then translating it into the second language. There is little interaction between the teacher and the students. This method focuses on grammar in reading and writing ignoring speaking and listening.Such as fill in blanket ,memorizing , making sentence and synonym.The teacher in ITP preparation ask the sudent look at the words in the box by using his hand and standing close to the board .He asks them to match the words with diffenition . (Flight -drive –crossing ) 1)A trip by car …. 2) A trip by plane …. Metafunctions The direct method approach on the other hand requires the students to convey meanings directly in the second language without referring to the native language. There is more interaction here. The audio-lingual approach applies principles of psychological behavioral theories as a way of stimulating learners to grasp the concepts of the second language. the communicative language approach is a pedagogy that teaches EAP through utilizing communicative functions of the language of the students, through connecting statements in a meaningful way to comply to social and cultural rules of the second learning (Richard and Rodgers 2001). IELTS does not take into consideration the culture of the students. Despite the test being set in a standardized manner, the diversity in the cultures of the students is not taken into consideration. The makers of this test should consider these factors and make different and appropriate tests in terms of culture. stratification IELTS should also include the method of teaching used. Different tutors have different styles of conveying their message to the students. The same way, students also have different ways of understanding what the teacher teaches. As a result, their understanding of the questions may be different. To avoid this, the board involving in making these tests can introduce new rules such as identifying with one pedagogy for all students taking IELTS tests. These tests should also include content specific tests for those students who used an ESAP syllabus and more general ones for those who used EGAP. ESAP students might have trouble answering general questions as they learnt through integrating to specific concepts in their disciplines. The direct method approach is a strong pedagogical framework for teaching and programing EAP. This approach is suitable as it ensures direct associations of meaning to the language being learnt, in this case English. The tutor is in charge of the learning process and learning is enhanced based on the use of demonstrations and a variety of teaching aids, making learning more realistic. The tutor also has the responsibility of choosing the appropriate learning material for the students. This material is mostly related to the discipline the learners are involved with, making the learning process even more realistic. corrections are made directly to the student by the student too. This approach depends solely on the ability of the tutor to take charge of the class and direct the students. 4.How an EAP practions decisions on how,when and what to teach This report bases on an interviwe with Saud a student in IPTP perpartion in CET institute. It shows what he learn in wrting from ITP1 to ITp 3.The class was perfomed in English and students realize the academic words by hearing ,reading writing and speaking.The teachear was prepared students tfo wrting task 2 in IELTS test.Over the course of this program,the teacher provided key instructions for academic writing as well as he explained the different bweteen an academic and general writing.He asked students to underline the key words in wrtirng taskand advised the student to brainstorm ideas and put their plan in a logic and academic way. Students learn how introduce their essays by general sentence and each paragraph begins with topic sentence which followed by supporting senetnce. The teacher explined the structures of argumentand and gives an instruction at the level of text includes specific words using to realize the social purpose.As a result , students recognise how experssed their opinion in argument essay. The techear asks the students about "space tourism "during Pracitce writing module the teacher draws the students' attention for practice hints such as the length of the essay ,word count is a significant for over all score.Moreover, the students learned how managed their time by writing regulary.Also, they realize the topic and propsed of the essay task by reading the question carefully.They follow the instructions and techinques advice and managed their time in doing practice.In additon, They learn how to Brainstorm ideas,plan and analysis the task with prenominal focus on text genre. Conclusion The requirement for mastering English as a form of communication, both written and spoken is growing at a fast rate due to globalization, requiring EAP tutors to apply a variety of theoriticalmframeworks and methodology to instructing students. Teachers therefore need to support and use certain pedagogies, reflect on content before presenting it to students and study the culture of students among many other things to ensure learning takes place. Testing bodies such as the IELTS must also consider these factors to ensure the needs of all students are met and that testing is fair to all despite differences in culture, region, religion and method of learning. References Alexander, O., S. Argent, and J. Spencer. EAP Essentials: a teacher’s guide to principles and practices. Garnet Education, 2008. Dreyfus, S., Hood, S., & Stenglin, M. (Eds.). (2010). Maree Semiotic Margins : Meaning in Multimodalities. London : Continuum International Publishing Group. Dudley-Evans, T, and M St John. Developments in ESP: A multi-disciplinary Approach. Cambridge: Cambridge University Press, 1998. Feez (1998) text based syllabus design Futa´sz, R., & Tima´r, E. (2005). Academic writing: Teaching on line and face to face—EATAW Conference 2005. Journal of Second Language Writing (15) 2, 147-149. doi:10.1016/j.jslw.2006.05.002. Flowerdew, J, and M Peacock. "Issues in EAP. A preliminary perspective." Research and Perspectives on English For Academic purposes, 2001: 8-24. Grabe, W, and F.L Stoller. Teaching and researching reading. Harlow: Pearson Education, 2002. Harwood, and Hadley. 2004. Johns, T.F, and A Dudley-Evans. "An experiment in team-teaching of overseas post-graduate students of transportation and palnt biology." Team Teaching in ESP, 1980: 6-23. Jordan, R. R. English for Academic Purposes. Cambridge: Cambridge University Press, 1997. Jund, Ann. "Toward a Pedagogy of Intercultural Understanding in Teaching English for Academic Purposes." The Electronic Journal for English as a Second Language 14, no. 1 (2010). Lougheed, Lin. Barron's IELTS: International English Language Testing System. Barron's Educational Series, Incorporated, 2013, 2013. Muphy, J.M. "Integrating listening and reading instructionin EAP programs." English for academic purposes, 1996: 105-120. Richard, J.C, and T. S Rodgers. Approaches and methods in language teaching. Cambridge: Cambridge University Press, 2001. Rij-Heyligers, Josta Van. Corpora in the Foreign Language Classroom. Amsterdam: Rodopi. Copyright, 2007. Strevens, P. "ESP after twenty years. A Re-appraisal." ESP State of the Art, 1988: 1-13. Yogman, J., and C Kaylani. "ESP program design for mixed level students." English for Specific Purposes 15 (1996): 311-324. Read More

Zero shows that no attempt to take the exam was made, while nine shows an expert user. Most learning institutions demand for a score of above six. 2. Processes of needs analysis and course design: how do practitioners in this program make decisions about what to teach (syllabus) Practitioners of the EAP courses strive to develop content that caters for students’ needs. ‘Text-based syllabus’ (n.d.) quotes the works of Janice Yalden in stating that there is an evolution of theories of language, and a diversification of students’ needs and aspirations.

These aspects give new importance to the concept of the syllabus in learning a second language: the syllabus is viewed as a means to merge students’ aspirations with the content of their future studies. The authors state that learners cannot take in all the content about a subject, and are confused by unrelated information. Teachers are tasked with developing a systematic plan that guides the teaching process and leads to effective learning. Teachers should consider three aspects in designing courses: learners’ needs and progress, the lessons to be learnt, and sequencing of the lessons to ensure effective learning.

The course design requires planning, which is done through a syllabus. It also requires implementation of the teaching plan, which is effected through a methodology. A syllabus is defined as a plan that guides a teacher and learners through the process of studying. It is developed by first determine a learning objective, and then sequentially constructing course content to meet the specified objective. Syllabuses are often prepared by course lecturers and adjusted as the course progresses to suit the learning needs.

A syllabus is the ‘what’ of the course because it defines a plan that is applicable in disseminating course content. This plan is necessary, since it influences successful learning outcomes (‘Text-based syllabus’, n.d.). Once the practitioner develops a syllabus, the person needs to determine how the syllabus is to be implemented. Implementation of a syllabus is done via a methodology. A methodology is the approach through which learners undertake their studies, as guided by the syllabus.

Teaching practitioners use methodologies, to bring the syllabus to life. A methodology is the ‘how’ of the course because it outlines the process through which learners embark on their learning activities. Teachers also need to determine the techniques applicable in day-to-day learning. This requires determining the most suitable methods. Methods are the procedures applicable in the learning process. Methods relevant to class management and pacing techniques include information gap activities, jigsaw listening, and pair work (‘Text-based syllabus’, n.d.). 3.Some approaches to teaching EAp There are two major ways of teaching EAP according to Harwood and Hadley (2004).

The pragmatic and critical approach. Pragmatic approach The pragmatic method focuses on access to power while the critical approach is based on exploration of diversity. These approaches illustrate the issue of the reason why instructors should teach EAP, whether to give the students a powerful tool, linguistically and culturally, of accessing higher learning or to give them a platform in which they can participate in the transformation of higher education. A pragmatic approach would ensure that the students as well as the teachers are aware of the relationship between language and other aspects such as power.

This method would also promote bi--dialectism and multidialectisim, both important aspects of receptive and productive communication. Critical approach A critical approach on the other hand would keep the students in the dark about the conventions of their course, and hence encourage the maintenance of the unjust status quo, as the native speakers of English would always be considered first. Rij-Heyligers (2007) in his book argues that despite the advantages that come with the pragmatic approach, it would prevent any changes from occurring in the status quo.

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