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.
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
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
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)
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?
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
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.
Editor's Notes
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: