This
blog is a part of our ELT-1 class activity,
The
references has been taken from the research paper of Liz
Hamp-Lyons:
English
for academic purposes
In
this research paper Liz Hamp-Lyons has describes a various terms
regarding the use of English in academic purposes. She has explained that how English
language has came in the field of academics and then she has given various
methodology, levels and reference of experts.
First
of all Liz Hamp-Lyons has introduced English language for academic
purpose as a branch of applied linguistics consisting of a significant body of
research into effective teaching and assessment approaches with an analysis of the
academic language needs of students.
Teaching
English language for the purpose of communication is in practice for a long
time but the term EAP first came into general use through British organisation
SELMOUS (special English language materials for overseas university students)
in 1972. In 1989 it became BALEAP (British association of lectures in English
for academic purposes). Strevens has introduced EAP in a different way by
calling it a branch of larger field ESP (English for specific purpose). He has
given two moves to connect learners with language, first is to connect
literature and culture and second is needs and purposes of the language learners.
Then the term TESOL (Teaching English to the speakers of other language) is
also included in EAP.
Needs
analysis is fundamental to an EAP approach to course design and teaching. The language
is attended to at the levels of
Register – grammatical feature Discourse – the effect
of communicative context Genre – how language is
used in a particular setting.
The
part of research is very important and we could connect the view points of
different experts. The research work is based on needs analysis and Weir has worked
a lot on TEAP (Test of English for academic purposes). The main part of
analysis is “target situation”, this work includes both macro-level analyses as
well as micro-level analyses. It focuses upon two major skills of learning, and
those are reading and writing.
The
research area focus upon the needs of students and also typical ‘wants’, as it
includes how student feel about their study experiences. The growing area of
research is student-supervisor relationship and its effectiveness.
The
main activity in the part of practice is material design and development and it
should base on needs analysis and immediate situation.
As
per Liz Hamp-Lyons and most of linguistics the more attention of EAP
should be paid at pre-tertiary levels. It is also for beginners but EAP
requires intelligence and knowledge so it is more comfortable for adults.
This
research paper includes various facts about learning and teaching English language
and as well as the methodology. There are expectations of students from their teachers
and teacher’s and staff’s expectations from the students.
