Episodes In Ear

By Author: emaly su
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Hyland (2006: i) has defined EAP as: 'teaching English with the aim of assisting learners' study or research in that language'. While this sounds like a straightforward kind of business, it appears that, as with most things in life, it is not so simple.

Scratch below the surface and you find that there are in fact at least three major traditions in E A P writing instruction, and we will need to take each of these into account in this review.

The EAP writing tradition I know best has been of particular importance in the United Kingdom and in educational Jewelry Store systems with close associations with this country. This variety of E AP has direct links with the research and pedagogic practices associated with ESP and are rooted in ground-breaking work by Halliday, Mclntosh, and Strevens (1964) in register analysis and later work by Halliday and Hasan (1985) on genre. ...
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An E AP programme in this tradition typically requires thorough accounts of both the communicative context and the linguistic behaviour arising from this context as the starting points for any pedagogic solutions that are developed to meet learners' needs.

Swales' (1988) Episodes in ESP (whose title I echoed in the heading for this section) traces the development of E S P teaching over a 2o-year period from the 19605 to the 19805 and makes the link among contextual analysis, linguistic analysis, and pedagogy very clear.

Beginning with Barber's (1962) 'Some measurable characteristics of modern scientific prose' (in Swales 1988:1-16), and ending with 'On the use of the passive in two astrophysics journal articles

ByTaroneetfl. (1981) (in Swales 1988:188-207), Episodesin ESP demonstrates the breadth and complexity of the tasks which face E AP teachers if they are to give appropriate support to their students.

The inherent complexity of this kind of E AP has important implications for the professional status of English language teaching in higher education, and Swales (1990) calls for an approach to EAP which emphasises the seriousness of the Cartier Jewelry challenge imposed on us if we are to understand the forces which variously shape the language of the academy, and [...] which stands against the view that our teaching of academic English is at bottom nothing more than remedial.

For if there is one factor that has debilitated academic English programs more than any other around the world, it has been the concept of remediation—that we have nothing to teach but that which should have been learnt before.

Much of the challenge and the excitement of this kind of E A P has arisen from the way in which practitioners have responded to this challenge. As EAP teachers have taken on the roles (often simultaneously) of text analysts, ethnomethodologists, psycholinguists, and pedagogic innovators in their efforts to help learners face up to the literacy demands of different disciplinary settings, these teachers have also become better professionals.

This need to gain enhanced professional competence has motivated many of the E F L teachers who enter MA programmes around the world and has also led to major EAP corpus research projects (for example the Michigan Corpus of Academic Spoken English (MICASE), publications English for Specific Purposes journal and Journal of English for Academic Purposes.