山药蔬菜汤16
2018年49期总第437期
南浔古镇在哪里ENGLISH ON CAMPUS
EAP Cour in China成都水族馆
文/尧可 赵欣歆
【Abstract】The term English for Academic Purpos (EAP) was first put forward by Tim John in 1974 and was
accepted and extensively ud by British Council in 1975. EAP cours are worldwide adopted while in China EGP (English for General purpo) is still the prevailing cour. As a result, facing the existed problems in general English teaching for Chine English learners, scholars explore the revolution. This article mainly illustrates EAP content and
discuss about how Chine universities t the standards for their own EAP cours.
【Key words】EAP; Cour development 【作者简介】尧可(1993.06-)， 女，江西南昌人，东华理工大学，硕士研究生， 助教 ，TESOL；赵欣歆，中国民航
大学。
Academic Purpo). Not just theories, Tokyo University and Kyoto University arrange the first and cond year in university
for the study of EGAP and another two years for EGAP curriculum study. Universities in Hong Kong mainly require the EGAP cours ( Cai, 2012). However, EAP cours are not widely
accepted by Chine universities. Instead, students learn English for general purpo (EGP). This article will analyze from theoretical perspective towards the EAP cour tting in
China.
2. Differences between EGP and EAP
全委会1. Introduction
拌花菜
The publish of the journal English for Academic Purpos demonstrates that EAP became one of the two main branches of English for Specific Purpos (ESP) within wider field of language learning and teaching (ELT) (Hyland, 2006). Another main branch of ESP is EOP (English for Occupational
Purpos). EAP refers to ‘teaching English with the aim of assisting learners’ study or rearch in that language’ (Hyland, 2006). Meanwhile, EAP also divided into ESAP (English for Specific Academic Purpo) and EGAP (English for General
运用增加，建构主义学习策略在课堂教学里的运用也会增加。受技术驱动的专业发展对教师的教学过程有着重大影响。通
过参加促进建构主义学习环境设计和教学反思的专业发展活动，EFL教师能够直面他们在教学中运用的学习理论，不断改进语言教学实践，进而在教学中更加注重建构主义教学策略的运用。设计专业发展模块的活动包括：促进探究式、项目式教学、真实学习和问题导向学习；提供教学策略范例，帮助参加者参与技术支持的课堂交互活动；分享建构主义理论在课堂教学中运用的体会；设计利用技术组织课堂教学的管理策略；为小组和整个大组提供反思时间；征询教师使用软件的其他方式；并根据技术支持的建构主义学习环境特点，给参加者提供机会去分析和制定课程计划，设计课程单元。
4.为评估建构主义学习环境提供一套行之有效的标准。建构
主义最关键的方面是评估。因此，真实的、基于表现的持续性评估必须纳入考虑中，那样学生运用英语进行交流的能力才能得到更恰当和更有效地体现。
乔纳森推荐的评估策略与建构主义学习理论的两个主要方面相一致，即学习是一个构建的过程，在学习过程中，语境十分重要。他建议有效的评估是教学过程的一部分，学生获取的知识，即他们的学习成果，应该仅作为评估的一部分；过程也应该得到评估。
尽管教育技术对EFL教学起着积极的作用，但是它也给教师和学习者带来了不利的影响。为了使EFL教师有效地将技术融入基于建构主义学习情境的英语课程中，贯穿于学习过程的一整套
评估工具需要不断研发、实践和更新。
六、结语
教育技术的飞速发展给英语教学带来了势不可挡的影响，
以致力于不少EFL教师还没有在技术和教学法方面做好充足的准备，迎接这一势在必行的教育改革。
在从客观主义为焦点转向建构主义领域的过程中，技术在
学习环境中起着不可或缺的作用。作为一个具有越来越大潜力的工具或资源，技术在浩瀚的英语宝库中能够支持EFL学习者互动，帮助EFL教师获取教学经验，并为学习者呈现多样且全新的可能性和独特的机遇以引导他们走向技术所承诺的领域——在那里，技术摇身一变成为一种快速、便捷并强有力的工
具，促使学习者置身于一个更愉悦、更简单的学习过程之中，并成为这个精彩纷呈的世界的真正探求者和英语语言的自主学习者。
参考文献：
[1]Calvert,W.Learning with technology:A constructivist perspective [J].Journal of Special Education Technology,2001,16(1):46-48.[2]Chen,C.A constructivist approach to teaching:Implications in teaching computer networking[J].Information Technology, Learning, and Performance Journal,2003,21(2):17-27.
[3]Jonasn,D.H.Evaluating constructivist learning[A].In T.M. Duffy&D.H.Jonasn(Eds.),Constructivist and the technology of instruction: A conversation[C].Hillsdale,NJ:Lawrence Erlbaum Associates,1992:137-148.
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Differ from the English for general purpo (EGP), EAP posss different principals and content.
EAP cours have some distinctive features. EAP cours are designed to meet the specific needs of highly-motivated students, cours are goal-driven rather than level-driven (Alexander, Argent, Spencer, 2008). On the contrary, general English language teaching mainly focus on what level of language proficiency language learners should get. Meanwhile, teaching materials and contents are related to the corresponding discipline of students. EAP cours emphasis on the English teaching aspects like vocabulary, grammar found in academic communication (Alexander, Argent, Spencer, 2008). For example, teachers will choo a financial news report for listening training for students who major are finance. Strevens (1988a) also mentioned that ‘EAP emphasizes on the language appropriate to tho activities in syntax, lexis, discour, mantic etc and analysis of the discour’. For example, in EAP cours for students in medical school, medical academic vocabulary will be taught. EAP cour has different teaching priorities. The priority of the EAP cour is that reading and writing skills are particularly emphasized compared to listening and speaking.
3. EAP Cour
Many scholars rearch into the field of syllabus design like Jordan (1997), Robinson (1991) and Nunan (1988). Need analysis need to be ud before the implement of EAP cour. Needs analysis. Before the design of the curriculum, it is esntial to figure out the learning needs becau learning needs play a decisive role in the syllabus design. Learning needs vary due to different learners. Correspondingly, needs analysis as a scientific method to collect data related to learning needs should be the starting step for cour design. Needs analysis demonstrates the ‘prent situation’ and ‘target situation’ of the learners (Dudley-Evans & St John, 1998). Prent situation refers to the prent language level and needs while target situation means what skills learner need to acquire in the future study (Dudley-Evans & St John, 1998).
By conducting needs analysis, objectives of the cours are deduced. EAP cours are constructed around the learning objectives. Richards (1992) explains that needs analysis focus on two aspects, namely, determining and arranging the needs according to priorities. EAP needs analysis considers subjective needs from students like what they want to learn from the class and objective needs like proficiency level required by universities and sponsor. Usually, needs analysis is performed by teachers or rearcher. Various techniques can be adopted for data collection. Jordan (1997) summ
arized 14 methods. By analyzing the data collected, all the learning needs can quence according to the extent of significance and a balance will be stroke between subjective and objective needs.
4. Chine EAP cour
College English is a compulsory cour in Chine universities, students spend two years on the English study for general purpo (EGP). College English curriculum has been developed for decades but the study efficiency is questioned by many scholars (Dai,2001; Cai,2013). Scholars learn from universities in Hong Kong and Taiwan about the cour tting and explore the possibility of EAP cour in Chine universities. After the collaboration of Chine scholars, A Framework of Reference for EFL Teaching at Tertiary Level in Shanghai is carried out in 2012. This is the very first draft for EAP cour in China. In this part, the article will discuss the necessity of EAP cour and the development of EAP cour in China.
4.1 Necessity of EAP cour
Chine scholars have argued about the adoption of EGP or EAP in tertiary education (Wen, 2014). Several perspectives will be ud to demonstrate that EAP cour is needed under the current circumstances.
College English is one fundamental cour which occupies 8-10 credits and more than 160 academic hours. And it’s the unstoppable tendency to shorten the study time on College English by the Education Ministry. Reasons behind this tendency reveal the necessity of EAP cour. One reason is the time students spend doesn’t match learning outcome. According to Sun’s investigation, among two year’s study, students just learn to acquire the certificate of CET-4 (College English Test) and CET-6. When they need to do their final disrtation, student still lack the ability to arch the English reference and write the English essay. Therefore, students are not satisfied by this cour tting. According to Long Yun’s survey about students’ attitude towards to their English cour, 54.5% of the students aren’t satisfied or just barely contented. Moreover, 61.8% of the students think their English abilities remain the same or even decline compared to their original level when they just enter the college. Becau in their mind, the purpo of English cour is to pass the CET-4 or CET-6 and some students can get the certificate during the first year. Then they are demotivated for the English learning (Cai, 2015). Meanwhile, students should reach the CET-4 level after the high school study, then what is the point of college English cour? Eventually, college English cours are decread in many universities.
Besides reasons mentioned above, EGP cours no longer meet the challenge of current circumstances. On the aspect of universities, EGP cour doesn’t fit the ‘Double Top’
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instruction. On the one hand, more and more international students demand the lectures in English. Universities in Taiwan implement the transform from EGP to EAP due to this reason (Cai,2013). Another aspect is to help students improve their academic ability to communicate globally. For many majors, many journals, books relating to the latest study are in English. In order to get access to the latest information, their academic reading ability is needed. Moreover, academic
writing ability is the main reason hindering the publish of our
student’s essays in foreign journals (Cai, 2015).
4.2 EAP cour in China
As scholars realize the importance of students’ academic
competence, cour reform is conducted in many universities.
The first university in China which u EAP cour to replace EGA is University of Nottingham Ningbo. As one Sino-foreign cooperative university, they adopt EAP cour thoroughly.
From the university website, it’s obvious that their cour organization aims at the foster of students’ reading, writing, listening and oral report ability in academic contexts. In this way, prepare students for further study in their own field.
Moreover, top universities like Tsinghua University,
Fudan University, CUPL (China University of Political Science and Law) (Cai, 2012). The Universities all t EAP cour as compulsory cour. They differ in the teaching organization, Fudan University further divide EAP cour bad on the major like EAP (science and engineering), EAP (literature and history), EAP (medical science) etc. CUPL organizes cours into two levels: EAP cour I and EAP cour II. Tsinghua University organizes the cour bad on specific ability, University ts academic listening and speaking ability as one cour and another cour covers academic reading and writing ability.公积金账户余额
While in Shanghai, the publish of A Framework of Reference
for EFL Teaching at Tertiary Level in Shanghai aims to instruct the GAP reform of universities in Shanghai. According to this framework, it explicitly points out the development of students’ academic abilities through EGAP and then followed by ESAP cours to foster their academic knowledge in their major field. Not just the abilities but also develop their autonomy and critical-thinking way. Students should be able to carry out individual study, gather and analyze information to deal with their problems. By doing that, their inter-culture communication competence shall develop gradually.
For the specific curriculum tting, the framework points
out three parts. Transitional EGP cour is still needed for tho students who English ability is at lower level.
students still take ordinary cours like comprehensive English, listening and reading cour. It’s lective and
occupies 0-5% of the whole cour credits. Once students are prepared, they can take the core cour EGAP (55% of the whole cour credits) and ESAP (30% of the whole cour credits) which i
s also the compulsory cour. Using various academic material like journals, conference report to enable students to start rearch of their major fields. The third part is elective cour (10% of the whole cour credits) including cours like western culture, critical thinking, cross-culture
communication etc.
东南花都花博园
5. Conclusion
This article wants to let readers know better about EAP
through the systematical explanation. Also, readers can have the distinction between EGP cour and EAP cour. Under
the clo connection in academic field, more and more universities realize the urgency to employ EAP cour to
enable students better prepare for the communication and career development.
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