The Teaching of EAP: Shared and Individual Features Across Genres and Disciplines Yang Ruiying PhD,...
-
Upload
katherine-obrien -
Category
Documents
-
view
219 -
download
2
Transcript of The Teaching of EAP: Shared and Individual Features Across Genres and Disciplines Yang Ruiying PhD,...
The Teaching of EAP: Shared and
Individual Features Across Genres and
DisciplinesYang Ruiying PhD, ProfessorXi’an Jiaotong UniversityEmail: [email protected]
• What should we include in a EAP course?
• What genres are essential for university or postgraduate students?
• Is it possible to teach a class with students from different disciplines?
IntroductionIntroduction
Outline
• ESP and EAP
• Genres in the academic circle across disciplines
• Common features and individual features
• Implications for EAP teaching
Supporting Academic Genres (Swales, 2011)Getting into Graduate School
Statements of PurposePersonal Statements
Finding Your Voice in the Academic CommunityCommunicating with SeniorsCommunicating with Co-authorsRequests and RemindersWriting Apologies
Establishing Yourself in Graduate SchoolResearch proposal
Small Grant ApplicationsOther ApplicationsLetters of Recommendation
Supporting the Publication ProcessManuscript SubmissionsResponding to Reviewers and Editors
Moving on to an Academic or Research CareerCurricula VitaeExternal Job ApplicationsStatements of Teaching Philosophy
A genre-based approach to the teaching of EAPA genre-based approach to the teaching of EAP
Skills-based approachSkills-based approach
Task-based approachTask-based approach
Comparing the structure of RA introduction across disciplines
The Genre of English Research Article
The macro-structure: IMRD/C
Move One: Establishing a Territory
Step 1: Claiming centrality (and/or)
Step 2: Making topic generalization(s) (and/or)
Step 3: Reviewing items of previous research
Declining rhetorical effort
Move Two: Establishing a niche
Step 1A: Counter-claiming (or)
Step 1B: Indicating a gap (or)
Step 1C: Question-raising (or)
Step 1D: Continuing a tradition
Weakening knowledge claims
Move Three: Occupying the niche
Step 1A: Outlining purposes (or)
Step 1B: Announcing present research
Step 2: Announcing particular findings
Step 3: Indicating RA structure Increasing explicitness
The CARS Model (Swales 1990:141)
Move Step
M1: Establishing a territory
Making topic-generalization
Graduated driver licensing (GDL) policies have been introduced in many jurisdictions in an attempt to reduce young driver crash risk. While the specifics of various laws vary, they can be characterized as involving three-stages. The first stage, typically referred to as the learner stage, requires all driving by the novice to be supervised. The second stage allows unsupervised driving but with restrictions. The final stage is obtaining the full license (Shope, 2007).
M1: Establishing a territory
Reviewing relevant items of previous research
GDL has been shown to be effective in reducing crashes (Russell et al., 2011) but there is much room for improvement (Williams et al., 2012). Research, can assist in this respect and several research reviews have been published over the last decade with most recent being by Williams et al. (2012).
M2: Establishing a niche
Indicating a gap The review preceding that in 2012 covered the period 2007–2010 and highlighted that until recently little was known about what went on during the learner stage (Williams and Shults, 2010).
Question-raising In particular: “how much and what types of driving are done, adherence to restrictions, how parents manage this stage, and interactions between parents and teens” (p. 80). While the 2010 review indicated that some information was starting to emerge on these issues, a reading of that review and the update in 2012 reveals no progress in our understanding of a key element of this stage, namely adherence to the supervisory restriction and crash risk associated with non-adherence.
M3: Occupying the niche
Outlining purposes (Listing research questions)
In this paper we address the following research questions:(1)What are the associations between socio-demographic and behavioural factors and compliance with learner licensed supervised driving condition (Investigation 1)?
(2) Is unsupervised driving as a learner licence holder associated with elevated crash risk while holding a learner licence (Investigation 2)?
(Accident Analysis and Prevention 60: 24–30.)
The potential structure of the Beginning
Move One: Expressing thanks Step 1: Thanking the chair Step 2: Thanking the organization committee Step 3: Thanking audience Move Two: Checking out supporting resources Step 1: Checking handout Step 2: Checking volume
The potential structure of the Introduction section
Move One: Contextualizing topic
Step 1: Accounting personable experienceStep 2: Telling an anecdote / jokeStep 3: Indicating relevance to conference theme
Move Two: Occupying the nicheStep 1: Announcing topicStep 2: Outlining purposesStep 3: Indicating significanceStep 4: Defining terminologyStep 5: Indicating structure / content
*Move Three: Establishing a nicheStep 1: Telling an anecdoteStep 2: Indicating a gapStep 3: Re-emphasizing the purpose
Potential needs for graduate
study overseas
Getting into graduate school
Studying at English-medium
universities
• Statements of Purpose
• Curricula Vitae• Application for
financial aid• Communicating
with Seniors
• Experimental report• Course / term paper• Research proposal• Thesis and
Dissertation• Research article• Conference
presentation
Awareness-raising of the shared features and variations
Pattern-seeking pedagogic activities
Integration of situated learning and explicit teaching
Exploration of underlying motivations
Principles of EAP teaching
Authentic texts are to be employed to guarantee that the learners are learning what they need.
Students’ previous generic knowledge in terms of the communicative purpose should be activated at the beginning stage.
Deconstruction or analysis of relevant texts in terms of move and step is to be used to raise students’ awareness of the rhetorical organization at both macro and micro level of RAs and the linguistic exponents to signal the structure.
Task design -- Principles
The tasks are pattern-seeking, designed to guide students to not only understand the rhetorical patterns and linguistic features but also to explore the rationale of them.
Both common features of the RA genre and the individual features of particular cases should be taken into account in the design of tasks so that students will obtain a comprehensive and balanced understanding of the genre, which can prepare them for reading and writing of RAs.
The importance of genre knowledge
• Genres are essential elements of language just as words, syntactic structures, and sound patterns. In order to express one’s individual thoughts, one must use available patterns for speech; that is to say, genres, in one way or another. Virtually every communicative interchange between people, whether in speech or in writing, involves generic structure…
(Berkenkotter and Huckin 1995:160-161)