To develop a critical awareness of how language relates to higher education contexts, tasks and participants
To develop the ability to analyse and evaluate an academic task (or set of tasks) in order to (a) diagnose learning problems that need to be resolved and (b) design an appropriate programme of language-related support
To develop the ability to carry out an evaluation of a support programme, class or set of teaching materials.
Module learning outcomes
Be aware of current research on relevant EAP topics
Analyse the structure and function of academic discourse
Be aware of language problems of second language learners
Teach, evaluate and design EAP courses.
Academic and graduate skills
Engage critically with published work, particularly journal papers
Formulate critical and balanced arguments orally and in writing
Participate in group work and problem-solving activities
Undertake and report appropriately short, empirical data collection and analysis work
Demonstrate effective planning and time management
Word-process, manage files, use e-mail, VLE and the Web.
% of module mark
Special assessment rules
% of module mark
Written feedback on assignment report sheet (within 6 weeks) and face to face feedback in supervisions
Alexander, O., Argent, S., & Spencer, J. (2008). EAP essentials: A teacher’s guide to principles and practice. Reading: Garnet Education.
De Chazal, E. (2014). English for academic purposes. Oxford: Oxford University Press.
Hyland, K. (2006). English for academic purposes: An advanced resource book. London: Routledge.
Jordan, R. R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press.
Moon, J. (2008). Critical thinking: An exploration of theory and practice. London: Routledge.
Long, M. H. (Ed.). (2005). Second language needs analysis. Cambridge: Cambridge University Press.
Ruiz-Garrido, M. F., Palmer-Silveira, J.C., & Fortanet Gomez, I. (Eds.) (2010). English for Professional and Academic Purposes. Leiden: Netherlands.