In this module, we will explore and evaluate the theory and practice of EAP. A central focus throughout will be the classroom practice of EAP and the needs of international students preparing for university-level study. We will examine how university academic practices, together with a wider awareness of higher education, can inform EAP teachers' understanding of student needs, academic discourse, curriculum, assessment, material and course development.
|A||Spring Term 2021-22|
|B||Summer Term 2021-22|
Academic and graduate skills
Week 2 Introduction and overview of the module; introduction to teaching English for Academic Purposes
Week 3 Critical thinking and argumentation
Week 4 Grammar and vocabulary
Week 5 Listening and reading
Week 6 Speaking
Week 7 Writing
Week 8 Assessment and feedback
Week 9 Needs analysis
Week 10 Materials and syllabus design
Week 2 - Introduction and overview of the module; introduction to teaching English for Academic Purposes
After an introduction to the module, its aims, assessment methods and the VLE component, the first session will provide a general introduction to ESP (English for Specific Purposes), of which EAP is considered to be a part. We will discuss the role of language and academic literacy, as well as the debatable role of the EAP teacher, with reference to various departmental policies and support channels.
Week 3 - Critical thinking and argumentation
This session will explore ways of helping EAP students identify and build oral and written arguments, and will, therefore, form a basis for the entire module. We will discuss and apply critical reading and writing, as well as principles of critical argumentation in writing (e.g., assignments) and speaking (e.g., presentations). We will return to these concepts throughout the module.
Week 4 - Grammar and vocabulary
In this session we will discuss the specifics of teaching grammar and vocabulary for academic purposes, with reference to the basic skills covered in the next sections. We will also look at issues such as subjectivity and ‘voice’, metadiscourse, coherence and cohesion.
Week 5 - Listening and reading
Listening and reading for academic purposes will be discussed together, as the two basic receptive skills. We will explore principles of selecting materials and teaching listening and reading strategies. Listening to lectures and reading for assignment/ dissertation writing will be given special attention. The session will also cover note-taking for higher education purposes.
Week 6 - Speaking
This session will explore developing speaking skills for group discussions, seminar participation, presentations and other higher education purposes. We will refer to some of the issues covered in session 4 and we will discuss audience awareness in speaking (continuing the discussion in the next session, with respect to writing).
Week 7 - Writing
In week 7, we will discuss principles of teaching writing for higher education purposes, continuing our discussion of audience awareness with reference to academic genres and discourse communities. We will also discuss referencing and academic integrity, exploring ways in which these can be taught/ facilitated on EAP courses.
Week 8 - Assessment and feedback
This session will cover various approaches and types of formal assessment used on EAP courses, as well as informal tutor/ peer assessment and principles of meaningful feedback.
Week 9 - Needs analysis
Having covered the main aspects of teaching language for academic purposes, in this session we will explore the principles and practicalities of conducting needs analyses with a view to designing EAP materials and syllabi. Using the insights gained in the previous sessions, we will discuss different stakeholders, approaches and methods used or taken into account in the process of needs analysis.
Week 10 - Materials and syllabus design
The last session of the module will draw on the content of all the previous sessions, discussing principles of materials and syllabus design with a view to addressing learner needs within given course constraints.
|Task||Length||% of module mark|
Essay 3500 words
Assessment is by a 3,500 word written assignment on one of several topics provided.
|Task||Length||% of module mark|
Essay 3500 words
You will receive feedback in a range of ways throughout this module. This will include oral feedback in class, responses to posts on the VLE discussion board and written comments on work. You will have the chance to obtain feedback on your writing during the module, and you will have a short one-to-one meeting with a module tutor to discuss assessments.
You will be provided physical written feedback on assignment report sheets as well as them being readily available on the VLE. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information
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.