English for Academic Purposes (eap) vs general English—a 101 crash course

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Unit 1: At the Shops
Types of oral production for EAP
CRITICAL THINKING is at the heart of EAP.

English for Academic Purposes (EAP) vs.

general English—a 101 crash course

Presenter: Zoe Smith

Commissioning Editor for Macmillan Skillful series

Summary:

EAP has been one of the most recent booms in English language

markets across the world, with a free flow of international

students wishing to gain access to higher education courses

taught in English. But what does EAP mean exactly, and how

should a teacher trained in traditional ELT methods adapt to

students who need to operate in a higher education learning

environment? This presentation offers an overview of some of

the differences between teaching and studying EAP vs. general

English, featuring excerpts from Macmillan’s brand new EAP

series, Skillful.

Unit 1: At the Shops

Exciting Role Play

Storekeeper:

Hello. How can I help you?

Customer:

Hello. I would like to buy a loaf of bread.

Storekeeper:

Sure. Bread is in aisle 3.

Customer:

Where is aisle 3?

Storekeeper:

It’s over there. It’s next to the pasta.

Customer:

And how much is the bread?

Storekeeper:

I don’t know. It’s on the price tag.

Customer:

Oh, okay. Thank you.

Storekeeper:

You’re welcome. Have a nice day. And we’ll discuss

quantum physics next time.

Types of oral production for EAP:

4

argument

(NOT fighting)

However, many international students fail to reach their

potential at an overseas university.

Why?

Knowing how to structure the

language they know effectively.

Teachers have a responsibility to prepare students for the real demands of

studying overseas. A lot of teachers think academic English is about preparing

students for exams. But, as we have our own experience of, many of our

students who perform well in English exams still struggle to communicate in

English. Teaching English for test taking is more about the strategy of test

taking. It doesn’t consider some of the wider key areas of being able to

perform in a real world academic setting.

Key area #1:

Being confident to take part in academic debate

Sub issue a:

Cultural difference – in a Western university, students must not

be afraid of expressing their opinion. To some extent, this is

about CONFIDENCE.

Critical thinking - It’s also important your students understand

the word ‘CRITICAL’. It doesn’t mean that you say bad things

about your teacher’s clothing, for example. The word ‘critical’

has had a much more sophisticated concept for around 500

years, related to the word ‘crucial’, and being about deciding

what is most important in the meaning of something.

CRITICAL THINKING is at the heart of EAP.

Solution:

A scenario of a student – a

mirror of the student

using this book

Think about and reflect on

how the scenario relates

to yourself.

Whole construction of

page doesn’t really need

teacher input, so very easy

to use!

Sub issue b:

Students feel linguistically inadequate alongside native-speaker

students. After all, surely only a native speaker is going to say

something such as:

“Well if you’d care for my impartial view on

the matter, which pertains to the utmost

thought of the philosopher in question, I’d

surmise that the answer to your question

would be ‘no’.”

Solution:

Key area #2:

Knowing how to write an academic essay in English

Sub issue 1:

Cultural difference – some cultures favour indirect, vague

language, that never gets to the main point.

Some cultures also

favour plagiarism

– after all, why

try to disrespect text that another author has already written

perfectly elsewhere?

Solution:

It is as much about

understanding

organizational frameworks

of language as

it is to understand the content and all the words within a text.

Solution:

Writing skills

A reading task…

…extends into a writing task:

Sub issue b:

Students feel

linguistically inadequate

alongside native

speaker students. After all, surely only a native speaker is going to be able to

know how to select the correct modal verbs to make this sentence sound really

respectful:

Well if you’d care for my impartial view on the

matter, which pertains to the utmost thought of the

philosopher in question, I’d surmise that the answer

to your question would be ‘no’.

In EAP, you can practice

‘traditional’ grammar, too…

… but it’s helpful when you can

put the grammar into an

academic text.

Solution:

Extra tips:

• Encourage students to bring in authentic texts from

the academic subjects that they will be studying at

university.

• Students could keep a reflective learning journal.

• Skillful has extended online practice through the

Digibooks.

• Any other good ideas?

=The End=

Presenter contact:

zoe.smith@macmillan.com

Skillful website: www.macmillanskillful.com

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