1. English for Academic Purposes (EAP)
Trainer: Tony Prince
Academic Director of NILE, Norwich, UK
Course Participants: Maria Isakova,
Olena Shvets, Iryna Zuyenok
Kyiv – Lviv - Dnipropetrovsk -
December 2015

2. ‘Test fast,
fail fast,
adjust fast’
(Tom Peter)

3. What? How? Why?

4. What is EAP/EGAP/ESAP/ESP
What is EAP/EGAP/ESAP/ESP? What distingusihes them from GE (General English)?
English for General Academic Purposes
(English for Study for Undergraduates)
English for Specific Academic Purposes
(Master’s Degree Students, Postgraduates)
English for Academic Purposes
(Teachers and Researchers)
_______________________________________________
Key: Why English is needed for University students? –
NEEDS ANALYSIS
Conclusion: General English is
English for No Obvious Reasons (ENOR)

5. THINK on ranking (1 -6) Vocabulary Grammar Writing Reading Listening
Speaking

6. To start with from WHERE STUDENTS ARE
Level
Context
Descriptors for self-assessment
Fix everything on entry in Language Portfolio
Step by step
develop academic vocabulary,
academic reading,
academic writing,
speaking & listening,
bringing from GE to EAP

7. and LANGUAGE LEARNING INTEGRATION
CONTENT
and LANGUAGE LEARNING INTEGRATION

8. Attribute Assess Rank Compare Analyse Differentiate Relate Discuss
Justify
Show
Investigate
Predict
Hypothesis
Creating
Evaluating
Evaluate
Attribute
Assess
Rank
Compare
Analyse
Differentiate
Relate
Analysing
Applying
Discuss
Explain
Account for
Summarise
Illustrate
Understanding
Sequence
Outline
Categorise
Group
Trace
Classify
Organise
Remembering
Liststt
Define
Identify
Indicate
Ennumerate

9. HOW it WORKS? Example Task: (Speaking and/or Writing)
‘While many people may say that they need a smartphone few really do.’
Define the term ‘smartphone, analysing and evaluating the benefits that owning such a device may bring to a student

10. Topic
‘While many people may say that they need a smartphone few really do.’
Define the term ‘smartphone, analysing and evaluating the benefits that owning such a device may bring to a student.
Instruction
Instruction
Instruction
Limit
Limit

11. Academic Writing: Process-oriented
Product –oriented – focus on what is produced: Genre/type and Text structure (Introduction, Body, Conclusion)

12. The Process Approach Description Arguments Against & For
Problems & Solutions
Cyclic Process: Generating ideas – Organizing (Topic areas) – Writing - Rewriting with ongoing evaluation & revision at each stage

13. Topic / focus in index or contents
Title
Criteria
Topic
Focus
Response
Stage 1 - background
Key terms
Schools of thought
Support
Stage 2 - reference mining
Book A
Point of view
Reference to book B
Topic / focus in index or contents
Examples
Evidence
Opinion
Gives
Gives
page reference
Support
Another author
bibliography
Another book

14. Roots of Planning Problems
Different L1 Writing culture:
Main argument
Clarity/Position/Linking
Supporting points
Definition / Relevance / Reference

15. Writing Problems identified
Poor language skills
Translation from L1 into ‘broken’ L2
Cultural influences
Reader / Writer responsibility-position of writer in the text
Focus on form not content
Kinds of connection
Referencing
SOLUTIONS PROPOSED - WORKSHOPS
to share BEST practices

16. Development of ideas The Eeeeerrrrr method
Expansion
Explanation
Exception
Example
Evidence
Reason
Result
Restatement
Reformulation

17. Reading for Academic Purposes : What to focus on and HOW?
Comprehension
Main idea
Specific Information
Specific words/phrases/ data
Navigation/Structure
Headings/subheadings
Formatting (italics./bold)
Topic sentences/concluding
Graphics – tables, charts
Citations /references
Research
relevance of text to task
reliability – facts/opinions
evidence
Use
Form – Quotation/Summary/Paraphrase
Quantity
Way – reference- position

18. Teaching and Testing Experience of British Universities Scales
Score changes
Marking System
Objective
Repeatable
Verifiable

19. Listening and Speaking
Different genres and types of lecture
Structure
Ways of delivery:
speed,
tone,
signalling,
interaction,
role of visuals

20. References:
Allen, D. (2001) Getting Things Done: The Art of Stress-Free Productivity. New York: Penguin Books.
Getting Things Done by David Allen. Available online at:
Kielstra, P (2014) The LEARNING Curve The Economist [online]. Available at:
Krashen, S.D. (1985) Ch.1: The Input Hypothesis. The Input Hypothesis. Issues and Implications. UK: Longman. P. 78 – 109 (ss )
Krashen, Stephen D. (1987) Principles and Practice in Second Language Acquisition. Prentice-Hall International.987.
Krashen, S.D. (1988) Second Language Acquisition and Second Language Learning. Prentice-Hall International.Theory of Second Language Acquistion
Maley, A .(1999) Short and Sweet (Short Texts and How to Use Them). Penguin Books Ltd. – 160 p.
Nation, P. (2014) What do you need to know to learn a foreign language. New Zealand: Victoria University of Wellington. School of Linguistics and Applied Language Studies. Available at:
Olwyn, A., Argent, S. Et al. (2009) EAP Essentials. A teacher’s guides to principle and practices. Reading: Garnet Publishing Ltd. – 379 p.
Oxford, R.L. Language Learning Strategies: What Ecery Teacher Should Know
Oxford, R.L. Teaching and Researching Language Learning Strategies/Applied Linguistics in Action
Prince, T. (2015) EAP & ESP Teacher Development – Ukraine 2015 (01/12/ -06/12/2015)
Quise, J. Communicative Activities for EAP with CD-ROM
Schmidt, D. Academic Vocabulary

21. Recommended Online Resources
MIT OPenCourseWare/FreeOnline Course material available at:
edX Harvard, MIT Willavailable at:
Camtasia Studio (Presentation + Lecture sound) Available at:
EAQUALS at:
Lynda.com
Paul Nation’s website at:
Quizlet Simple free learning tools for students and teachers. Available at:
TEFLastic blog Academic English (EAP) games/worksheets Available at: httworksheets/eap/ps://tefltastic.wordpress.com/
Udacity Nanodegree Programs for IT students Available at:
Using English for Academic Purposes (Academic Writing etc.) Available at: