The Differences between EAP and EOP

                                                  The Differences between EAP and EOP

·                   EAP and EOP are branches of ESP

·                  The skills in EAP and EOP: reading, listening, listening and speaking,speaking and writing.

English for Academic Purposes  (EAP)

English for Occupational Purposes (EOP)

1.                 EAP is a branch of ESP in that the teaching content is matched to the requirements of the learners. 2.                EAP students are usually higher education students.  3.                Learners need to learn English in order to succeed in their academic careers. 4.                EAP teaching is task based, using the types of academic task commonly found in higher education 5.                 EAP courses is the close attention that is paid to the learners’ aims and what they are working on, studying or planning to study 6.                Students need to attend the class.

1.                EOP is a branch of ESP and cover situation in which learners are studying English for work related reasons. 2.                EOP learners are likely to be adults. 3.                Learners need to learn English in order to improve their job performance. 4.                 EOP was also seen as an opportunity for personal development among those who have a long-term goal to improve English communication skills of work and life. 5.                They may have not succeed as a language learner in the past. 6.                Students maybe reluctant to attend the class.

Transcript of THE SKILLS IN EAP & EOP

There are 5 skills :
READING
LISTENING ( TO MONOLOGUE )
LISTENING & SPEAKING
SPEAKING ( A MONOLOGUE )
WRITING
LISTENING
SPEAKING
Key features of oral presentations
> Structuring : there should be a start, a middle and an end.
A good end is essential, it is what remains with listener
WRITING
READING
Shift from Text As a Linguistic Object (TALO) to Text As a Vehicle of Information (TAVI)

Extracting information accurately and quickly is more significant than language detail.

Understanding the macro structure comes before language study

Application of the information in the text is of paramount importance

The reader first processes the language and then links the ideas
to what is already known
THE
SKILLS

IN

EAP
&
EOP
The Purpose Of Reading
The Balance Between Skills & Language
Good reading requires language & skills
Hosenfeld
Alderson
Less successful foreign language learners
fragmented approach to text
Successful learner
Overall meaning, guessing, or skipping
Poor reading in the L1
Poor reading in the L1 + inadequate knowledge of L2
The reading component of an ESP course requires a balance between skills and language development
SKILLS TO BE LEARNT :
> Selecting
> Using all the features of the text
> Skimming
> Scanning
> Identifying
> Understanding
> Using cohesive and discourse markers
Designing and Teaching Reading Courses
The reading material will :
> used for given purpose
> be designed to encourage
the use ( or teaching ) of good skills
> have follow up language work
Selecting Text
Using the information that has been gathered
The final step in the process f reading a text
Where the design of activities begins
Knowing what students would really do with the text and why is necessary
EAP students >>> make notes or add to previous notes

EVP students >>> carry out an action while reading

BE students >>> write a response or make a telephone call
The first stage for the ESP teacher is to know what kind of tasks and processing would be associated with particular texts or information
Extracting and Recording Information
Short Texts
highlighting the relevant information on the text
Longer Texts
extracting the information and reorganizing it and fitting it in with existing knowledge is necessary
Having determined the overall task, the individual activities are designed to help the learner to process the language and relate the new information to existing schemata
Sequenced
Listening
to monologue
The ability to follow monologue is particularly important in EAP situations
Comprehension of a lecture will involve the same two-stage process as L2 reading comprehension ( processing of a language and the change to background knowledge of the topic
Micro skills and language
1. Identify the purpose and scope of monologue

2. Identify the topic of lecture and follow topic development

3. Recognize the role of discourse markers

4. Recognize key lexical items related to subject/topic

5. Deduce meanings of words from context

6. Recognize function of intonation to signal
information structure
BOTH READING AND LISTENING
* Involve a focus on the meaning of the text
* Involve a focus on making links between meaning
in different part of the text
Both involve guessing the meaning of unknown words from the context and understanding the role of logical connectors
Key Difference
The listener does not get a second chance to catch the meaning of the listening text
The reader can go over a text as often as needed until the meaning is clear
A speaker includes much more redundancy in the text, more statements introducing and summarizing the topic and more repetition
DISTINGUISHING
FEATURES OF MONOLOGUE
>> PHONOLOGY
>> SPEED OF DELIVERY
>> REAL TIME PROCESSING
>> NOTE TAKING IN REAL TIME
>> DEDUCING THE SPEAKER'S ATTITUDE
>> THE TEACHING OF LISTENING
COMPREHENSION
LISTENING
&
SPEAKING
Listening and Speaking Skills in ESP
Spoken interaction in EAP & EOP
Situation where both listening and speaking are employed, where to say the right thing in an appropriate way requires good listening and speaking skills
Active listening
> Includes the non verbal and the verbal
encouragement given to a speaker
> Involving paraphrasing and summarizing
> It can involve speaking
> It is about showing that we have been
listening and understanding
QUESTIONING
It's a skill needed for effective spoken interaction
Purposes :
Information
Clarification
Tactical
Structures needed :
Use of the AUX w/ Subject (verb Inversion)
Wh - words + AUX + Inversion
Statements & Rising Intonation
Statements + Tags
One to one
spoken interaction
Many interactions involve just two people
Telephone conversations
abscence of body language
use of conventional phrases that are not used elsewhere
MULTI PERSON
SPOKEN INTERACTION
Key Skills
Recognizing when the speaker is giving signal that s/he is ready to finish the turn.
Syntactic clues
Phonological signal
Non- verbal clues
Gain entry at the end of the turn
Anticipate the conclusion of the turn and complete it for the speaker
Handle the turn effectively
Judge how long is appropriate and to prevent interruptions
Judge when a contribution will be most effective
Know who will support an idea and get that support verbalised
The Teaching Of Spoken Interactions
In ESP courses there can be a good deal of listening and speaking going on, but generally there is not specific work on listening and speaking.
FEEDBACK
Recording can be used to make spoken interaction tangible
Feedback should be based on maintaining and increasing confidence
Spoken interactions can be treated as a process of drafting
After feedback students can repeat the interaction
The Moves in the middle will depend on the type and purpose of the presentation.
Visuals
Voice work
Advanced signaling
Teaching Oral
Presentations
Oral presentations work often concentrate on stand up, prepared talk accompanied by visuals. However, for many business people the short, impromptu presentation in a meeting is a more common event.
FEEDBACK
Strengths need highlighting and building on, positive features discussing first. Area of improvement need concrete suggestions of ways and means of achieving it.
What is involved
in writing
>> Knowledge of genre is a key element in writing.

>> Skills of planning, drafting and revising having in
mind a reader
Successful writers are those who are able to persuade readers of the validity of their arguments by using or adapting the conventions of the genre they are using while showing an awareness of the needs of the readership
THE PRODUCT APPROACH
Refers to the concentration on the features of the actual text, the end product. Usually involves the use of a model text, which is analyzed and then is used to write a similar text.
THE PROCESS APPROACH
It began as a reaction to the model based approach. The process approach has emphasized the idea of writing as problem solving, with a focus on thinking and process
THE SOCIAL CONSTRUCTIONIST APPROACH
Writing is a social act in which writers have to be aware of the context in which they are writing. That context places certain constraints on what writers can write and on how they can express ideas
SUMMARY
The key elements involved in the five skills of reading, listening to monologue, listening and speaking, speaking and writing and discussed various approaches to the teaching of these skills.
All skills are generally learn more effectively when taught with other skills in an integrated manner

 Characteristics of ESP

1. 1. TYPES, CHARACTERISTICS AND DEVELOPMENT OF ESP
2. TYPES OF ESP ¨ David Carver (1983) identifies of three types of ESP: ¨ 1. English as a restricted language ¨ 2. English for Academic and Occupational Purposes ¨ 3. English with specific topics
3. 1. English as a restricted language ¨ The language used by air traffic controllers or by waiters are examples of English as a restricted language (Mackay and Mountford; 1978).
4. 2. English for Academic and Occupational Purposes (Carter; 1983) ¨ In the ‘Three of ELT’ (Hutchinson & Waters, 1987), ESP is broken down into three branches: 1. English for Science and Technology (EST) 2. English for Business and Economics (EBE) 3. English for Social Studies (ESS) ¨ Each of these subject areas is further divided into two branches: 1. English for Academic Purposes (EAP) 2. English for Occupational Purposes (EOP)
5. English for Science and Technology (EST) ¨ An example of EOP for the EST branch is ‘English for Technicians’ ¨ Whereas an example of EAP for the EST branch is ‘English for Medical Studies’
6. 3. English with Specific Topics ¨ Emphasis shifts from purpose to topics ¨ It is uniquely concerned with anticipated future English needs, for example, scientists requiring English for postgraduate reading studies, attending conferences or working in foreign institutions. ¨ This situational language has been determined based on the interpretation of results from needs analysis of authentic language used in target workplace settings.
7. CHARACTERISTICS OF ESP (Strevens, 1988) ¨ Meets specified needs of the learner; ¨ Content centred on particular subjects, professions and social activities; ¨ Centred on that language which is appropriate to those activities in syntax, lexis, discourse, semantics, etc., and analysis of this discourse; ¨ Contrasting with General English ¨ Restricted as to the language skills to be learned (e.g. reading only); ¨ Not taught according to any pre-ordained methodology. 1. Absolute Characteristics 2. Variable Characteristics
8. THECHARACTERISTICS OF ESP COURSES CHARTER 1983 1. The authenticity of the course contents, 2. The purpose-related to orientation 3. Self-direction
9. Authentic Material ¨ ESP should be offered at an intermediate or advanced level ¨ Closer examination ¨ Modified or unmodified in form
10. Purpose-related Orientation ¨ Refers to the simulation of communicative tasks ¨ Student simulation of a conference, involving the preparation of papers, reading, note taking, and writing.
11. Self-direction ¨ Turning learners into users. ¨ Learners must have a certain degree of freedom to decide when, what, and how they will study.
12. THE DEVELOPMENT OF ESP (1960s until todays uses) 1. The concept of special language: register analysis 2. Beyond the sentence: rhetorical or discourse analysis 3. Target situation analysis 4. Skills and strategies 5. A learning-centred approach
13. 1.The Concept of Special Language: Register Analysis ¨ The main motive behind register analysis was the pedagogic one of the making the ESP a course more relevant to the learners needs. ¨ The aim was to produce syllabus which gave high priority to the language forms students would meet in their Science studies and in turn would give low priority to forms they would not meet. ¨ The basic principle that the English, of, say, Electrical Engineering constituted a specific register different from other registers such Biology or of General English.
14. 2. Beyond the Sentence: Rhetorical or Discourse Analysis ¨ This phase gives more understanding how sentences were combined in discourse to produce meaning. ¨ The typical teaching materials based on the discourse approach taught students to recognize textual patterns and discourse markers.
15. 3. Target Situation Analysis ¨ It aimed to take the existing knowledge and set it on a more scientific basis, by establishing procedures for relating language analysis more closely to learners reasons for learning. ¨ The ESP course design process should proceed by first identifying the target situation and then carrying out a rigorous analysis of the linguistic features of that situation. The identified features will form the syllabus of the ESP course. ¨ This stage process is usually known as needs analysis or target situation analysis according to Chambers (1980).
16. 4. Skills and Strategies ¨ An attempt to look below the surface and to consider not the language itself but the thinking processes that underlie language use. ¨ Underlying all language use there are common reasoning and interpreting processes, which, regardless of the surface forms, enable the students to extract meaning from discourse. ¨ This approach generally puts the emphasis on reading or listening strategies. (analyze how meaning is produced in and retrieved from written or spoken discourse)
17. 5. A Learning-centred Approach ¨ ESP must be based on an understanding of the processes of language learning.

 Characteristics of ESP

1. 1. TYPES, CHARACTERISTICS AND DEVELOPMENT OF ESP
2. TYPES OF ESP ¨ David Carver (1983) identifies of three types of ESP: ¨ 1. English as a restricted language ¨ 2. English for Academic and Occupational Purposes ¨ 3. English with specific topics
3. 1. English as a restricted language ¨ The language used by air traffic controllers or by waiters are examples of English as a restricted language (Mackay and Mountford; 1978).
4. English for Academic and Occupational Purposes (Carter; 1983) ¨ In the ‘Three of ELT’ (Hutchinson & Waters, 1987), ESP is broken down into three branches: 1. English for Science and Technology (EST) 2. English for Business and Economics (EBE) 3. English for Social Studies (ESS) ¨ Each of these subject areas is further divided into two branches: 1. English for Academic Purposes (EAP) 2. English for Occupational Purposes (EOP)
5. English for Science and Technology (EST) ¨ An example of EOP for the EST branch is ‘English for Technicians’ ¨ Whereas an example of EAP for the EST branch is ‘English for Medical Studies’
6. English with Specific Topics ¨ Emphasis shifts from purpose to topics ¨ It is uniquely concerned with anticipated future English needs, for example, scientists requiring English for postgraduate reading studies, attending conferences or working in foreign institutions. ¨ This situational language has been determined based on the interpretation of results from needs analysis of authentic language used in target workplace settings.
7. CHARACTERISTICS OF ESP (Strevens, 1988) ¨ Meets specified needs of the learner; ¨ Content centred on particular subjects, professions and social activities; ¨ Centred on that language which is appropriate to those activities in syntax, lexis, discourse, semantics, etc., and analysis of this discourse; ¨ Contrasting with General English ¨ Restricted as to the language skills to be learned (e.g. reading only); ¨ Not taught according to any pre-ordained methodology. 1. Absolute Characteristics 2. Variable Characteristics
8. THECHARACTERISTICS OF ESP COURSES CHARTER 1983 1. The authenticity of the course contents, 2. The purpose-related to orientation 3. Self-direction
9. Authentic Material ¨ ESP should be offered at an intermediate or advanced level ¨ Closer examination ¨ Modified or unmodified in form
10. Purpose-related Orientation ¨ Refers to the simulation of communicative tasks ¨ Student simulation of a conference, involving the preparation of papers, reading, note taking, and writing.
11. Self-direction ¨ Turning learners into users. ¨ Learners must have a certain degree of freedom to decide when, what, and how they will study.
12. THE DEVELOPMENT OF ESP (1960s until todays uses) 1. The concept of special language: register analysis 2. Beyond the sentence: rhetorical or discourse analysis 3. Target situation analysis 4. Skills and strategies 5. A learning-centred approach
13. The Concept of Special Language: Register Analysis ¨ The main motive behind register analysis was the pedagogic one of the making the ESP a course more relevant to the learners needs. ¨ The aim was to produce syllabus which gave high priority to the language forms students would meet in their Science studies and in turn would give low priority to forms they would not meet. ¨ The basic principle that the English, of, say, Electrical Engineering constituted a specific register different from other registers such Biology or of General English.
14. 2. Beyond the Sentence: Rhetorical or Discourse Analysis ¨ This phase gives more understanding how sentences were combined in discourse to produce meaning. ¨ The typical teaching materials based on the discourse approach taught students to recognize textual patterns and discourse markers.
15. 3. Target Situation Analysis ¨ It aimed to take the existing knowledge and set it on a more scientific basis, by establishing procedures for relating language analysis more closely to learners reasons for learning. ¨ The ESP course design process should proceed by first identifying the target situation and then carrying out a rigorous analysis of the linguistic features of that situation. The identified features will form the syllabus of the ESP course. ¨ This stage process is usually known as needs analysis or target situation analysis according to Chambers (1980).
16. Skills and Strategies ¨ An attempt to look below the surface and to consider not the language itself but the thinking processes that underlie language use. ¨ Underlying all language use there are common reasoning and interpreting processes, which, regardless of the surface forms, enable the students to extract meaning from discourse. ¨ This approach generally puts the emphasis on reading or listening strategies. (analyze how meaning is produced in and retrieved from written or spoken discourse)
17. A Learning-centred Approach ¨ ESP must be based on an understanding of the processes of language learning.