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Abstract
Based on classroom observations & participation in teachers' meetings, communicative demands made on English language undergraduates (N unspecified) at National U of Singapore are examined from the perspective of English for academic purposes. Regarding lectures, it is argued that the concentrated content coverage is often too much for students to absorb & apply immediately; greater integration between course content & communicative abilities is seen as a solution. Although the inclusion of tasks is considered useful for students to explore & apply analytical concepts, it is noted that the assignment system does not adequately provide for submission of drafts & initial tutor feedback, which often results in poor grammatical & tense choice. Strengths of the curriculum include provision for the application of concepts to examples of sentences or texts, & the use of multiple sources (eg, lectures, handouts, supporting texts) to engage students with material being taught. It is concluded that studies from the perspective of English for academic purposes offer needed insights into academic communication in instructional settings. J. Paul.
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Source Title
EAP Perspectives on an Academic English Language Curriculum
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Date
1997
DOI
Type
Book