| Programme Outcomes | CTPO | TOA |
| Upon successful completion of the course, the students will be able to : | | |
| PO - 1 : | To develop a critical awareness of how language relates to higher education contexts, tasks and participants | | |
| PO - 2 : | To develop the ability to analyse and evaluate an academic task or a set of teaching materials | | |
| PO - 3 : |
Participate in group work and problem-solving activities
| | |
| PO - 4 : | critically evaluate academic contexts and practices and relate these to teacher and learner roles in the EAP classroom | | |
| PO - 5 : | identify learner needs and select appropriate pedagogic frameworks | | |
| PO - 6 : | analyse and differentiate key linguistic and rhetorical features of academic discourse | | |
| PO - 7 : | apply theory to practice in selecting appropriate materials and frameworks for planning EAP lessons | | |
| PO - 8 : | identify appropriate criteria for EAP assessment | | |
| PO - 9 : | apply theory to practice in assessing students and providing formative and summative feedback | | |
| PO - 10 : | investigate disciplinary discourse practices an area and present findings | | |
| CTPO : Contribution to programme outcomes, TOA :Type of assessment (1: written exam, 2: Oral exam, 3: Homework assignment, 4: Laboratory exercise/exam, 5: Seminar / presentation, 6: Term paper), PO : Learning Outcome |
| |
| Course Syllabus |
| Week | Subject | Related Notes / Files |
| Week 1 | ESP_Concepts_and_Issues_pptx
What is EAP
EAP_Issues_and_directions
| |
| Week 2 | Teaching EAP?
Further EAP_Issues_and_directions | |
| Week 3 | The futures of EAP genre studies A personal viewpoint by Swales
EAP Hamp-Lyons_EnglishforAcademicPurposes | |
| Week 4 | CORPUS STUDIES IN EAP by Hilary Nesi
| |
| Week 5 | CORPUS STUDIES IN EAP by Hilary Nesi | |
| Week 6 | EAP support for post- graduate students by Christine B. Feak
(Routledge Handbooks in Applied Linguistics) Ken Hyland, Philip Shaw - The Routledge Handbook of English for Academic Purposes-Routledge (2016) | |
| Week 7 |
Choosing specialized vocabulary to teach with data-driven learning: An example from civil engineering
Philippa Otto
| |
| Week 8 | Choosing specialized vocabulary to teach with data-driven learning: An example from civil engineering
Philippa Otto
| |
| Week 9 | A_Three_Level_ESP_Analysis_for_Education Critical-Thinking-in-EAP-by Wilson-White | |
| Week 10 | The language of civil engineering research articles: A corpus-based approach by Alexander Gilmore a,*, Neil Millar
| |
| Week 11 | Autonomous corpus use by graduate students: A long-term trend study (2009?2017) by Maggie Charles a,*, Gregory Hadley | |
| Week 12 | Collaboration between EAP teachers and content teachers: Insights from the literature for the Chinese context by Yongyan Li, Faculty of Education, University of Hong Kong, Hong Kong, Chin
| |
| Week 13 | Use of Action Research as a Viable Paradigm for the Professional Development of ESP Instructors by SK.
Challenges in academic writing: Perspectives of Engineering faculty and L2 postgraduate research students by Linda H.F. Lin*, Bruce Morrison | |
| Week 14 | TOOLS AND STRATEGIES FOR DATA-DRIVEN LEARNING (DDL) IN THE EAP WRITING CLASSROOM by Laurence Anthony | |
| Week 15 | Student Autonomy and Data driven Learning in English for Academic Purposes
Maggie Charles University of Oxford
| |
| Week 16 | Data-Driven Learning and EAP Materials Development: A Corpus Based Action Research Project
by Brian Rugen by Hawai`i Pacific University
| |
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