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All Journal Indonesian Journal of Applied Linguistics (IJAL) ELT Forum: Journal of English Language Teaching
Li, Yulong
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Chinese teachers’ perception of how TESOL differs from teaching EAP Li, Yulong; Wang, Lixun
Indonesian Journal of Applied Linguistics Vol 10, No 2 (2020): Vol. 10, No. 2, September 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i2.28609

Abstract

The last two decades have witnessed a prolific increase in academic activity in the study of English for Academic Purposes (EAP). Many teachers who were trained for Teaching English to Speakers of Other Languages (TESOL) have been required to teach EAP. TESOL and EAP are two different concepts and teachers transitioning from TESOL to teaching EAP may encounter many difficulties. However, little research has been carried out in this area, particularly beyond the context of the UK. Helping teachers to clarify their perceptions of TESOL and EAP is the first step to facilitate this transition. The present study aims to facilitate Chinese university teachers’ pedagogical transitions from TESOL to teaching EAP by clarifying teachers’ own understanding of these two concepts and by outlining how several different factors contribute to their EAP conceptualisation. By using a multiple case study methodology, the current research has revealed that the investigated teachers’ perceptions of EAP comprised eclectic theories, which overlap with some current EAP literature. Facing a somewhat unethical research culture in China, some teachers added moral rubrics into their EAP concepts as reminders to their students. The teachers reported that TESOL and EAP diverged in discourses and commissions: EAP is more student empowering, but TESOL is more humanistic.
Analyzing English for Academic Purposes textbooks in China: A study of intercultural issues Li, Yulong; Yao, Pengfei; Hu, Bo
ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v9i1.38259

Abstract

An increase of English for Academic Purposes (EAP) teaching in China has resulted in a surge of EAP textbooks on the market. However, there has been little accompanying interest in how well intercultural issues are handled and presented in these publications. Accordingly, the present study employs Chinese students’ Cultures of Learning (CoL) and contrastive rhetoric (CR) as reflection points in the analysis of the content, production, and consumption of two series of EAP textbooks adapted from overseas textbooks. Findings revealed that intercultural differences are not given due recognition in the textbooks which in some cases can lead to confusion and misunderstanding. Meanwhile, the teachers involved in the study, as users of the other textbook series, were found to treat the textbooks only as a supplementary EAP teaching resource. Moreover, the continued confusion on the part of some of the students involved in the study highlighted the desirability for future textbooks to render intercultural differences in a critical EAP manner.
Analyzing English for Academic Purposes textbooks in China: A study of intercultural issues Li, Yulong; Yao, Pengfei; Hu, Bo
ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v9i1.38259

Abstract

An increase of English for Academic Purposes (EAP) teaching in China has resulted in a surge of EAP textbooks on the market. However, there has been little accompanying interest in how well intercultural issues are handled and presented in these publications. Accordingly, the present study employs Chinese students’ Cultures of Learning (CoL) and contrastive rhetoric (CR) as reflection points in the analysis of the content, production, and consumption of two series of EAP textbooks adapted from overseas textbooks. Findings revealed that intercultural differences are not given due recognition in the textbooks which in some cases can lead to confusion and misunderstanding. Meanwhile, the teachers involved in the study, as users of the other textbook series, were found to treat the textbooks only as a supplementary EAP teaching resource. Moreover, the continued confusion on the part of some of the students involved in the study highlighted the desirability for future textbooks to render intercultural differences in a critical EAP manner.
Co-Authors Hu, Bo Wang, Lixun Yao, Pengfei