3. The what and how of eap The early years(1950s-1960s Induction courses, such as short courses(e.g. four weeks at the beginning of the students' studies) were development Birmingham University, Leeds University. Manchester University, Newcastle University
3. The what and how of EAP The early years (1950s-1960s) • Induction courses, such as short courses (e.g. four weeks at the beginning of the students‟ studies) were development. • Birmingham University, Leeds University, Manchester University, Newcastle University
3. The what and how of eap Three Decades of growth and Developing tradition 1970,1980s,19905 Supporting International Students English as the language of knowledge exchange
3. The what and how of EAP Three Decades of Growth and Developing Tradition (1970s, 1980s, 1990s) • Supporting International Students • English as the Language of Knowledge Exchange
English as the Language of Knowledge Exchange eaP has received the most attention from researchers More than half the articles in English for specific Purposes focusing on EAP, and the other journal entirely devoted to it, the Journal of english for Academic purposes
• EAP has received the most attention from researchers. • More than half the articles in English for Specific Purposes focusing on EAP, and the other journal entirely devoted to it, the Journal of English for Academic Purposes . English as the Language of Knowledge Exchange
3. The what and how of eap The current situation(since 2000) Pedagogical approaches to EAP Watson Todd(2003): six main approaches to EAP Ann Evers (2007): four prevailing pedagogical approaches to teaching EAP
3. The what and how of EAP The current situation (since 2000) Pedagogical approaches to EAP: • Watson Todd (2003): six main approaches to EAP • Ann Evers (2007): four prevailing pedagogical approaches to teaching EAP
Six sets of global practices Todd(2003)believes that instructors need to consider the process' of reaching the goal as well as the content that needs to be addressed as part of a course syllabus
Six sets of global practices • Todd (2003) believes that instructors need to consider the „process‟ of reaching the goal as well as the content that needs to be addressed as part of a course syllabus