LECTURE 6. The skills in EAP and EOP
Plan:
·
Aims of the topic
·
Reading skills in ESP
·
Listening to monologue
·
Listening and speaking skills in ESP
·
Speaking monologue
·
Writing skills in ESP
Aims
We opted for 5 skills because when we discuss listening comprehension, we need to be clear
about whether we are referring to listening to monologue, as in an academic lecture or a business
presentation, or to listening as part of a group discussion, as in a business meeting or negotiation
or a seminar in which the listener will also contribute as a speaker to the discussion.
The term ‘skills’ is used at two levels: there are 5 macro-skills of reading, listening, listening and
speaking, speaking, and writing, each consisting of a number of micro-skills. Some micro-skills
such as ‘using cohesive and discourse markers’ will be associated with all the macro-skills;
others such as ‘revising a first draft of a text’ will be associated with a particular skill, in this
case.
Reading skills in ESP
In this lecture we shall look at how the purpose of reading and the balance between skills and
language affect the teaching of reading in ESP
. The purpose of reading
; TALO to TAVI. One of
the most important contributions to the approach to reading in ESP was the shift from Text as a
Linguistic Object (TALO) to Text as a Vehicle of Information (TAVI) (Johns and Davies 1983).
Johns and Davies encapsulated the key principles that, for ESP learners, extracting information
accurately and quickly is more significant than language details; that understanding the
macrostructure comes before language.
The balance between skills and language
Around the same time there was a second significant contribution to teaching reading on ESP
courses: the recognition that good reading requires language and skills. Hosenfeld (1977) had
shown that less successful foreign language learners had a fragmented approach to text, while
successful learners went for overall meaning, guessing or skipping language and information.
The reading component of an ESP courses thus requires balance between skills and language
development. Some of the key skills to be learnt or transferred into the new language area:
·
selecting what is relevant for the current purpose;
·
using all the features of the text such as headings, layouts, typeface;
·
skimming for content and meaning;
·
scanning for specifics;
·
identifying organizational patterns;
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·
understanding relations within a sentence and between sentences;
·
using cohesive and discourse markers
·
predicting, inferring and guessing;
·
processing and evaluating the information during reading;
·
transferring or using the information while or after reading;
TALO
TAVI
Principles underlying text
selection
*text
illustrate
syntactic
structrues
*topics are of general interest
*texts are specially written,
modified or re-written
*new vocabulary is controlled
*texts are graded and short
*texts are selected by teachers
*almost none
*some
translation
of
vocabulary
*texts are chosen for their
value in relation to students’
needs
*a range of authentic texts are
used
*grading is through tasks and
support
*texts are of different lengths,
getting longer
*texts are selected not only by
teachers, but also by learners
and others
Preparatory activities
*almost none
*some
translation
of
vocabulary
*always:
important
as
direction finders to awaken
interest
and
to
establish
purpose
Working with the text
*focus on language and what
is unknown
*focus
on
detail
and
understanding
all
the
sentences and words
*focus on information and
what is known
*guessing unknown words
Type
of
teaching/learning
interaction
*teacher monologue
*teacher-centered
teacher
questions, student responds,
teacher evaluates
*students work in groups
*reversal of roles: students ask
questions, evaluate each other,
reach agreement
Follow-up activities
*comprehension questions
*grammar and lexis exercises
*using
the
information:
transfer,
application
or
extension
*applying techniques
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