In Sections I and II of this book, we considered general issues regarding
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- Academic discourse REFLECTION
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In Sections I and II of this book, we considered general issues regarding the position of EAP and the factors involved in planning an EAP course. Here we narrow our focus to specific aspects of EAP teaching and start by addressing the questions ‘What is academic discourse like?’ and ‘How can I teach it?’ After reading this chapter, you will know how academic discourse varies and will understand several key discoursal issues that may cause problems for EAP students. This knowledge will help you make deci- sions about selecting texts and choosing features of discourse to teach or practise in class. Chapter 7 Academic discourse REFLECTION What are the main differences between a) and b) in each pair of examples? Think about aspects such as the purpose of the text, the producer and the audience. 1 a) essay b) newspaper article 2 a) seminar discussion b) conversation 3 a) lecture for undergraduates b) textbook for undergraduates 4 a) research article b) seminar discussion 5 a) conference presentation b) undergraduate presentation 6 a) research article b) essay How do you think these differences affect the linguistic features that you would find in each example? You probably noticed that there are several important ways in which we can distinguish these examples, including academic (1a, 2a) versus non-academic discourse (1b, 2b); spoken academic (3a, 4b) versus written academic discourse (3b, 4a); expert producer (5a, 6a) versus non-expert producer (5b, 6b); spe- cialist audience (1a, 2a) versus non-specialist audience (1b, 2b); purpose of the communication: transmit new research knowledge (5a, 6a) versus display Charles, M. and Pecorari, D.(2016). Introducing English for Academic Purposes. NY. Routledge. Reference: 92 Teaching and assessing EAP knowledge gained by the student (5b, 6b). The differences between these exam- ples lead to differences in the linguistic features that typically occur. For exam- ple, a lecture is more likely to use contractions (we’ve) than a textbook, while a seminar discussion would use more second person pronouns (you mentioned) than a research article (RA). Yüklə 192,46 Kb. Dostları ilə paylaş:
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