Collections of Professor Dr David Ngin Sian Pau

Introduction

I agree with a British Council website, which says, “EAP is an educational approach and a set of beliefs that is often contrasted with general English courses: The starting point for EAP is the learner and their situation rather than the language; Secondly, many EAP courses focus more on reading and writing, whereas many general English language courses concentrate on speaking and listening; EAP courses tend to teach formal, academic genres rather than the conversational and social genres taught on general English courses. But I have a hypnotism what if teaching English for Academic Purpose subsumes not only writing and reading but also pragmatic oral and inclusive hearing. The reason is because if I were a student, I would rather take all-inclusive learning- writing, reading, listening and speaking than study only reading and writing. But in another place, EAP is an educational approach and a set of beliefs that is often contrasted with general English courses. The starting point for EAP is the learner and their situation rather than the language. Secondly, many EAP courses focus more on reading and writing, whereas many general English language courses concentrate on speaking and listening; EAP courses tend to teach formal, academic genres rather than the conversational and social genres taught on general English courses.

Different teaching approaches have been utilized knowingly and unknowingly by English teachers and it’s clear that teaching approaches let us know the importance of learning theories which stabilize the foundation of teaching English for academic purposes. In section two of this research and development thesis, five different types of approaches a teacher can make use of when designing lesson plans or teaching the academic English. Moreover, not only five approaches, a teacher can firmly base his or her theory of teaching methods on philosophical and psychological approaches which will prove his or her theory for practical purpose of teaching EAP. In the last two topics, ideologies of teaching English and teaching methodology have been articulated in a way every English teacher will comprehend the usefulness of teaching methods and of having a positive ideologies on teaching EAP to different students. By reading section 2, one can understand theoretical knowledge about teaching English in general which can also be a valuable asset for teaching English for academic purposes.

Section 3 has different subtitles which cover linguistic approach, academic writing, academic listening, teaching the usage of the English language and the importance of literariness in teaching English for Special Purposes where teachers of English can learn different terms, theoretical approaches and how students can achieve their goal by understanding the importance of writing, listening and reading

In section 4, teachers are informed about teaching heterogenous classes and its effectiveness, how a teacher can make several people who have different backgrounds in EAP class enjoy learning English in groups in the classroom regardless of cultural differences. Section 5 and 6 tell us how to deal with teaching EAP to individual students of one to one teaching class, how fast and effective it is for a student to learn English in one to one class, and how a teacher of EAP can be successful in his or her career of teaching English for Academic or Special Purposes.