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Ulong, Mark salahudin C.

BSEd IV-English

ENGLISH FOR SPECIFIC PURPOSES

INTRODUCTION

This program designed carefully for second language students who already proficient in

English who wish to develop their language skills further.Itprovides an opportunity for putting

into action some of the skills learned in the previous years as well as the chance for rigorous

academic study. It is very important to distinguish the basic goals of every programs to be

implemented to attain enjoyable meetings.

The program EAP designed to meet and manage the needs of the learners and engage

students to have the well speaking ability of english requires from their chosen careers. It

focuses not only the basic rs but also the core subject areas that they might encounter inthe different settings. The focus of the program is the instruction on skills that required to

perform well in English speaking.

SUMMARY

EAP or English for Academic Porpuses in a program designed to meet the needs of the

learners in developing the academic and english speaking abilty of every individual. The

program focuses on the instruction skills require and include a narrow focus on more specificlinguistic content of the core subjects. In some cases, EAP courses may be intended to

raise students' general English levels so that they can enter university. This endeavoring to

help the students gain larger score than before.

EAP courses running alongside other degree courses may be based on the American

English and Composition model, or may employ, content- based instruction either using

material from the students' degree subjects or as an independent, elective-like course.

In common with most language teaching, EAP instruction teaches vocabulary, grammar andthe four skills (reading, writing, speaking - including pronunciation - and listening), but

usually tries to tie these to the specific study needs of students; for example, a writing lesson

would focus on writing essays rather than, say, business letters. Similarly, the vocabulary

chosen for study tends to be based on academic texts

http://en.wikipedia.org/wiki/Language_educationhttp://en.wikipedia.org/wiki/Vocabularyhttp://en.wikipedia.org/wiki/Grammarhttp://en.wikipedia.org/wiki/Reading_(activity)http://en.wikipedia.org/wiki/Writinghttp://en.wikipedia.org/wiki/Speech_communicationhttp://en.wikipedia.org/wiki/Listeninghttp://en.wikipedia.org/wiki/Listeninghttp://en.wikipedia.org/wiki/Speech_communicationhttp://en.wikipedia.org/wiki/Writinghttp://en.wikipedia.org/wiki/Reading_(activity)http://en.wikipedia.org/wiki/Grammarhttp://en.wikipedia.org/wiki/Vocabularyhttp://en.wikipedia.org/wiki/Language_education

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CONCLUSION , REACTION, RECOMMENDATION

I concluded that this program is considered to be very fruitful. From the observations and

professional and academic results it can be concluded that the inclusion of professional and

language learning strategies provides a development in the academic process for both group

and individual improvement.From the class observations, Students feel that the number of projects and exams exceeds

the work load they would expect from the course. Therefore, projects will probably be

grouped in this program. Obviously, teachers will think that students feeling of extra work

load may be reduced and as a consequence, motivation would rise. In fact, motivation is one

of the major assets of this program. Additionally, we may considered that the learning and

professional strategies acquired through the course would be very valuable for their future

careers. We may also consider that using different strategies can be combined and

contextualized to their own benefit, and that they use often than before.In relation to the language, the program gives a slight improvement compared to the

traditional class. For the upcoming program implementation, some of the language related

materials, such as the reading book, will definitely change and become more adapted to

their realiality.

Therefore, I shall recommend that this program shall be implemented in every universities

and colleges because it really helps the learners to become more informative and successful

in their chosen careers. Since EAP is a program focuses instruction on skills required to

perform well in an English-speaking academic context across core subject areas, it can give

them an insight of become successful ones someday.

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English for Academic Porpuses

An EAP program focuses instruction on skills required to perform well in an English-speaking

academic context across core subject areas generally encountered in a university setting.

Programs may also include a more narrow focus on the more specific linguistic demands of

a particular area of study, for example business subjects.[1]Programs may be divided into

pre-session courses and courses taken alongside students' other subjects. In the former

case, sometimes EAP courses may be intended to raise students' general English levels so

that they can enter university. In the UK, this often means endeavoring to help students get a

score of 6 or above in theIELTSexamination. In the US, this can mean helping students

attain a score of 80 or greater on theTOEFL. Outside Anglophone countries, English-

medium universities may have a preparatory school where students can spend a year or two

working on their English and academic skills before starting degree courses. EAP courses

running alongside other degree courses may be based on the American English and

Composition model, or may employContent-based instruction, either using material from the

students' degree subjects or as an independent, elective-like course. These in-sectional

courses may be desirable more to help students develop study skills and required academic

practices than for language development.[1]

In common with mostlanguage teaching, EAP instruction teachesvocabulary,grammarand

the four skills (reading,writing,speaking- including pronunciation - andlistening), but

usually tries to tie these to the specific study needs of students; for example, a writing lessonwould focus on writing essays rather than, say, business letters. Similarly, the vocabulary

chosen for study tends to be based on academic texts. In addition, EAP practitioners often

find that, either directly or indirectly, they are teachingstudy skillsand often having to tackle

differences in educational culture, such as differing attitudes toplagiarism.[2]This trend has

become more prominent as the numbers offoreign studentsattendingUK universities, and

other institutions across theAnglo sphere, has increased over the last decade.

There is some debate amongst EAP teachers as to the best way to help students with

academic English.[1][3]On the one hand, students might be taught particular conventions but

not expected to understand why they need to adapt their writing; a pragmatic approach. On

the other hand students might be encouraged to challenge writing conventions and only

adopt them if they seem justified; a critical approach.[1][3]Recently attempts have been made

to try and reconcile these opposing views. A critical pragmatic approach to EAP encourages

students to develop writing conventions required by universities while also encouraging them

to think about the reasons why these conventions exist.[1][3]

References

http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/IELTShttp://en.wikipedia.org/wiki/IELTShttp://en.wikipedia.org/wiki/IELTShttp://en.wikipedia.org/wiki/TOEFLhttp://en.wikipedia.org/wiki/TOEFLhttp://en.wikipedia.org/wiki/TOEFLhttp://en.wikipedia.org/wiki/Content-based_instructionhttp://en.wikipedia.org/wiki/Content-based_instructionhttp://en.wikipedia.org/wiki/Content-based_instructionhttp://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/Language_educationhttp://en.wikipedia.org/wiki/Language_educationhttp://en.wikipedia.org/wiki/Language_educationhttp://en.wikipedia.org/wiki/Vocabularyhttp://en.wikipedia.org/wiki/Vocabularyhttp://en.wikipedia.org/wiki/Vocabularyhttp://en.wikipedia.org/wiki/Grammarhttp://en.wikipedia.org/wiki/Grammarhttp://en.wikipedia.org/wiki/Grammarhttp://en.wikipedia.org/wiki/Reading_(activity)http://en.wikipedia.org/wiki/Reading_(activity)http://en.wikipedia.org/wiki/Reading_(activity)http://en.wikipedia.org/wiki/Writinghttp://en.wikipedia.org/wiki/Writinghttp://en.wikipedia.org/wiki/Writinghttp://en.wikipedia.org/wiki/Speech_communicationhttp://en.wikipedia.org/wiki/Speech_communicationhttp://en.wikipedia.org/wiki/Speech_communicationhttp://en.wikipedia.org/wiki/Listeninghttp://en.wikipedia.org/wiki/Listeninghttp://en.wikipedia.org/wiki/Listeninghttp://en.wikipedia.org/wiki/Study_skillshttp://en.wikipedia.org/wiki/Study_skillshttp://en.wikipedia.org/wiki/Study_skillshttp://en.wikipedia.org/wiki/Plagiarismhttp://en.wikipedia.org/wiki/Plagiarismhttp://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-eprints.hud.ac.uk-1http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-eprints.hud.ac.uk-1http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-eprints.hud.ac.uk-1http://en.wikipedia.org/wiki/International_educationhttp://en.wikipedia.org/wiki/International_educationhttp://en.wikipedia.org/wiki/International_educationhttp://en.wikipedia.org/wiki/British_universitieshttp://en.wikipedia.org/wiki/British_universitieshttp://en.wikipedia.org/wiki/British_universitieshttp://en.wikipedia.org/wiki/Anglospherehttp://en.wikipedia.org/wiki/Anglospherehttp://en.wikipedia.org/wiki/Anglospherehttp://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/Anglospherehttp://en.wikipedia.org/wiki/British_universitieshttp://en.wikipedia.org/wiki/International_educationhttp://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-eprints.hud.ac.uk-1http://en.wikipedia.org/wiki/Plagiarismhttp://en.wikipedia.org/wiki/Study_skillshttp://en.wikipedia.org/wiki/Listeninghttp://en.wikipedia.org/wiki/Speech_communicationhttp://en.wikipedia.org/wiki/Writinghttp://en.wikipedia.org/wiki/Reading_(activity)http://en.wikipedia.org/wiki/Grammarhttp://en.wikipedia.org/wiki/Vocabularyhttp://en.wikipedia.org/wiki/Language_educationhttp://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0http://en.wikipedia.org/wiki/Content-based_instructionhttp://en.wikipedia.org/wiki/TOEFLhttp://en.wikipedia.org/wiki/IELTShttp://en.wikipedia.org/wiki/English_for_Academic_Purposes#cite_note-catterall-0

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abcdehttp://eprints.hud.ac.uk/7662/8/Catterall_%26_Ireland_(2010)_PESTLHE_Article.pdf^

http://eprints.hud.ac.uk/7521/1/Let_them_plagiarise.pdf

^abchttp://www.nuis.ac.jp/~hadley/publication/espj-harwood-hadley/critical-pragmatism-

proof.pdf

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