Designing an intensive EAP writing course for Vietnamese EFL students
Main Article Content
Abstract
Abstract. Writing for academic purposes can be a challenging task for students who are learning English as a foreign language (EFL). This is because the skills involved in writing are highly complex on the one hand, and the students’ first language (L1) styles for organizing academic writings are not always compatible to the English academic conventions, on the other. This paper reports a practical experience of developing an intensive academic writing course for a group of Vietnamese EFL learners who need to ‘pass’ the IELTS (International English Language Test System) for admission to an English-medium university program. The paper will firstly describe the course goals and objectives, based on which it will then discuss how the syllabus content was conceptualized and organized, and how methods of assessment and evaluation were identified.
Key words: English for Academic Purposes, academic writing, mix-ability classes, syllabus design, EFL learners, IELTS preparation.Article Details
References
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[3] A. Oshima and A. Hogue, (1991). Writing academic English. Addison-Wesley Publishing Company Ltd, USA, 1991.
[4] G. Hale, C. Taylor, B. Bridgeman, J. Carson, B. Kroll and R. Kantor, A study of writing tasks assigned in academic degree programs. Educational Testing Services, New Jersey, 1997.
[5] L. Davis and S. McKay, Structures and strategies. An introduction to academic writing. Melbourne: Macmillian Education Australia Pty Ltd, 1996.
[6] C. Tribble, Writing. In Candlin, C. and Widdowson, H. (eds). Language teaching: a scheme for teacher education. Oxford University Press, Oxford, 1996.
[7] R. Jordan, Academic writing course. Collins study skills in English, London and Glasgow, 1980.
[8] J. Flowerdew, Discourse community, legitimate, peripheral participation, and the non-native English-speaking scholar. TESOL Quarterly 34, 2000, 127-150.
[9] I. Leki, L2 composing: strategies and perceptions. In B. Leeds (ed.), Writing in a second language: Insights from first and second language teaching and research (pp.27-37). Addison-Wesley, New York, 1996.
[10] G. Hu, Developing an EAP writing course for Chinese ESL students. RELC Journal 38/1, 2007, 67-86.
[11] C. Casanava, Writing games: Multicultural case studies of academic literacy practices in higher education. Lawrence Erlbaum Associates, London, 2002.
[12] A. Sorter, Writing a third “language” for SL learners becoming members of new “rhetorical communities”. ED 333474, 1985.
[13] T. Hutchinson and A. Waters, English for specific purposes. A learning-centred approach. Cambridge University Press, Cambridge, 1987.
[14] K. Graves, K. Teachers as course developers. Cambridge University Press, Cambridge, 1996.
[15] R. K. Johnson, The second language curriculum, Cambridge University Press, Cambridge, 1989.
[16] K. Goff, Chaos, collaborationa nd curriculum. Journal of Curriculum and Supervision, 14/1(1998), 29-42.
[17] N. Markee. Managing curricular innovation. Cambridge University Press, Cambridge, 1997.
[18] H. G. Widdowson, A perspective on recent trends. In A. P. R. Howatt with H. G. Widdowson, A history of English language teaching (2nd ed.), Oxford University Press, Oxford, 353-372.
[19] K. Graves. The language curriculum: A social contextual perspective. Language Teaching 41/2, (2008), 147-181.
[20] G. Brindley, The role of needs analysis in adult ESL program design. In Johnson, R.K. (ed.), The second language curriculum (pp. 63-78). Cambridge University Press, Cambridge, 1989a.
[21] J. Reid, Advanced EAP writing and curriculum design: What do we need to know?” In T.Silva and P.K. Matsuda (eds.), On second language writing (pp. 143-160). Lawrence Erlbaum, New Jersey, 2001.
[22] J. Flowerdew M. Peacock, The EAP curriculum: Issues, methods, and challenges. In J. Flowerdew and M. Peacock (eds.), Research perspectives on English for Academic Purposes (pp.177-194). Cambridge University Press, Cambridge, 2001.
[23] M. O’Malley, A. Chamot, G. Stewner-Manzanares, R. Russo L. Kupper, Learning strategy applications with students of English as a second language. TESOL Quarterly 19/3 (1985), 557-584.
[24] A. Raimes, Techniques in teaching writing. Oxford University Press, Oxford, 1983.
[25] [25] M. Bachrudin and H. Nuril, Assisting basic writers: A theoretical framework and classroom strategies. ED 396518 (1994).
[26] A. Wyatt-Brown, Mini-thesis writing course for international graduate students. ED 295471(1988).
[27] R. Jordan, English for Academic Purposes. Cambridge University Press, Cambridge, 1997.
[28] P. Currie, Staying out of trouble: Apparent plagiarism and academic survival. Journal of second language writing 7(1998), 1-18.
[29] D. Vale, A. Scarino and P. McKay, Pocket ALL. Melbourne: Curriculum Corporation, Melbourne, 1991.
[30] D. Nunan, Designing tasks for the communicative classroom. Cambridge University Press, Cambridge, 1989.
[31] A. Scarino, D. Vale, P. McKay J. Clark, The ALL Guidelines. Curriculum Corporation, Melbourne, 1988.
[32] Le Van Canh and Nguyen Thi Thuy Minh, Minds Working Together: Scaffolding Academic Writing in a Mixed-Ability EFL Class. In B. Baurain & Phan, L.H. (eds), Multilevel and Diverse Classrooms. TESOL Inc., Alexandria, VA, USA, 2010.
[33] M. Hannafin, S.Land and K. Oliver, Open learning environment: Foundations, methods, and models. In C. Reigeluth (Ed.), Instructional design theories and models (Vol. 2, 115-140). Erlbaum, Mahway, New Jersey J: 1999.
[34] L. S. Vygotsky, Mind in society: The development of higher psychological processes. Harvard University Press, Cambridge, 1978.
[35] G. Brindley, Assessing achievement in the learner centered curriculum. Sydney: National Centre for English Language Teaching and Research, Sydney, 1989b.
[36] C. Weir and J. Roberts, Evaluation in English language teaching. Oxford University Press, Oxford, 1994.
E. Shohamy, Connecting testing and learning in the classroom and on the programme level. LAN 616 Readings. Queensland University of Technology, Queensland, Australia, 1998.