ENGLISH FOR ACADEMIC PURPOSES

Prepared By- Urvi Dave

Course- M.A.
Semester- 3
Enrolment Number- 14101009
Email Id- dave.urvi71@gmail.com
Batch Year- 2014-16
Paper No- 12 A
Paper Name- English Language Teaching-1
Submitted To- Smt. S B Gardi
Department Of English
Maharaja Krishnakumarsinhji Bhavnagar University
English for Academic Purposes

Branch of applied linguistic

and research into effective
teaching.

Method of analysis of the

academic language need to
student.

Analysis of the linguistic and

discourse structure of academic
texts.
 GENERAL ENGLISH ENGLISH FOR ACADEMIC
PURPOSES

Begins with the language. Begins with the learners

and the situation.

Learners conventional and Teach formal academic

social genres of the genres.
language.

Focus of speaking and Focus on reading and

listening. writing.
 Language Level

Register- lexical and grammatical/ structural

features.

Discourse- the effect of communicative context; the

relationship between the text/ discourse and its
speakers, writers/ hearers/ readers.

Genre- how language is used in a particular setting,

such as research papers, dissertations, formal
lecturers.
 RESEARCH

Micro- level analysis

masters work on the use of active verbs in
scientific text.

Macro-level analysis
analysis of genres which are elements of
“text” such as paper introduction.
 NEED ANALYSIS

Fundamental English for Academic

Purposes approach to course design and
teaching.

Usually consists primarily of study skills

practice (eg. Listening to lectures, seminar
skill, academic writing, reading and non
taking etc.)
 BACKGROUND

Term formed in 1972

British Organisation SELMOUS (Special

English Language Materials for Overseas
University Students).

Strevens subscribed a move away from an

emphasis on the literature and culture of English
speakers and towards teaching for practical
command of the language.
According to Strevens, courses can be specific in
four ways in discussing EAP and ESP-

1) By restricting the language taught to only

those skills which are required for the learner’s
immediate purposes.

2) By selecting from the whole language only

those items of vocabulary, grammar patterns,
linguistic functions etc which are required for
the learner’s immediate purposes.
3) By including only topics, themes and
discourse contexts that are directly
relevant to the learner’s immediate
language needs.

4) By addressing only those

communicative needs that relate to the
learner’s immediate purposes.
 PRACTICE

English for Academic Purposes

courses focus on the language skills
separately; the ‘rules’ and strategies
of academic skills are not like those
of the general language skills.
 CONCLUSION

English for Academic Purposes is

complex and potentially problematic
than most English language teachers
recognise at the beginning of their
EAP teaching.