Hatice SEZGİN

45626

Multimodality in EAP Objectives and Practice

Multimodality in EAP Objectives and Practice

Academic discourse is complex and dense regarding the information it conveys by nature. This complexity requires more effective ways of communication, which is possible by utilizing different modes of meaning–in other words, multimodality. English for Academic Purposes (EAP) aims to prepare learners for the academic discourse that they will be exposed to during their studies. Accordingly, multimodality has become one of the skills learners require to develop during their EAP experiences. This study attempts to reveal how much multimodality is included in EAP objectives and practices. For that purpose, target skills defined for academic English by the Global Scale of English (GSE) (Pearson, 2019) are analyzed to study the multimodal aspect of objectives. For the practice aspect, the tasks in two EAP course books are analyzed using a qualitative approach. The results of the analyses revealed that the use of multiple modes is set as an objective skill for EAP learners within the descriptors of GSE, especially for academic speaking, and this expectation is reflected within the tasks designed in EAP coursebooks. These findings are in agreement with the assumption that multimodality is considered a necessity for academic contexts and, therefore, EAP.
Keywords:

Academic literacy, EAP, GSE Multimodality.,

PDF

___

  • Archer, A. (2022). A multimodal approach to English for academic purposes in contexts of diversity. World Englishes, 41, 545– 553. https://doi.org/10.1111/weng.12600
  • Bawarshi, A. S., & Reiff, M. J. (2010). Genre: an introduction to history, theory, research, and pedagogy. Parlor Press.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
  • Cazden, C., Cope, B., Fairclough, N., Gee, J., Kalantzis, M., Kress, G., Luke, A., Luke, C., Michaels, S. & Nakata, M. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
  • Cambridge University Press & Assessment (n.d.). Prism. Available at: https://www.cambridge.org/us/cambridgeenglish/catalog/english-academic-purposes/prism
  • Chandler, D. (2022). Semiotics: The basics (4th ed.). Routledge.
  • Dearden, J. (2014). English as a medium of instruction-a growing global phenomenon. British Council. Available at: https://www.britishcouncil.es/sites/default/files/british_council_english_as_a_medium_of_ instruction.pdf
  • Dontcheva-Navratilova, O. (2021). Engaging with the reader in research articles in English: Variation across disciplines and linguacultural backgrounds. English for Specific Purposes, 63, 18-32. https://doi.org/10.1016/j.esp.2021.02.003
  • Duff, P. (2010). Language socialization into academic discourse communities. Annual Review of Applied Linguistics, 30, 169-192. https://doi.org/10.1017/S0267190510000048
  • Duzan, C. & Yalcin, E. (2019). The Compass: Route to academic success. Nuans Publishing.
  • Flowerdew, J., & Peacock, M. (2001). Research perspectives on English for Academic Purposes. Cambridge University Press.
  • Fontenelle, R. (2013). Engineering English: A multimodal case study of one Engineering and two EAP textbooks [Unpublished Master’s thesis]. Carleton University.
  • Gotti, M., Berkenkotter, C., & Bhatia, V. K. (2012). Introduction. In C. Berkenkotter, V. K. Bhatia & M. Gotti (Eds.) Insights into Academic Genres (pp. 9-28). Peter Lang.
  • Hyland, K. (2006a). English for Academic Purposes: An advanced resource book. Routledge.
  • Hyland, K. (2006b). Disciplinary differences: Language variation in academic discourses. In K. Hyland & M. Bondi (Eds.) Academic discourse across disciplines (pp. 17-45). Peter Lang.
  • Hyland, K. (2016). General and specific EAP. In K. Hyland & P. Shaw (Eds.) The Routledge handbook of EAP (pp. 17-29). Routledge.
  • Hyland, K., & Hamp-Lyons, L. (2002). EAP: Issues and directions. Journal of English for Academic Purposes, 1(1), 1-12. https://doi.org/10.1016/S1475-1585(02)00002-4
  • Jewitt, C., Bezemer, J., & O'Halloran, K. (2016). Introducing multimodality. Routledge.
  • Kashiha, H., & Heng, C. S. (2014). Discourse functions of formulaic sequences in academic speech across two disciplines. GEMA Online Journal of Language Studies, 14(2). https://doi.org/10.17576/GEMA-2014-1402-02 Lankshear, C., & Knobel, M. (2011). New literacies everyday practices and social learning. Open University Press.
  • Lea, M. R. (2004). Academic literacies: A pedagogy for course design. Studies in Higher Education, 29(6), 739-756. https://doi.org/10.1080/0307507042000287230
  • Lea, M. R., & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157-172. https://doi.org/10.1080/03075079812331380364
  • Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76. https://doi.org/10.1017/S0261444817000350
  • Marius, R. (1990). On academic discourse. Profession, 28-31. Available at: https://www.jstor.org/stable/25595450
  • Parodi, G. (2015). Variation across university genres in seven disciplines: A corpus-based study on academic written Spanish. International Journal of Corpus Linguistics, 20(4), 469-499. https://doi.org/10.1075/ijcl.20.4.03par
  • McWilliams, R., & Allan, Q. (2014). Embedding academic literacy skills: Towards a best practice model. Journal of University Teaching & Learning Practice, 11(3). https://doi.org/10.53761/1.11.3.8
  • Neuendorf, K. A. (2017). The content analysis guidebook (2nd ed.). Sage.
  • O’Halloran, K. L., Tan, S., & Smith, B. A. (2016). Multimodal approaches to English for academic purposes. In K. Hyland & P. Shaw (Eds.) The Routledge handbook of EAP (pp. 256-269). Routledge.
  • Pearson. (2019). The Global Scale of English Learning Objectives for Academic English. Available at: https://www.pearson.com/english/about/gse/learning-objectives.html
  • Pecorari, D., & Malmström, H. (2018). At the crossroads of TESOL and English medium instruction. TESOL Quarterly, 52(3), 497-515. https://doi.org/10.2307/3587913
  • Perry, K. H. (2012). What Is Literacy?- A critical overview of sociocultural perspectives. Journal of Language and Literacy Education, 8(1), 50-71.
  • Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4th ed.). Longman (Pearson Education).
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690
  • Samraj, B. (2008). A discourse analysis of master's theses across disciplines with a focus on introductions. Journal of English for academic purposes, 7(1), 55-67. https://doi.org/10.1016/j.jeap.2008.02.005
  • Simpson-Vlach, R. (2006). Academic speech across disciplines: lexical and phraseological distinctions. In K. Hyland & M. Bondi (Eds.) Academic discourse across disciplines (pp. 295-316). Peter Lang.
  • Terraschke, A., & Wahid, R. (2011). The impact of EAP study on the academic experiences of international postgraduate students in Australia. Journal of English for Academic Purposes, 10(3), 173-182. https://doi.org/10.1016/j.jeap.2011.05.003
  • Turner, J. (2012). Academic literacies: Providing a space for the socio-political dynamics of EAP. Journal of English for Academic Purposes, 11(1), 17–-25. https://doi.org/10.1016/j.jeap.2011.11.007
  • UNESCO. (1979). Records of the General Conference Twentieth Session: Resolutions. https://unesdoc.unesco.org/ark:/48223/pf0000114032
  • Williams, J. (2017). Prism Listening and Speaking 4. Cambridge University Press.
  • Yang, W. (2014). Stance and engagement: A corpus-based analysis of academic spoken discourse across science domains. LSP Journal-Language for special purposes, professional communication, knowledge management and cognition, 5(1), 62-78. Available at: https://core.ac.uk/download/pdf/230388614.pdf
The Literacy Trek-Cover
  • Yayın Aralığı: Yılda 2 Sayı
  • Başlangıç: 2015
  • Yayıncı: Leyla HARPUTLU
Arşiv
Sayıdaki Diğer Makaleler

A bibliometric analysis of digital storytelling in language education

Ayşenur AVCI, Yusuf KASIMİ

A systematic approach to critical multiculturalism and teacher education in EFL context: An integrative research review

Cansın BALCI

Teachers’ Mindsets in Foreign Language Classrooms

Betül OLDAÇ, Selami AYDIN

Multimodality in EAP Objectives and Practice

Hatice SEZGİN

Adaptation and Validation of the Responsive Environmental Assessment for Classroom Teaching (REACT): The Dimensionality of Student Perceptions of the Instructional Environment to Turkish for EFL Classrooms

Zeynep YILMAZ BODUR, Sümer AKTAN