What is it about?
Exploring English for Academic Purposes (EAP) teachers' cognitions and their actual pedagogical practices in EFL contexts is a fresh and under-researched area, especially in Middle Eastern countries such as Iran. Likewise, there is a pressing need to address the aforementioned issues in educational contexts where EAP courses are taught independently by two groups of teachers with different specializations; i.e., language instructors and content teachers. Accordingly, this study explored the similarities and differences between language instructors' and content teachers' cognitions, and practices in teaching reading, speaking, writing, and listening at Iranian medical sciences universities. A wide range of instruments including a questionnaire, observations, semi-structured interviews, and field notes were utilized. Sources included a representative sample of 128 language instructors and 190 content teachers. The results indicated inconsistencies between the two groups of teachers. The findings suggest that close cooperation between language instructors and content teachers is highly necessary in order to enhance the teachers’ choice of methodological options in EAP instruction. The findings also accentuate the urgent need for developing more systematic EAP teacher education programs.
Featured Image
Photo by Green Chameleon on Unsplash
Why is it important?
The findings on the degree of emphasis by EAP teachers on teaching the four language skills, and reading comprehension in particular, revealed differences between language instructors and content teachers. While language instructors implemented routine practices of teaching reading, speaking, and listening, content teachers’ patterns of activities were mainly limited to bottom-up reading activities and word-by-word translation of academic texts. Also, unlike content teachers, language instructors practiced routine classroom activities which were based on eight out of the thirteen reading principles proposed by Grabe (2004, 2014). Emphasizing writing was found as a non-routine practice for both groups of EAP teachers.
Perspectives
Read the Original
This page is a summary of: Exploring the cognitions and practices of Iranian EAP teachers in teaching the four language skills, Journal of English for Academic Purposes, November 2018, Elsevier,
DOI: 10.1016/j.jeap.2018.09.007.
You can read the full text:
Resources
Contributors
The following have contributed to this page