- Email: [email protected]
Access EAP: Foundations
316
Book reviews / Journal of English for Academic Purposes 12 (2013) 313–318
‘Move 4 – Introducing Present research’, Chapter 6, focuses on how authors finally present what they have done and how this depends on Move 3. If authors had identified a gap in research they might now explain how they intend to “remedy this deficiency” (p.68). According to the amount of detail authors reveal the fourth move can be either teleological (authors state aim or purpose) or ontological (in which authors make no reference to aim or purpose). The chapter closes with ‘Two Problematic Introductions’, discussing the unconventional use of ‘we’ and ‘the’ in this move. Chapter 7 introduces two metaphors. The first is an attempt to characterize text typology of article introductions (problem-solution). The second metaphor “second-storying” (p.86) is a concept taken from ethnomethodologists’ analysis of how people carefully narrate stories or anecdotes in order to attract the attention of their listeners. Journal introductions, explains Swales, resemble these narrations as they will be written after completing the author’s ‘first story’, his/her research, and have certain public relation aspects. The subject of the final chapter is a list of 10 pedagogical suggestions for how genre analysis might be implemented in classroom materials and activities, “in approximate order of increasing specificity” (p.88), ranging from using color-coded text indicating the four-move structure both for developing reading via discourse appreciation and as a preparation for writing, exercises on one particular Move, cloze exercises to writing introductions based on models. Even after 30 years, these suggestions are very useful and stimulating, creating specific links between what has been learned and what might be taught, and we should thank John Swales for the decision to make Aspects of Article Introductions accessible to a wide readership, especially researchers in the field of EAP. References Oster, S. (1981). The use of tenses in “reporting past literature” in EST. In L. Selinker, E. Tarone, & V. Hanzeli (Eds.), English for academic and technical purposes: Studies in honor of Louis Trimble (pp. 76–90). Rowley, MA: Newbury House. Swales, J. (2009). Incidents in an educational life. A memoir (of sorts). Ann Arbor: University of Michigan Press.
Irene Dietrichs * Lucerne University of Applied Sciences, 6048 Horw, Switzerland Tel.: þ41 43 388 00 27. E-mail address: [email protected]
http://dx.doi.org/10.1016/j.jeap.2013.03.002
Access EAP: Foundations, Susan Argent and Olwyn Alexander. Garnet Publishing Ltd., Reading (2010). 230 pp., US$46.34/ UK£25, Paperback, ISBN: 9781859645246
The following is a review of “Access EAP: Foundations”, an ESL course book written by Susan Argent & Olwyn Alexander (2010). The course book offers a principled, practical approach in keeping with current SLA research and pedagogical theory. It is a timely resource due to an increasing need for EAP materials that can prepare intermediate-level, EFL learners to commence tertiary studies in English-medium institutions. The course book’s most notable features include an engaging narrative approach, a focus on cultural awareness and a multifaceted approach toward the development of critical thinking, study and academic language skills. It is driven by rhetorical functions presented in authentic academic texts which have been adapted for intermediate-level learners. The overarching goal of the course book is to empower EAP learners to become increasingly autonomous by training them in the effective use of resources (both materials and human) and encouraging them to participate in learning communities. The growing trend toward internationalization of higher education has led to the establishment of international branch campuses of western universities, English-medium national universities and online degree programs (Altbach & Knight, 2007). It has also created an increasing demand for materials that can prepare English as a foreign language (EFL) students to succeed in English-medium, tertiary programs. In 2008, Alexander, Argent and Spencer published a guide for English for academic purposes (EAP) teachers entitled EAP Essentials: A teacher’s guide to principles and practice. Since then Argent and Alexander have applied the same principled approach and practices to Access EAP: Foundations, a course book written for intermediate-level English students (CEF B1 or IELTS band 4.0 – 5.0) preparing for or embarking on tertiary studies in Englishmedium institutions. Access EAP: Foundations comprises ten units, each broken down into five 2-h lessons. It contains tapescripts and an audio CD as well as a teacher’s manual that can be purchased separately. The materials are presented using a unique narrative approach which is strategically designed to shadow three adult, EFL learners as they begin their studies at a fictitious UK university. This setting is effectively used to raise learners’ awareness of cultural differences they may encounter and to introduce them to critical thinking, study skills, and strategies that they will need in their new academic environment. The
Book reviews / Journal of English for Academic Purposes 12 (2013) 313–318
317
syllabus is driven by rhetorical functions presented in authentic academic texts which have been adapted for intermediatelevel learners. These texts include academic vocabulary that is recycled throughout the book. One clear advantage of setting the course book in this context is that it raises awareness to some of the early challenges and expectations that foreign students may face when they begin their studies. It aims to preempt unnecessary stress by informing students about some of the typical differences they may encounter both culturally and academically. Pulverness (2003) describes cultural awareness as the “first skill, informing every step of the language learning process, ‘right from day one’” (p.428). The first lesson in the course book introduces the main characters (Chen, Guy and Maysoun) and records them discussing their purposes and expectations as they begin their studies. Further opportunities to promote cultural awareness are woven into the course book through the real-life scenarios, discussions, visuals and “Study smart” comments. An additional outcome of cultural awareness is the development of critical thinking skills (Hyland, 2006) which are essential for tertiary education in western countries, and this is something the book clearly takes into account. Each lesson contains critical thinking questions which encourage the learners to reflect on and analyze the information they have heard or read. In Unit One, the learners are asked to determine which of the main characters’ expectations may not be realistic and subtly implies that the learners themselves may have their own unrealistic expectations. The course book aims to implement what van Lier (2011) describes as a transformative approach. This approach requires learners to know “how to perceive, how to talk about what they perceive, and how to think clearly, in well-articulated argumentative and rhetorical patterns” (p.389). The materials in Access EAP: Foundations are driven by rhetorical functions such as expressing purpose (Units 1&3), comparing and contrasting (Unit 4), analyzing (Unit 5), explaining reasons, results, causes and effects (Unit 8) and expressing and supporting a viewpoint (Unit 9) to name a few. By journeying along with Chen, Guy and Maysoun, learners are introduced to study skills and strategies that some EFL learners may not have been taught in their home countries. The course book aims to foster autonomous learning which empowers learners to decide on the best way for them to learn and develop strategies so that they can make use of the resources (both material and human) available to them (Alexander, Argent, & Spencer, 2008). Learners are asked to engage with various resources (e.g. dictionaries, websites and committee meetings) and to discuss their preferred learning styles. Early in the course book they are introduced to peer-evaluation and feedback and those skills are continually developed throughout the book. Other tasks require learners to analyze information from a variety of reading and listening texts and to discuss their findings with classmates. By implementing these study skills throughout the course book, learners can develop confidence in their ability to direct their own learning, benefit from participating in a learning community and begin to recognize their strengths and weaknesses. EFL learners preparing to enter an English-medium, tertiary program require vast amounts of exposure to key academic vocabulary along with intentional and incidental learning opportunities (Schmitt, 2008). This necessitates a team effort by four key partners (students, teachers, materials writers and researchers) who must work together to develop programs which are “principled, long-term, and which recognize the richness and scope of the lexical knowledge that needs to be mastered” (Schmitt, p.329). Access EAP: Foundations was written by two experienced ESL/EAP instructors and materials writers and many of the texts and scenarios come from real, language learning experiences of L2 learners. The writers utilized research found in both Coxhead’s (2000) academic word list (AWL) and the Longman Grammar of Spoken and Written English (Biber, Johansson, Leech, Conrad, & Finegan, 1999) for reference but deliberately allowed the texts to drive the vocabulary focus. In most cases the texts have been adapted for intermediate-level learners and include scaffolding such as visuals, discussions and collaborative tasks. This enables the learners to apply subject knowledge and skills from their L1to access as much as they can from the L2 texts. Key vocabulary items are listed beside the texts and recycled throughout the book in slightly different contexts in order to elaborate on the learners’ understanding of the words meaning and usage (Nation, 2003). One notable omission is that the course book does not provide typographical features or in-text glosses which are useful in drawing learners’ attention to key language features, suggested by Nation. One important aspect that is currently missing from the course book is the provision of visual, multimedia resources such as videos, power point presentations and interactive exercises which adapt to the learners needs and levels and track their progress. With increasing accessibility to the internet and technology, electronic resources enable learners to become more autonomous and participate in situated and customized learning (Reinders & Min Young Cho, 2010). Computer programs can aid lower-level readers by helping them decode words, thus freeing up time for both learners and teachers to focus on higherlevel skills such as inferring, evaluating, interpreting and critiquing (Derewianka, 2003). In terms of fostering awareness of key language features, computers can provide input enhancement to text by drawing learners’ attention to recurring patterns, target vocabulary and other language features (Derewianka, 2003). A further advantage is that well designed technology can engage EAP learners who may be accustomed to high-tech classrooms and introduce basic IT skills to those who may yet need to develop them. This timely, principled resource offers EAP learners an excellent introduction to academic life and much of the training and tools needed to become autonomous learners within a learning community. The addition of visual multimedia and e-learning resources would serve to further achieve these aims.
References Alexander, O., Argent, S., & Spencer, J. (2008). EAP essentials: A teacher’s guide to principles and practice. Reading: Garnet Publishing Ltd.
318
Book reviews / Journal of English for Academic Purposes 12 (2013) 313–318
Altbach, P., & Knight, J. (2007). The internationalization of higher education: motivations and realities. Journal of Studies in International Education, 11(3/4), 290–305. Retrieved on January 23, 2013 from http://www.pef.uni-lj.si/ceps/dejavnosti/sp/2011-06-02/Internac.%20HE%20-%20motivations%20and% 20realities%20Altback,%20Knight%2007.pdf. Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Essex: Pearson Education Limited. Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213–238. Derewianka, B. (2003). Materials for teaching vocabulary. In Brian Tomlinson (Ed.), Developing materials for language teaching (pp. 199–220). London: Continuum. Hyland, K. (2006). English for academic purposes: An advanced resource book. New York: Routledge. van Lier, L. (2011). Language learning: an ecological-semiotic approach. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2); (pp. 383–394). New York: Routledge. Nation, P. (2003). Materials for teaching vocabulary. In Brian Tomlinson (Ed.), Developing materials for language teaching (pp. 394–405). London: Continuum. Pulverness, A. (2003). Materials for developing reading skills. In Brian Tomlinson (Ed.), Developing materials for language teaching (pp. 426–438). London: Continuum. Reinders, H., & Cho, M. Y. (2010). Extensive listening practice and input enhancement using mobile phones: encouraging out-of-class learning with mobile phones. TESL-EJ, 14(2). Retrieved on January 23, 2013 from http://www.tesl-ej.org/wordpress/issues/volume14/ej54/ej54m2/. Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363.
Gwen Klassen Higher Colleges of Technology, CERT, 10th Street, Al Ain, United Arab Emirates E-mail address: [email protected]
http://dx.doi.org/10.1016/j.jeap.2013.01.005
Book reviews / Journal of English for Academic Purposes 12 (2013) 313–318
‘Move 4 – Introducing Present research’, Chapter 6, focuses on how authors finally present what they have done and how this depends on Move 3. If authors had identified a gap in research they might now explain how they intend to “remedy this deficiency” (p.68). According to the amount of detail authors reveal the fourth move can be either teleological (authors state aim or purpose) or ontological (in which authors make no reference to aim or purpose). The chapter closes with ‘Two Problematic Introductions’, discussing the unconventional use of ‘we’ and ‘the’ in this move. Chapter 7 introduces two metaphors. The first is an attempt to characterize text typology of article introductions (problem-solution). The second metaphor “second-storying” (p.86) is a concept taken from ethnomethodologists’ analysis of how people carefully narrate stories or anecdotes in order to attract the attention of their listeners. Journal introductions, explains Swales, resemble these narrations as they will be written after completing the author’s ‘first story’, his/her research, and have certain public relation aspects. The subject of the final chapter is a list of 10 pedagogical suggestions for how genre analysis might be implemented in classroom materials and activities, “in approximate order of increasing specificity” (p.88), ranging from using color-coded text indicating the four-move structure both for developing reading via discourse appreciation and as a preparation for writing, exercises on one particular Move, cloze exercises to writing introductions based on models. Even after 30 years, these suggestions are very useful and stimulating, creating specific links between what has been learned and what might be taught, and we should thank John Swales for the decision to make Aspects of Article Introductions accessible to a wide readership, especially researchers in the field of EAP. References Oster, S. (1981). The use of tenses in “reporting past literature” in EST. In L. Selinker, E. Tarone, & V. Hanzeli (Eds.), English for academic and technical purposes: Studies in honor of Louis Trimble (pp. 76–90). Rowley, MA: Newbury House. Swales, J. (2009). Incidents in an educational life. A memoir (of sorts). Ann Arbor: University of Michigan Press.
Irene Dietrichs * Lucerne University of Applied Sciences, 6048 Horw, Switzerland Tel.: þ41 43 388 00 27. E-mail address: [email protected]
http://dx.doi.org/10.1016/j.jeap.2013.03.002
Access EAP: Foundations, Susan Argent and Olwyn Alexander. Garnet Publishing Ltd., Reading (2010). 230 pp., US$46.34/ UK£25, Paperback, ISBN: 9781859645246
The following is a review of “Access EAP: Foundations”, an ESL course book written by Susan Argent & Olwyn Alexander (2010). The course book offers a principled, practical approach in keeping with current SLA research and pedagogical theory. It is a timely resource due to an increasing need for EAP materials that can prepare intermediate-level, EFL learners to commence tertiary studies in English-medium institutions. The course book’s most notable features include an engaging narrative approach, a focus on cultural awareness and a multifaceted approach toward the development of critical thinking, study and academic language skills. It is driven by rhetorical functions presented in authentic academic texts which have been adapted for intermediate-level learners. The overarching goal of the course book is to empower EAP learners to become increasingly autonomous by training them in the effective use of resources (both materials and human) and encouraging them to participate in learning communities. The growing trend toward internationalization of higher education has led to the establishment of international branch campuses of western universities, English-medium national universities and online degree programs (Altbach & Knight, 2007). It has also created an increasing demand for materials that can prepare English as a foreign language (EFL) students to succeed in English-medium, tertiary programs. In 2008, Alexander, Argent and Spencer published a guide for English for academic purposes (EAP) teachers entitled EAP Essentials: A teacher’s guide to principles and practice. Since then Argent and Alexander have applied the same principled approach and practices to Access EAP: Foundations, a course book written for intermediate-level English students (CEF B1 or IELTS band 4.0 – 5.0) preparing for or embarking on tertiary studies in Englishmedium institutions. Access EAP: Foundations comprises ten units, each broken down into five 2-h lessons. It contains tapescripts and an audio CD as well as a teacher’s manual that can be purchased separately. The materials are presented using a unique narrative approach which is strategically designed to shadow three adult, EFL learners as they begin their studies at a fictitious UK university. This setting is effectively used to raise learners’ awareness of cultural differences they may encounter and to introduce them to critical thinking, study skills, and strategies that they will need in their new academic environment. The
Book reviews / Journal of English for Academic Purposes 12 (2013) 313–318
317
syllabus is driven by rhetorical functions presented in authentic academic texts which have been adapted for intermediatelevel learners. These texts include academic vocabulary that is recycled throughout the book. One clear advantage of setting the course book in this context is that it raises awareness to some of the early challenges and expectations that foreign students may face when they begin their studies. It aims to preempt unnecessary stress by informing students about some of the typical differences they may encounter both culturally and academically. Pulverness (2003) describes cultural awareness as the “first skill, informing every step of the language learning process, ‘right from day one’” (p.428). The first lesson in the course book introduces the main characters (Chen, Guy and Maysoun) and records them discussing their purposes and expectations as they begin their studies. Further opportunities to promote cultural awareness are woven into the course book through the real-life scenarios, discussions, visuals and “Study smart” comments. An additional outcome of cultural awareness is the development of critical thinking skills (Hyland, 2006) which are essential for tertiary education in western countries, and this is something the book clearly takes into account. Each lesson contains critical thinking questions which encourage the learners to reflect on and analyze the information they have heard or read. In Unit One, the learners are asked to determine which of the main characters’ expectations may not be realistic and subtly implies that the learners themselves may have their own unrealistic expectations. The course book aims to implement what van Lier (2011) describes as a transformative approach. This approach requires learners to know “how to perceive, how to talk about what they perceive, and how to think clearly, in well-articulated argumentative and rhetorical patterns” (p.389). The materials in Access EAP: Foundations are driven by rhetorical functions such as expressing purpose (Units 1&3), comparing and contrasting (Unit 4), analyzing (Unit 5), explaining reasons, results, causes and effects (Unit 8) and expressing and supporting a viewpoint (Unit 9) to name a few. By journeying along with Chen, Guy and Maysoun, learners are introduced to study skills and strategies that some EFL learners may not have been taught in their home countries. The course book aims to foster autonomous learning which empowers learners to decide on the best way for them to learn and develop strategies so that they can make use of the resources (both material and human) available to them (Alexander, Argent, & Spencer, 2008). Learners are asked to engage with various resources (e.g. dictionaries, websites and committee meetings) and to discuss their preferred learning styles. Early in the course book they are introduced to peer-evaluation and feedback and those skills are continually developed throughout the book. Other tasks require learners to analyze information from a variety of reading and listening texts and to discuss their findings with classmates. By implementing these study skills throughout the course book, learners can develop confidence in their ability to direct their own learning, benefit from participating in a learning community and begin to recognize their strengths and weaknesses. EFL learners preparing to enter an English-medium, tertiary program require vast amounts of exposure to key academic vocabulary along with intentional and incidental learning opportunities (Schmitt, 2008). This necessitates a team effort by four key partners (students, teachers, materials writers and researchers) who must work together to develop programs which are “principled, long-term, and which recognize the richness and scope of the lexical knowledge that needs to be mastered” (Schmitt, p.329). Access EAP: Foundations was written by two experienced ESL/EAP instructors and materials writers and many of the texts and scenarios come from real, language learning experiences of L2 learners. The writers utilized research found in both Coxhead’s (2000) academic word list (AWL) and the Longman Grammar of Spoken and Written English (Biber, Johansson, Leech, Conrad, & Finegan, 1999) for reference but deliberately allowed the texts to drive the vocabulary focus. In most cases the texts have been adapted for intermediate-level learners and include scaffolding such as visuals, discussions and collaborative tasks. This enables the learners to apply subject knowledge and skills from their L1to access as much as they can from the L2 texts. Key vocabulary items are listed beside the texts and recycled throughout the book in slightly different contexts in order to elaborate on the learners’ understanding of the words meaning and usage (Nation, 2003). One notable omission is that the course book does not provide typographical features or in-text glosses which are useful in drawing learners’ attention to key language features, suggested by Nation. One important aspect that is currently missing from the course book is the provision of visual, multimedia resources such as videos, power point presentations and interactive exercises which adapt to the learners needs and levels and track their progress. With increasing accessibility to the internet and technology, electronic resources enable learners to become more autonomous and participate in situated and customized learning (Reinders & Min Young Cho, 2010). Computer programs can aid lower-level readers by helping them decode words, thus freeing up time for both learners and teachers to focus on higherlevel skills such as inferring, evaluating, interpreting and critiquing (Derewianka, 2003). In terms of fostering awareness of key language features, computers can provide input enhancement to text by drawing learners’ attention to recurring patterns, target vocabulary and other language features (Derewianka, 2003). A further advantage is that well designed technology can engage EAP learners who may be accustomed to high-tech classrooms and introduce basic IT skills to those who may yet need to develop them. This timely, principled resource offers EAP learners an excellent introduction to academic life and much of the training and tools needed to become autonomous learners within a learning community. The addition of visual multimedia and e-learning resources would serve to further achieve these aims.
References Alexander, O., Argent, S., & Spencer, J. (2008). EAP essentials: A teacher’s guide to principles and practice. Reading: Garnet Publishing Ltd.
318
Book reviews / Journal of English for Academic Purposes 12 (2013) 313–318
Altbach, P., & Knight, J. (2007). The internationalization of higher education: motivations and realities. Journal of Studies in International Education, 11(3/4), 290–305. Retrieved on January 23, 2013 from http://www.pef.uni-lj.si/ceps/dejavnosti/sp/2011-06-02/Internac.%20HE%20-%20motivations%20and% 20realities%20Altback,%20Knight%2007.pdf. Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Essex: Pearson Education Limited. Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213–238. Derewianka, B. (2003). Materials for teaching vocabulary. In Brian Tomlinson (Ed.), Developing materials for language teaching (pp. 199–220). London: Continuum. Hyland, K. (2006). English for academic purposes: An advanced resource book. New York: Routledge. van Lier, L. (2011). Language learning: an ecological-semiotic approach. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2); (pp. 383–394). New York: Routledge. Nation, P. (2003). Materials for teaching vocabulary. In Brian Tomlinson (Ed.), Developing materials for language teaching (pp. 394–405). London: Continuum. Pulverness, A. (2003). Materials for developing reading skills. In Brian Tomlinson (Ed.), Developing materials for language teaching (pp. 426–438). London: Continuum. Reinders, H., & Cho, M. Y. (2010). Extensive listening practice and input enhancement using mobile phones: encouraging out-of-class learning with mobile phones. TESL-EJ, 14(2). Retrieved on January 23, 2013 from http://www.tesl-ej.org/wordpress/issues/volume14/ej54/ej54m2/. Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363.
Gwen Klassen Higher Colleges of Technology, CERT, 10th Street, Al Ain, United Arab Emirates E-mail address: [email protected]
http://dx.doi.org/10.1016/j.jeap.2013.01.005