Teaching Strategies that Help EAP Learners Paula Wilder Assistant Professor English as a Foreign Language Guilford Technical Community College Paula Wilder.

Teaching Strategiesthat Help EAP

Learners

Teaching Strategiesthat Help EAP

Learners Paula Wilder

Assistant ProfessorEnglish as a Foreign Language

Guilford Technical Community College

Paula WilderAssistant Professor

English as a Foreign LanguageGuilford Technical Community College

Research ProblemResearch Problem

• EAP learners face challenges in essay writing

• EAP learners deal with different grammar, sentence structure

• EAP learners often have to change way of thinking as they compose/organize essays.

http://anessaywriting.com/phd-dissertation-proposal/report-writing-service.htmlText

Specific teaching strategies exist which will

not invalidate other cultures but will

demonstrate the dissimilarities and ways

that pre-writing, revising, and providing

feedback will help EAP students overcome

cultural writing barriers.

Specific teaching strategies exist which will

not invalidate other cultures but will

demonstrate the dissimilarities and ways

that pre-writing, revising, and providing

feedback will help EAP students overcome

cultural writing barriers.

THESIS

Purpose

The objective is to explain cultural writing differences and present specific strategies to English instructors to help EAP learners with academic writing and general organizational guidelines.

JustificationJustification

North Carolina is now ranked fifth in the nation for growth in immigrant

population, so the number of EAP learners will only increase; therefore,

teachers need to be equipped with specific strategies to help EAP learners

write in a new cultural context.

North Carolina is now ranked fifth in the nation for growth in immigrant

population, so the number of EAP learners will only increase; therefore,

teachers need to be equipped with specific strategies to help EAP learners

write in a new cultural context.

http://www.susps.org/overview/numbers.html

Key TermsKey Terms• EAP learners

• ESL

• Immigrant

• L1

• L2

• Native speaker

• Non-native speaker

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Literature Review

Literature Review

Cultural DifferencesSpecific Strategies

http://en.wikipedia.org/wiki/Literature

• Chinese and many African countries are discouraged from including their own ideas (Leki, 1994).

• Speed is encouraged and often necessary in American writing, but not in many cultures (Bell, 1997).

• Spanish cultures often encourage elaborate and extensive explanations and description (D. Lorca, personal communication, July 13, 2012).

• Cultural norms are not wrong -- just not the expectations for Standard Written English (Leki & Carson, 1997).

Cultural Differences

Teaching Strategies

•Pre-writing

•Revision

•Feedbackhttp://i.ytimg.com/vi/5OYvu9cmHW0/0.jpg

(Bell, 1995; Ferris and Hedgcock, 2005; Leki, 1995; Leki & Carson, 1997)

Methodology

Methodology

Effective Strategies to

Help the EAP Learner

Effective Strategies to

Help the EAP Learner

http://suite101.com/article/persuasive-essay-topics-for-academic-writing-a190343e

Value of Feedback for EAP Learners

1.Students greatly appreciate and value teacher feedback, considering teacher commentary extremely important and helpful to their writing development.

2.Students see value in teacher feedback on a variety of issues, not just language errors.

3.Students are frustrated by teacher feedback when it is illegible, cryptic (e.g., consisting of symbols, circles, single-word questions, comments), or confusing (e.g., consisting of questions that are unclear, suggestions that are difficult to incorporate into emergent drafts).

4.Students value a mix of encouragement and constructive criticism and are generally not offended or hurt by thoughtful suggestions for improvement.

5.Feedback is most effective when provided at intermediate stages of the writing process.

6.Teachers should provide both encouragement and constructive criticism through their feedback. A 50/50 prescriptive guideline of positive and negative comments should be followed (p. 188-192).Ferris, D., & Hedgcock, J. (2005). Teaching ESL composition: Purpose, process, and practice (2nd ed.). Mahwah, N.J.: Lawrence Erlbaum.

References• Bell, J. (1995). The relationship between L1 and L2 literacy: Some

complicating factors. TESOL Journal, 29(4), 687-704. Retrieved from http://www.jstor.org/stable/3588170

• Carpenter, C., & Hunter, J. (1981). Functional exercises: Improving overall coherence in ESL writing. TESOL Quarterly, 15(4), 425-434. Retrieved from http://www.jstor.org/stable/3586483

• Ferris, D., & Hedgcock, J. (2005). Teaching ESL composition: Purpose, process, and practice (2nd ed.). Mahwah, N.J.: Lawrence Erlbaum.

• Leki, I. (1995). Coping strategies of ESL students in writing tasks across the curriculum. TESOL Journal, 29(2), 235-260. Retrieved from http://www.jstor.org/stable/3587624

• Leki, I., & Carson, J. (1994). Students' perceptions of EAP writing instruction and writing needs across the disciplines. TESOL Journal, 28(1), 81-101. Retrieved from http:// www.jstor.org/stable/3587199

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Questionsand

Discussion

Questionsand

Discussion