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English for Academic Purposes: A need for remodelling

. Carter, R., & McCarthy, M. (1995). Grammar and the spoken language. Applied Linguistics 16 (2), 141-158. Cheshire, J. (1999). Spoken standard English. In T. Bex & R. J. Watts (Eds.), The Widening Debate (pp. 129-148). London Routledge. Cho, Y., & Bridgeman, B. (2012). Relationship of TOEFL iBT® scores to academic performance: Some evidence from American universities. Language Testing, 29 (3), 421-442. Cotton, F., & Conrow, F. (1998). An investigation of the predictive validity of IELTS amongst a group of international students at the University of

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A Comparative Study of Form-Focused and Communicative Methods of Language Teaching in ESP Courses

Summary

The purpose of this study was to compare the effectiveness of the use of communicative methods and form-focused methods as implemented in English for Specific Purposes (ESP) courses. To accomplish this, two groups of management students were selected for the study. Each group consisted of 30 participants. Their level of proficiency in English and their subject matter knowledge were tested through a sample of IELTS and a pre-test. The two groups were at the same level of proficiency in both general English and English for Students of Management before receiving treatment in 20 sessions within a period of 75 days. Participants in Group A received a form-focused method with some occasional uses of their L1. In Group B, however, the participants were exposed to a communicative ESP course which exclusively relied on English the L2. After the period of treatment, the two groups were examined via a post-test. Results showed that Group B was more successful in the post-test. Moreover, the learners who were proficient in English and the subject matter achieved more from the communicative methods of language teaching in the ESP course. Findings imply that the nature of the subject matter, or whether it is theoretical or applied, could be a factor in deciding a method of language teaching for ESP courses.

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An Investigation into the Elements of the International English Language Testing System: Instructors' Success

Learning, 49 , 377-415. Neumann, R. (2001). Disciplinary differences and university teaching. Studies in Higher Education, 26 , 135-46. Palmer, P. J. (1990). Good teaching: A matter of living the mystery. Essays on teaching excellence . Retrieved December 13, 2010, from http://www.ucet.uft.edu/ProgramService/topic4-7.htm Griffiths, P. (2009). Introduction to teaching IELTS . Retrieved December 20, 2009, from http://www.ielts.school.nz/teach.htm Prodromou, L. (1991

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Differences Across Levels in the Language of Agency and Ability in Rating Scales for Large-Scale Second Language Writing Assessments

. Identity and interaction: A sociocultural linguistic approach. Discourse Studies 7(4–5). 585–614. DOI: 10.1177/1461445605054407 Calkins, Lucy McCormick. 1994. The art of teaching writing (new ed.). Portsmouth: Heinemann. Chakroff, Aleksandr, Kyle A. Thomas, Omar S. Haque & Liane Young. 2015. An indecent proposal: The dual functions of indirect speech. Cognitive Science 39(1). 199–211. DOI: 10.1111/cogs.12145 Cotton, Fiona & Kate Wilson. 2011. An investigation of examiner rating of coherence and cohesion in the IELTS Academic Writing Task 2. https://www.ielts.org/-/media/research-reports/ielts

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English language support: A dialogical multi-literacies approach to teaching students from CALD backgrounds

Abstract

Students in Western university contexts require multiple literacies, numeracies, and critical capacities to succeed. Participation requires a blend of English language capacity, cultural knowhow, and cognisance of the often-hidden racialized assumptions and dispositions underpinning literate performance. Students from Culturally and Linguistically Diverse (CALD) backgrounds transitioning to Western university settings from local and international contexts often find themselves floundering in this complex sociocultural web. Many students struggle with the English language preferences of their institutions despite meeting International English Language Testing System (IELTS) requirements. Once enrolled, students from CALD backgrounds need to navigate the linguistic, semiotic, and cultural landscape of the university, both physically and virtually, to enter the discourses and practices of their chosen disciplines. Universities cannot afford to allow students to ‘sink or swim’ or struggle through with non-specialist or ad-hoc support. In response to a clear need for explicit and ongoing English language support for students from CALD backgrounds, the Student Learning Centre (SLC) at Flinders University in South Australia created the English Language Support Program (ELSP). The ELSP sets out to overcome prescriptive and assimilationist approaches to language support by adopting an eclectic blend of learner-centred, critical-creative, and multi-literacies approaches to learning and teaching. Rather than concentrate on skills and/or language appropriateness, the ELSP broadens its reach by unpacking the mechanics and machinations of university study through an intensive—and transgressive—multi-module program. This paper outlines the theoretical and pedagogical challenges of implementing the ELSP.

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Exploring into Graduate Research Term Papers: A Quest for Generic Disciplinary Tendencies

of English and Persian Medical Research Articles. Iranian Journal of Language Studies 3. 201–214. Moore, Tim and Janne Morton. 1999. Authenticity in the IELTS Academic Module Writing Text. In Rod Tulloch (ed.) IELTS Research Reports Canberra , Vol. 2. Australia. Moreno, Ana. 2010. Researching into English for Research Publication Purposes from an Applied Intercultural Perspective. In Miguel Ruiz-Garrido, Silveira Palmer and Ina Fortanet-Gómez (eds.), English for Professional and Academic Purposes , 59–73. Amsterdam: Editions Rodopi. Ozturk

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Exploring Nominalization in the Introduction and Method Sections of Applied Linguistics Research Articles: a Qualitative Approach

Sprak, 98(1), 17-26. To, V., Le, T., & Le, Q. 2013. A comparative study of nominalisation in IELTS writing test papers. International Journal of Innovative Interdisciplinary Research, 1(4), 15-21. Vongpumivitch, V., Huang, J., & Chang, Y. 2009. Frequency analysis of the words in the Academic Word List (AWL) and non-AWL content words in applied linguistics research papers. English for Specific Purposes, 28, 33-41. Wenyan, G. 2012. Nominalization in medical papers: A comparative study. Studies in Literature and Language, 4

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The Effect of Text Authenticity on the Performance of Iranian EFL Students in a C-Test

. 1996. The Development of IELTS: A study of the effect of background knowledge on reading comprehension. Cambridge: Cambridge University Press Davison, A. and Kantor, R. 1982. On the failure of readability formulas to define readable texts: A case study from adaptations. Reading Research Quarterly , 17, 187 - 209. Duffy, T.M. and Kabance, P. 1982. Testing a readable writing approach to text revision. Journal of Educational Psychology , 74, 733-748. Duffy, T. M., Higgins, L., Mehlenbacher

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