THE SKILL IN EAP AND

EOP
BY GROUP 4
AHMAD FAUZAN
FAHRONI YUBERTA
Y.Z HARRY RAHMAN
 READING SKILLS
THE PURPOSE OF READING
Shift from Text As a Linguistic Object (TALO) to Text As a Vehicle of
Information (TAVI).
Extracting information accurately and quickly is more significant than language
details.
Understanding the macrostructures comes before languages study.
Application of the information in the text is of paramount importance.
The reader first processes the language and then links the ideas to what is
known.
THE BALANCE BETWEEN SKILLS AND LANGUAGE

The reading component of an ESP

course requires a balance
between skills and language
development

Skills to be learnt
Selecting
Using all the features of the textSkimming
Scanning
Identifying patterns
Using cohesive and discourse markers
DESIGNING AND TEACHING READING COURSES

The reading material will :

1. be used for a purpose
2. be designed to encourage the
use of good skills
3. have follow up language work

Using the Extracting the

Selecting text information that has information that has
been gathered been gathered
 LISTENING SKILLS
LISTENING TO MONOLOGUE
1. Identify the purpose and scope of monologue
2.Identify the topic of lecture and follow topic development
3. Recognise the role of discourse markers
Micro Skills and Language 4. Recognise key lexical items related to subject/topic
5. Deduce meanings of words from contexts
6. Recognise function of intonation to signal information
structure

1. Phonology
2. Sped of delivery
Distinguishing fautures of 3. Real time processing
monologue 4. Note-taking in real time
5. Deducing the speakers attitude

1. Should the teaching material focus on the micro-

skills,
2. Should the material adopt a task-oriented
The teaching of listening approach in which students initially listen for
comprehension specific information?
3. What do we use for listening practice?
 LISTENING AND SPEAKING
SKILLS IN ESP
SPOKEN INTERACTION IN EAP AND EOP
ACTIVE LISTENING
- Includes the non-verbal and the verbal encouragement
given to a speaker (NV physical expressions, gestures,
movements)
- Involves paraphrasing and summarising
- It can involve speaking
- It is about showing that we have been listening and
understanding.
 QUESTIONING
Its a skill needed for effective spoken interaction.
Purposes:
-Information: detail, reasons, feelings
-Clarification: checking understanding, confirming
-Tactical: stall for time, to disturb, to show strengths
and weaknesses of arguments.

Structures needed:
-Use of the auxiliary with subject/verb inversion
-Wh- words + auxiliary + inversion
-Statements and rising intonation
-Statements + tags

In ESP a perspective based on the response the question

will lead to is useful.
 ONE TO ONE SPOKEN INTERACTIONS
Many spoken interactions involve just two people.
Example : Telephone conversations.
1. abscence of body language
2. use of conventional phrases that are not used elsewhere

MULTI-PERSON SPOKEN INTERACTIONS

Recognising when the speaker is giving signals that s/he is ready to finish
the turn.
Syntactic clues: natural semantic or grammatic break.
Phonological signal: drop in pitch
Non-verbal clues: looking around, moving papers.

Gain entry at the end of the turn

anticipate the conclusion of the turn and complete it for the speaker

Handle the turn effectively

judge how long is appropriate and to prevent interruptions
judge when a contribution will be most effective
know who will support an idea and get that support verbalised.
 THE TEACHING OF SPOKEN INTERACTIONS
In ESP courses there can be a good deal of listening and speaking
going on, but generally there is not specific work on listening and
speaking.

Showing understanding is achieved through the use of paraphrasing ,

summarising and questioning .

Requiere the listener to be an insider.

Listening practice usually places the learner as an outsider

 SPEAKING SKILLS
KEY FEATURES OF ORAL PRESENTATIONS
Structuring:
there should be a start, a middle and an end.
A good end is essential, it is what remains with
listeners.
The moves in the middle will depend on the
type and purpose of the presentation.
Voice work:
may include pronunciation but intonation
hinders comprehension more. Phrasing,
pausing, speed of delivery, volume and tone
variation may need to be worked on.
Visuals:
they can be very valuable if they are good and well
used. There is specific spoken language associated
with visual aids which will: signal that a visual aid is
coming say what the visual represents explain why
the visual is being used highlight what is most
significant.
Advanced signalling:
helps listeners follow both the structure of the
information and argument, and recognise the
significance of visuals.
TEACHING ORAL PRESENTATIONS
Oral presentations work often concentrate on stand-up,
prepared talk accompanied by visuals. However, for many
business people the short, impromptu presentation in a
meeting is a more common event.
 WRITING SKILLS
WHAT IS INVOLVED IN WRITING
Knowledge of genre is a key element in writting. It
involves an understanding of the expectations of the
discourse community and of the conventions about
the structure, the language and the rhetoric of the
genre skills of planning, drafting and revising having in
mind a reader.
Successful writers are those who are able to persuade
readers of the validity of their arguments by using or
adapting the conventions of the genre they are using
while showing an awareness of the needs of the
readership.
APPROACHES TO THE TEACHING OF WRITING

THE PRODUCT APPROACH

Refers to the concentration on the features of the actual text, the end product.
Usually involves the use of a model text, which is analysed and then is used to write
a similar text
THE PROCESS APPROACH
Began as a reaction to the model-baes approch. The process approach has
emphasised the idea of writing as problem-solving, with a focus on thinking and
process.

Thinking stage:
Generate Ideas >>> Select Ideas >>> Group Ideas >>> Order Ideas

Writing stage:
Writing Task >>> Draft 1 >>> Feedback >>> Revision >>>
Input >>> Draft 2 >>> Feedback >>> Revision >>> Draft 3
 THE SOCIAL CONTRUCTIONIST APPROACH
Writing is a social act in which writers have to be aware of the
context in which they are writing. That context places certain
constraints on what writers can write and on how they can express
ideas.

Successful writing involves having an awareness of the community's

values and expectations of text.

It encourages writers to consider their role as members of a discourse

community and combines the strenghts of both the product and the
process approaches:
- Develop rethorical awareness by looking at model texts.
- Prectise specific genre features
- Carry out writing tasks showing awareness of the needs of individual
readers and the discourse community and the purpose of writing.
- Evaluate the writing through peer review or reformulation
 A SYNTHESIS OF APPROACHES
The process and the social constructionist approaches have generally
been seen as two conflicting approach to the teaching of writing. The
combination of the strengths of both the product and the process
create the synthesis of approaches that follows the stages below:
- Develop rhetorical awareness
- Practice specific genre features
- Carry out writing tasks showing awareness of the needs of individual
readers and the discourse community and the purpose of writing
- Evaluate the writing
THE TEACHING OF WRITING
- Types Of Activities
- The Writing Class