Education, Science, Technology, Innovation and Life
Open Access
Sign In

A Study of Project-Based Group Work in English for Specific Purpose Courses

Download as PDF

DOI: 10.23977/curtm.2022.050506 | Downloads: 21 | Views: 629

Author(s)

Xin Wang 1, Fanxia Kong 1

Affiliation(s)

1 College of Foreign Studies, Nanjing Agricultural University, Nanjing, China

Corresponding Author

Xin Wang

ABSTRACT

The study is to apply project-based group work for the goal of discipline/language learning in ESP classes. The results indicate project-based group work is welcomed by students, as they can obtain a chance to participate in a real situation of ESP lesson, which can improve learners’ language proficiency significantly. The study also proves there are strong correlations among project-based group work and project presentation, as a result, also improve learners' competences in discipline knowledge. Group product presentation is proved to be an effective assessment, which enhance learners' cooperation consciousness with accumulating some experience for their future career.

KEYWORDS

English for Special Purposes(ESP), project -based, group work, cooperation consciousness

CITE THIS PAPER

Xin Wang, Fanxia Kong, A Study of Project-Based Group Work in English for Specific Purpose Courses. Curriculum and Teaching Methodology (2022) Vol. 5: 27-36. DOI: http://dx.doi.org/10.23977/curtm.2022.050506.

REFERENCES

[1] Afshar, H. S,. & Movassagh, H. (2016). EAP education in Iran: Where does the problem lie? Where are we heading? Journal of English for Academic Purposes, Vol. 22.(6). (pp.132-151).
[2] Arno-Macia, E., & Rueda-Ramos, C. (2011). Promoting reflection on science, technology, and society among engineering students through an EAP online learning environment. Vol.10, Issue 1, March. (pp.19-31).
[3] Berman, R. & Cheng. L. (2001). English academic language skills: perceived difficulties by undergraduate and graduate students, and their academic achievement. Canadian Journal of Applied Linguistics 4/1–2: (pp.25–39).
[4] Bertrand, J. (2017). https://www.teachingenglish.org.uk/article/working-pairs-groups.
[5] Brown, J. D. (1995).The elements of language curriculum: A systematic approach to program development. Boston: Heinle & Heinle Publishers. 
[6] Cai, J.G. (2018). Significance of Implementing Special & Academic English Baed on Subjects of High University in China. Technology Enhanced Foreign Language Education.1.(pp.40-47).
[7] Cheng, W., Lam, P.W.Y., & Kong, K.C.C. (2019). Learning English Through Workplace Communication: Linguistic devices for interpersonal meaning in textbooks in Hong Kong. English for Specific Purposes 55. (pp.28–39).
[8] Christopher, J. B.(1980). Problems and Principles in English Teaching. Oxford: Pergamon Press. (pp.106-110)
[9] Craft, A., Jeffrey, B,. & Leibling, M,. (2001). Creativity in Education. Continuum. Biddles Ltd, (pp.33-35). www.biddles.co.uk.
[10] Dubin, F. & Olshtain, E. (1990). Course Design: Development Programs and Materials for Language Learning. Cambridge: Cambridge University Press. (p.43).
[11] Dudley-Evans, T., & St-John, M. (1998). Developments in ESP: A multi-disciplinary approach. Cambridge: Cambridge University Press.
[12] Ellis, R. (2003). Task-based language Learning and Teaching. Oxford: Oxford University Press.(pp.79-101)
[13] Evans. S. & Morrison, B. (2011). The first term at university: implications for EAP. ELT Journal Volume 65/4 October. (pp.387-397).
[14] Gaffas. Z. M. (2019). Students’ perceptions of the impact of EGP and ESP courses on their English language development: Voices from Saudi Arabia. Journal of English for Academic Purposes 42 (2019) 100797. 
[15] Haines S. (1989). Projects for the EFL classroom. London: Nelson.
[16] Howatt, A. (1974). The Background to Course Design in J.P.B. Allen and S. Pit Corder, eds., Techniques in Applied Linguistics. The Edinburgh Course in Applied Linguistics, Vol.3 (London: Oxford University Press. (p.7)
[17] Hu, G.(2018). Disciplinary Knowledge Making and Academic Discourse. Reconceptualizing English language teaching and learning in the 21st century (pp.553-573). Taipei, Crane Publishing.
[18] Hutchinson, T., & Waters. A. (1987). English for Specific Purposes. Cambridge: Cambridge University Press. (pp.3-57).
[19] Hyland, K. (2006). Discourses, communities and cultures. In English for academic purposes: An advanced resource book (pp. 38-45). London and New York: Routledge.
[20] Hyland, K. (2008). Disciplinary differences: Language variation in academic discourse. In K. Hyland & M. Bondi (Eds.), Academic discourse across disciplines: Peter Lang.
[21] Hyland, K., & Hamp-Lyons, L. (2002). EAP: Issues and directions. Journal of English for Academic Purposes, 1(1), (pp.1-12).
[22] Januin, J,. & Stephen, J. (2015). Exploring discourse competence elements in EAP class presentations through document and ethnographic analysis. Procedia-Social and Behavioral Sciences 208(2015).(pp.157-166). 3rd International Conference on Linguistics, Literature and Culture (ICLLIC 2014).
[23] Jordan, R.R. (1997). English for Academic Purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press. (pp.89-95)
[24] Johns, T. F. & Dudley-Evans, A.(1980). An Experiment in Team-teaching of Overseas Postgraduate Students of Transportation and Plant Biology. selected from “Team Teaching in ESP”.(pp.6-22). The British Council. Produced in England by The British Council, Printing and Publishing Department, London.
[25] Kennedy, J. (2003). Study Skills Maximise your time to pass exams. (pp.161-169). Published by Studymates. 
[26] Li, Ch.L,. & Ruan, Zh.L. (2015). Changes in beliefs about language learning among Chinese EAP learners in an EMI context in Chinese Mainland: A socio-cultural perspective. Journal of System. Vol.55. (pp.43-52).
[27] Millrood, R. (2014). Teaching English to Engineers at a Tertiary Level in Russia, Procedia-Social and Behavioral Sciences 154. (pp.199–203).
[28] Monbec, L. (2020). Systemic Functional Linguistics for the EGAP module: Revisiting the common core. Journal of English for Academic Purposes 43. 100794.
[29] Nesi, H., & Gardner, S. (2012). Genres across the Disciplines: student writing in higher education. Cambridge: Cambridge University Press. (p.89).
[30] Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press. (pp.57-62).
[31] Saliu, B. & Hajrullai.H. (2016). Best Practices in the English for Specific Purpose Classes at the Language Center. Procedia-Social and Behavioral Sciences 232. (pp.745–749).
[32] Salter-Dvorak, H. (2016). Learning to argue in EAP: Evaluating a curriculum innovation from the inside. Journal of English for Academic Purposes.22. (pp.19-31).
[33] Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
[34] Smith, A. F.V,. & Thondhlana, J. (2015). The EAP competencies in a group case study project as revealed by a task analysis. Journal of English for Academic Purposes. 20. (pp.14-27).
[35] Starfield, S. (1994). Language, Cognition, and ESL Literacy. Cummins, EAP, and Academic Literacy. Tesol Quarterly, 28(1), (pp.176-179).
[36] Stoller, F. L,. & Grabe, W. (1997). A Six-T's approach to content-based instruction. Selected from ‘The   content-based classroom: Perspectives on integrating language and content’. New Jersey: Addison-Wesley Educational Publishers Inc. (pp.78-94).
[37] Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press. (pp.38-54).
[38] Youn, S.J. (2018). Task-based needs analysis of L2 pragmatics in an EAP context. Journal of English for Academic Purposes 36. (pp.86-98).

All published work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2016 - 2031 Clausius Scientific Press Inc. All Rights Reserved.