Why EAP Is Necessary: A Survey of Hong Kong Tertiary Students

Autor/inn/en	Evans, Stephen; Green, Christopher
Titel	Why EAP Is Necessary: A Survey of Hong Kong Tertiary Students
Quelle	In: Journal of English for Academic Purposes, 6 (2007) 1, S.3-17 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-1585
DOI	10.1016/j.jeap.2006.11.005
Schlagwörter	Student Surveys; Foreign Countries; Language Teachers; English for Academic Purposes; Undergraduate Students; Student Attitudes; Questionnaires; Language of Instruction; Academic Discourse; Writing (Composition); Grammar; Pronunciation; Language Fluency; Vocabulary Skills; Listening Comprehension; Material Development; Second Language Learning; Hong Kong + Suchen Sie Ihr Suchwort? Schülerbefragung; Ausland; Language teacher; Sprachunterricht; Schülerverhalten; Fragebogen; Teaching language; Unterrichtssprache; Discourse; Diskurs; Schreibübung; Grammatik; Aussprache; Language skill; Language skills; Sprachkompetenz; Aktiver Wortschatz; Hörverständnis; Lehrmaterialentwicklung; Zweitsprachenerwerb; Hongkong
Abstract	This article revisits a question posed by Hyland [(1997). Is EAP necessary? A survey of Hong Kong undergraduates. "Asian Journal of English Language Teaching, 7," 77-99] in the Hong Kong higher education context: Is EAP necessary? The article presents the overall findings of a large-scale, multi-faceted investigation into the language problems experienced by Cantonese-speaking students at Hong Kong's largest English-medium university. Baseline data for the study were derived from a questionnaire survey of almost 5000 undergraduates from all 26 departments in the university. In terms of the number of student participants, the investigation is one of the largest ever undertaken in the field of EAP research. The findings from the student survey are illuminated by data from interviews with students and discussions with and surveys of departmental programme leaders. The findings indicate that a significant percentage of the subjects experience difficulties when studying content subjects through the medium of English. The evidence suggests that students' problems centre on academic writing (particularly style, grammar and cohesion) and academic speaking (particularly grammar, fluency and pronunciation). The findings also indicate that students' receptive and productive vocabularies are generally inadequate. Academic listening appears to present students with fewer difficulties than writing, speaking and reading. The article concludes by discussing the implications of the findings for EAP course and materials design in light of the changing tertiary-education landscape in Hong Kong. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10