理工类学术英语写作课程设置研究--以上海理工大学为例

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󲊵󲉒2014󱐟󱄷󱦬󰑠󲀢󲤞󲤯󱜼󲴌󲕽󲣯󱲟󰍯󲻾

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󲣟󲴌󲕽󱐩󲤴󰔖󰌙󲤯󱜼󱐟󰔸󰊊󰒁󰋊󰊊󰋪󰨆󲣵󰋪󰨆󰋪󳒓

󲤆󲣯󲣒󲴳󱄷󱦬󱉐󱎵󰑠󲀢󲤞󲤯󱜼

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Waters (2002) 󱎵󲤯󱜼󲣯󱲟󱄷󲣫󰌙󲜔󳌟󳗉󱐟󱉐󲀢󲤞󲤯󱜼󰊊

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󲳸SPSS19.0 󲴌󲕽󰓁󱰄󰓍󲖙󰌿󱃡󰐺󲀢󲤞󰊊󱸮󰰒󲫤󱉐󱎵󳐱󰥳󱉐

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󳍶󰑠󰩲󱸮

󳉟󲣾󰑠󲤯󱜼󲣯󱲟󱄷󱦬󰪨󱄷

iii

ABSTRACT

College English Curriculum Requirements (CECR) (Ministry of Education, 2007)

stipulates that college students should finish preliminary English learning before

entering into advanced English study such as English for Specific Purposes (ESP) and

advanced English. And CECR also clearly states that advanced College English

teaching should focus on developing students’ academic reading and writing skills, and

requires that students should be able to read professional literature and materials as

well as write brief reports and papers in the medium of English. Actually, Chinese

college students are still weak in the professional area using English though the

passing rate of CET 4 & 6 has been increasing over the years (Cai Jigang, 2014). Thus,

it is particularly important to design EAP writing for majors of Science and

Technology (MST) at present. Based on the above background, the author takes

University of Shanghai for Science & Technology (USST), which is now constructing

the platform of Academic English Reading and Writing, as a case and implements

surveys on the current College English teaching and suggestions of EAP writing course.

The final purpose of this thesis is to design an EAP writing course for students of MST

from four aspects, that is, course objectives, teaching materials, pedagogical

methodology and assessment.

Methodologies adopted in this thesis are mainly questionnaire surveys and

semi-structural interviews which are based on course design theory of Hutchinson &

Waters (2002). The author attempts to answer the following three questions, (1) how

do teachers and students evaluate College English teaching; (2) what are the demands

of teachers and students on EAP writing; (3) what suggestions are made by students on

designing EAP writing course. In this study, there are about 1344 teachers and students

participants of USST involved. Data are analyzed by SPSS19.0. The results show that

the current College English teaching could not meet the needs of the students. And

students have academic writing needs and give suggestions on how to design EAP

writing course.

Taking USST as an example, the author tentatively designs an EAP writing

course aiming to impart students’ basic academic training knowledge, skills for

obtaining valid academic writing information, and writing skills. The significance of

the thesis lies in that EAP writing course not only makes a big difference for USST’s

College English teaching reform but also can promote such course established in

Shanghai even over the country. In this way, the author hopes to help Chinese students

develop competence of academic writing and ability of international communication.

Key wordsEAP writing; Course design; MST; USST

List of Acronyms

AEC Advanced English Class

CECR College English Curriculum Requirements

EAP English for Academic Purposes

EGP English for General Purposes

EGAP English for General Academic Purposes

ELT English Language Teaching

EOP English for Occupational Purposes

ESAP English for Specific Academic Purposes

ESP English for Specific Purposes

EST English for Science and Technology

JEAP Journal of English for Academic Purposes

MST Major of Science and Technology

USST University of Shanghai for Science & Technology

SPSS Statistical Package of Social Sciences

List of Tables and Figures

Table 4.1 General Information of Previous Graduates………………………… 33

Table 4.2 General Information of College Teachers…………………………... 34

Table 4.3 Research Participants………………………………………………... 34

Table 4.4 General Information of College English Teachers………………….. 35

Table 5.1 ANOVA of Teaching Objectives…………………………………… 38

Table 5.2 Independent Samples t-test of the Current College English Teaching 39

Table 5.3 Evaluation of the Current College English Teaching.......................... 40

Table 5.4 Evaluation of the Experienced College English Teaching.................. 41

Table 5.5 Students’ Course Needs from the Perspective of College Teachers 43

Table 5.6 Independent Samples t-test of Students’ Needs on EAP Course……. 44

Table 5.7 Difficulties Encountered in Reading Professional Materials………... 46

Table 5.8 Academic Requirements for Students………………………………. 47

Table 5.9 Attitudes toward Academic Writing………………………………… 48

Table 5.10 Attitudes toward Academic Literacy………………………………... 48

Table 5.11 Writing Tasks……………………………………………………….. 49

Table 6.1 Course Objectives of EAP Writing……....………………………..... 54

Table 6.2 Continuous Self-assessment Grid…………………..……………..... 64

Figure 3.1 Hutchinson & Waters’ ESP Course Design Model……………........ 25

Figure 3.2 EAP Writing Course Design Model…….………………………….. 26

Figure 4.1 Research Procedure…………………………………………………. 37

vii

Contents

Acknowledgements ........................................................................................................ i

󰆉󲚲 .............................................................................................................................. ii

ABSTRACT ................................................................................................................ iii

List of Acronyms .......................................................................................................... v

List of Tables and Figures ............................................................................................ vi

Chapter One Introduction .............................................................................................. 1

1.1 Research Background ....................................................................................... 1

1.2 Research Methodology ..................................................................................... 2

1.3 Research Significance ...................................................................................... 3

1.4 Thesis Configuration ........................................................................................ 3

Chapter Two Literature Review ..................................................................................... 5

2.1 Establishment and Development of EAP .......................................................... 5

2.2 EAP Teaching ................................................................................................... 7

2.3 EAP Writing ................................................................................................... 11

2.4 EAP Writing Course Design ........................................................................... 12

2.4.1 Studies abroad ...................................................................................... 12

2.4.2 Domestic Studies .................................................................................. 14

Chapter Three Theoretical Basis .................................................................................. 16

3.1Relevant Definitions ........................................................................................ 16

3.1.1 EAP ...................................................................................................... 16

3.1.2 Course .................................................................................................. 18

3.1.3 Course Design ...................................................................................... 21

3.2 Theoretical Models of Course Design ............................................................. 22

3.3 Research Model of EAP Writing Course Design ............................................. 23

Chapter Four Research Design .................................................................................... 29

4.1 Research Questions ........................................................................................ 29

viii

4.2 Research Instruments...................................................................................... 30

4.2.1 Questionnaire Surveys .......................................................................... 30

4.2.2 Semi-Structural Interviews .................................................................... 31

4.2.3 SPSS ..................................................................................................... 32

4.3 Research Participants...................................................................................... 32

4.4 Research Procedure ........................................................................................ 36

4.5 Data Analysis ................................................................................................. 37

Chapter Five Findings and Discussion......................................................................... 38

5.1 Evaluation of College English Teaching ......................................................... 38

5.1.1 Objectives and Content of College English Teaching ............................ 38

5.1.2 Backwash Effect of College English Teaching ...................................... 39

5.2 Needs Analysis of EAP Course ....................................................................... 43

5.2.1 Descriptive Statistics ............................................................................. 43

5.2.2 Independent Samples t-test.................................................................... 44

5.3 Suggestions on EAP Writing Course Design ................................................... 45

5.3.1 Students’ Previous Writing Experience .................................................. 45

5.3.2 Reading Skills ....................................................................................... 46

5.3.3 Academic Requirements ....................................................................... 47

5.3.4 Attitudes toward Academic Writing ....................................................... 47

5.3.5 Attitudes toward Academic Literacy...................................................... 48

5.3.6 Academic Writing Tasks........................................................................ 49

5.4 Semi-structural Interviews .............................................................................. 50

5.5 Discussion ...................................................................................................... 51

Chapter Six A Tentative EAP Writing Course .............................................................. 53

6.1 Course Objectives .......................................................................................... 53

6.2 Teaching Materials ......................................................................................... 55

6.3 Pedagogical Methodology .............................................................................. 59

6.4 Assessment ..................................................................................................... 63

Chapter Seven Conclusion .......................................................................................... 66

7.1 Summary of the Research ............................................................................... 66

7.2 Limitations of the Research ............................................................................ 68

7.3 Suggestions for Further Study ......................................................................... 68

Bibliography ............................................................................................................... 69

Appendices ................................................................................................................. 78

Appendix I 󲀢󲤞󰊊󳌟󲤴󰔖 ................................................................... 78

Appendix 1.1 󲀢󲤞󰊊󳌟󲤴󰔖(󰋡󱉐) .................................... 78

Appendix 1.2 󲀢󲤞󰊊󳌟󲤴󰔖(󰤆󱉐) ................................ 79

Appendix II 󰑠󲀢󲤞󳐱󰥳󳌟 .......................................................... 82

Appendix 2.1 󰑠󲀢󲤞󳐱󰥳󳌟(󱉐) .................... 82

Appendix 2.2 󰑠󲀢󲤞󳐱󰥳󳌟(󰊊) ................................... 83

Appendix III 󰑠󲀢󲤞󲤯󱜼󳌟 ........................................................ 85

Appendix IV 󱄷󱦬󰑠󲀢󲤞󲤯󱜼󲣰󲤹󰄁󱯣 ............................................. 88

Appendix V 󱄷󱦬󰑠󲀢󲤞󲤯󱜼󲣰󲤹󲣡󰊸󰑝 ....................................... 89

󲤬󰑐󳌥󲖙󱎵󲣫󰊸 ......................................................................................... 97

Chapter One Introduction

This chapter presents a general introduction to the thesis, where under what

background the research is done, the research is implemented, and the significance and

arrangement of the research are stated.

1.1 Research Background

In recent years, science and technology have developed at a great speed. English

has been the universal language in international communication. Now, many people

are learning English for different purposes. English for Specific Purposes (ESP) comes

into existence along with learners that have different learning foundations, learning

conditions and learning environments as well as learning purposes.

With the entrenchment of China in international politics and economics, the

increasing frequency of communication with other countries, and more and more

requirements of professional talents, Chinese Ministry of Education attaches more and

more importance to cultivating professional talents skilled in professional knowledge

and foreign languages. College English Curriculum Requirements (CECR) (2001) by

Ministry of Education emphasizes that foreign languages like English should be

employed actively in teaching, and that college education should create opportunities

to general and professional language teaching like English. The new version of CECR

(2004) clearly states that colleges and universities have right to design their own

college course systems integrating compulsory courses of comprehensive English,

language skill, language application and language culture as well as professional

English with optional courses according to their real situations and course

requirements, so as to ensure that students of different levels are expected to practice

and improve fully in terms of English application competence.

In addition, there are increasingly high appeals for general foreign language

teaching reform (Zhang Yaoxue, 2002; Zhang Jie, 2005). A number of scholars (Li

Lisheng, 2002; Wang Haihua & Wang Tongshun, 2003, etc.) appeal to improve

English learning through professional discipline knowledge learning, and cultivate

English academic ability by means of adding academic English. Moreover, an

increasing number of scholars argue that academic English is an important field in

󰪨󱄷󱖆󲣫󰊸

Chinese College English teaching which should not be neglected (Luo Na, 2006).

Besides, CECR (Ministry of Education, 2007) also clearly stipulates that advanced

English teaching should add prominence to academic reading ability, and students can

write brief reports and papers in English, etc. At the same time, academic English is a

requirement proposed by international environment for College English teaching.

Furthermore, foreign scholars also point out that academic written communicative

ability has been playing an increasingly important role in the present society.

Among with the factors presented above, University of Shanghai for Science &

Technology (USST) is constructing a platform named Academic English Reading and

Writing. The project team proposes to reform their College English teaching purposes

and pedagogical methodology through the construction of Academic English Reading

and Writing course for majors of Science and Technology (MST).

So under the above background of College English teaching reform of USST and

the construction of Academic English Reading and Writing courses, the author of this

thesis expects to shed light on the study of academic English writing course design for

MST, taking USST as a case.

1.2 Research Methodology

Based on the needs of national strategies and relevant studies, English for Specific

Purposes (ESP) course has been gradually emphasized by numerous colleges and

universities such as Peking University, Tsinghua University, Fudan University, and

Chong Qing University (taken from Li Qiushi, 2013). However, English for Academic

Purposes (EAP) writing course so far has not formed a complete system.

The aim of the thesis is to design an EAP writing course, thus a series of steps are

made, such as the analysis of academic needs of juniors and seniors and college

teachers and the suggestions of students in advanced English class (AEC) on the setup

of EAP writing course.

Methodologies adopted in this thesis are mainly documentation, questionnaire

survey and semi-structural interview.

Documentation: it is used to review the history of EAP, and overseas and

domestic studies on EAP writing. And then, several important conceptions like course

and course design, and theoretical basis are obtained through documentation, providing

theoretical foundation for the thesis.

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