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Revitalizing Endangered Languages

Edited by Justyna Olko & Julia Sallabank

Revitalizing Endangered Languages "This guidebook provides ideas and strategies, as well as some background, to help with the effective revitalization of endangered languages. It covers a broad scope of themes including effective planning, benefits, wellbeing, economic aspects, attitudes and ideologies."



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Dissertation Information


Title: Reading to Learn from TESOL Research Articles: Towards a genre-based model for EAP programme development Add Dissertation
Author: Faiz Abdullah Update Dissertation
Email: click here to access email
Homepage: http://www.fbm.upm.edu.my/~mfaiz
Institution: Heriot Watt University, Department of Languages and Intercultural Studies
Completed in: 1998
Linguistic Subfield(s): Applied Linguistics;
Subject Language(s): English
Director(s): Michael Wallace
Lindsay Paterson

Abstract: Reading to learn from TESOL research articles: Towards a genre-based model for EAP programme development

The present study investigated selected aspects of target situation as well as present situation genre reading needs of final-year Malaysian undergraduates in an in-service TESOL programme in the UK. Survey data from both students and faculty in nine UK universities were analysed. A case study approach based on a proposed model for task-oriented EAP reading programme development was adopted at Moray House. It was designed to elicit via questionnaires salient information about students'perceived orientations to study reading in relation to their actual reading performance, and to investigate the impact of a genre-based reading workshop on their text processing strategies with special reference to article abstracts and introductions. The results demonstrated that the generalised academic reading needs profile of the Malaysian undergraduates at Moray House was similar to that of their counterparts in related UK institutions. It was found that there was some mismatch between subjects' overtly perceived strategy use and approach to studying, and their reading performance. It was also discovered in a quasi-experiment that the genre-strategy group had performed better than the comparison group on text sequencing, recall, and summary tasks based on a research article. Further, the results of an overall comprehension task indicated significant differences between the groups in crucial areas of genre comprehension. The findings of the study underscore the need for EAP reading programmes in TESOL to include subject- as well as genre-specific courses and tasks to train students to read critically towards initiation into their academic discourse community culture.