|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|
|Institution:||Heriot Watt University, Department of Languages and Intercultural Studies|
|Linguistic Subfield(s):||Applied Linguistics;|
|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.