English for Academic Purposes in EFL Contexts: The Needs for Integrating Reading and Writing Skills

Kusni Kusni

Abstract


This paper aims at discussing an interesting issue about the needs for integrating reading and writing skills in English for Academic Purposes (EAP) in EFL contexts. After experiencing teaching several EAP courses, I come to a conclusion that the integration of reading and writing skills is the most crucial and significant objective of teaching English at several study programs at universities in EFL contexts. In order to know how to do this, in this ideational paper, I share ideas to all readers the bases and reasons behind the ideas, the types of tasks for the integration, and some problems as well as challenges of the integration. I focus my analysis firstly on the significant roles and reasons of both skills to be integrated in accordance to some research findings. Secondly, I present readers problems and challenges in integrating reading and writing in EAP classroom. At last, this paper discusses the types of tasks the students should do in integrating these most important academic skills. 


Keywords


English for specific purposes (ESP), English for academic purposes (EAP), reading and writing skills, integrated skill.

Full Text:

PDF

References


Baba, K. (2009). Aspects of lexical proficiency in writing summaries in a foreign language. Journal of Second Language Writing, 18, 191–208.

Benesch, Sarah. (2008). Critical English for Academic Purposes: Theory, Politics, and Practice. New Jersey: Lawrence Erlbaum Associates Publishers.

Dudley-Evans, T. and M. J. St. John. (1998). Developments in English for Specific Purposes: A Multi-disciplinary Approach. Cambridge: Cambridge University Press.

Ferris, D. (2009). Teaching College Writing to Diverse Student Populations. Ann Arbor: University of Michigan Press.

Ferris, D., & Hedgcock, J. (2005). Teaching ESL Composition: Purpose, Process, and Practice (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

Grabe, W., & Kaplan, R. B. (1996). Theory and Practice of Writing: An Applied Linguistic Perspective. New York, NY: Longman.

Hale, G., Taylor, C., Bridgeman, B., Carson, J., Kroll, B., & Kantor, R. (1996). A study of writing tasks assigned in academic degree programs (TOEFL Research Report 54). Princeton, NJ: Educational Testing Service.

Hedgcock, J., & Atkinson, D. (1993). ‘Differing reading-writing relationships in L1 and EFL literacy development?’ TESOL Quarterly, 27, 329–333.

Hirvela, A. (2004). Connecting Reading and Writing in Second Language Writing Instruction. Ann Arbor: University of Michigan Press.

Horning, A. (2010). ‘A potential solution to the plagiarism problem: Improving reading.’ Journal of Teaching Writing, 25, 143–175.

Horowitz, D. (1986). What professors actually require: Academic tasks for the ESL classroom. TESOL Quarterly, 20, 445–462.

Hutchinson, T. and A. Waters. (1987). English for Specific Purposes: A Learning-centred Approach. Cambridge: Cambridge University Press.

Hyland, Ken. (2006). English for Academic Purposes: An Advanced Resource Book. New York: Routledge.

Johns, A. (1997). Text, Role and Context: Developing Academic Literacies. New York: Cambridge University Press.

Johns, A., & Mayes, P. (1990). ‘An analysis of summary protocols of university ESL students.’ Applied Linguistics, 11, 253–271.

Jordan, R. R. (1997). English for Academic Purposes. A Guide and Resource Book for Teachers. Cambridge: Cambridge University Press.

Keck, C. (2006). ‘The use of paraphrase in summary writing: A comparison of L1 and EFL writers.’ Journal of Second Language Writing, 15, 261–278.

Kim, C. (2009, November). ‘Improvements in EFL writers’ paraphrasing skills for academic summary writing.’ Paper presented at the Symposium on Second Language Writing, Tempe, AZ.

Kim, S. (2001). ‘Characteristics of EFL readers’ summary writing: A study with Korean university students.’ Foreign Language Annals, 34, 569–581.

Kroll, B. (1993). ‘Teaching writing IS teaching reading: Training the new teacher of ESL composition.’ In J.G. Carson, & I. Leki (Eds.), Reading in the Composition Classroom: Second Language Perspectives (pp. 61–81). Boston, MA: Heinle & Heinle.

Leki, I. (2007). Undergraduates in a Second Language. Mahwah, NJ: Lawrence Erlbaum.

Leki, I., & Carson, J. (1994). ‘Students’ perceptions of EAP writing instruction and writing needs across the disciplines.’ TESOL Quarterly, 28, 81–101.

Leki, I., & Carson, J. (1997). ‘Completely different worlds: EAP and the writing experiences of ESL students in university courses.’ TESOL Quarterly, 31, 39–69.

Li, Y., & Casanave, C. (2012). ‘Two first-year students’ strategies for writing from sources: Patchwriting or plagiarism?’ Journal of Second Language Writing, 21, 165–180.

Partridge, B. and S. Starfield (Eds.). (2013). The Handbook of English for Specific Purposes. West Sussex: Wiley-Blackwell.

Paltridge, B., & Starfield, S. (2007). Thesis and Dissertation Writing in a Second Language. Ann Arbor: University of Michigan Press.

Pecorari, D., & Shaw, P. (2012). ‘Types of student intertextuality and faculty attitudes.’ Journal of Second Language Writing, 21, 149–164.

Petric, B. (2012). ‘Legitimate textual borrowing: Direct quotation in EFL student writing.’ Journal of Second Language Writing, 21, 102–117.

Plakans, L. (2008). ‘Comparing composing processes in writingonly and reading-to-write test tasks.’ Assessing Writing, 13,111–129.

Plakans, L. (2009). ‘The role of reading strategies in integrated EFL

writing tasks.’ Journal of English for Academic Purposes, 8, 252–266.

Plakans, L. (2010). ‘Independent vs. integrated writing tasks: A comparison of task representation.’ TESOL Quarterly, 44, 185–194.

Qin, J. (2009). ‘The analysis of Toulmin elements and use of sources in Chinese university EFL argumentative writing’ (Doctoral Dissertation). Available from ProQuest Dissertation and Theses database.

Rosenfeld, M., Leung, S., & Oltman, P. (2001). ‘The reading, writing, speaking, and listening tasks important for academic success at the undergraduate and graduate levels’ (TOEFL Monograph Series MS-21). Princeton, NJ: Educational Testing Service.

Shanahan, C. (2009). Disciplinary comprehension. In S. Israel & G. Duffy (Eds.), Handbook of Research on Reading Comprehension (pp. 240–260). New York, NY: Routledge.

Shanahan, T., & Shanahan, C. (2008). ‘Teaching disciplinary literacy to adults. Harvard Educational Review, 78, 39–59.

Shi, L. (2006). ‘Cultural backgrounds and textual appropriation.’ Language Awareness, 15, 264–282.

Shi, L. (2012). ‘Rewriting and paraphrasing source texts in second language writing.’ Journal of Second Language Writing, 21, 134–148.

Silva, T., Leki, I., & Carson, J. (1997). ‘Broadening the perspective of mainstream composition studies: Some thoughts from the disciplinary margins.’ Written Communication, 14, 398–428.

Spack, R. (1997). The acquisition of academic literacy in a second language: A longitudinal case study. Written Communication, 14,3–62.

Spack, R. (2004). ‘The acquisition of academic literacy in a second language: A longitudinal case study.’ In V. Zamel & R. Spack (Eds.), Crossing the Curriculum: Multilingual Learners in College Classrooms (pp. 19–46). Mahwah, NJ: Lawrence Erlbaum.

Tardy, C. (2009). Building Genre Knowledge. West Lafayette, IN: Parlor Press.

Tardy, C. (2010). ‘Writing for the world: Wikipedia as an introduction to academic writing.’ English Teaching Forum, 48,12–19.

Yu, G. (2008). ‘Reading to summarize in English and Chinese: A tale of two languages?’ Language Testing, 25, 521–551.

Zhang, C. (2012). Effect of instruction on English as a second language students’ discourse synthesis writing (Doctoral Dissertation). Available from ProQuest Dissertation and Theses database.

Zhu, W. (2004). ‘Faculty views on the importance of writing, the nature of academic writing, and teaching and responding to writing in the disciplines.’ Journal of Second Language Writing, 13, 29–48.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Proceedings of ISELT FBS Universitas Negeri Padang



This Proceedings is Currently indexed by:

Google Scholar.

The Proceedings of International Seminar on English Language and Teaching is registered at LIPI