Browsing by Subject "English for Academic Purposes (EAP)"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item Open Access Integrating language and content learning objectives : the Bilkent University adjunct model(Bilkent University, 2003) Doğan, Egemen BarışIn response to a global interest in learning English, many instructional approaches, methods, and techniques have been developed. Some have been short-lived, and others have sustained themselves for longer periods of time. Content-based instruction (CBI) — a particular approach to CBI involving a pairing of language and content classes with shared language and content learning objectives — have been considered as viable ways to teach language in recent times. This case study was conducted to determine what content and language lecturers in Bilkent’s Adjunct Programs think about the rationale, development, and implementation of current programs and future adjunct program offerings. During the data gathering process, two interview protocols were used, one to gather background information on the adjunct programs and the other to solicit perspectives from interviewees with different roles in the programs. A questionnaire was also developed to obtain additional insights from content and language lecturers in the adjunct programs. Primary-source documentation was also consulted. The results of the case study indicate that the adjunct courses developed and implemented at Bilkent University have been beneficial for second-year students, though the programs still have problems to work out. Based on the data solicited from Bilkent staff, students enrolled in adjunct classes have improved their academic language skills and content knowledge. However, in the development of these adjunct programs, program developers and language lecturers have had to cope with issues including cooperation between lecturers, administrative and tutorial support, resources, balance of course hours, and in-service trainingItem Open Access An investigation into the academic English language needs of students at Yıldız Technical University and disciplinary teachers' attitudes towards English-medium instruction at the tertiary level(Bilkent University, 2004) Güler, CemileThis study investigated the Academic English language needs of students at Yıldız Technical University through the perspectives of their disciplinary teachers. Yıldız Technical University is a Turkish-medium university, where the language of instruction has recently been switched from partial English to full Turkish medium instruction. Therefore, the secondary aim of this study was to determine the attitudes of disciplinary teachers towards English-medium instruction at the tertiary level. This study attempted to answer the following research questions: 1. What are the Academic English language requirements of students studying in different departments at YTU through the perspectives of their content teachers? 2. According to the English language use requirements of content teachers, which skills should be given priority for the students of different disciplines? 3. What are the content teachers’ attitudes towards English-medium instruction at the tertiary level? Data were collected from the disciplinary teachers currently working in eight different faculties at Yıldız Technical University. In order to collect data, a questionnaire was prepared and delivered to 400 disciplinary teachers. The 254 completed questionnaires were analyzed using descriptive statistics, Chi-square tests, ANOVA tests, Post hoc Tukey tests and Crosstabs analysis for multiple comparisons among departments. The results of the study revealed that most of the content teachers at Yıldız Technical University agree on the importance of English in the academic studies of learners. Nevertheless, when the results concerning the Academic English requirements of different disciplines were considered, ‘reading’ was shown to be the required skill given most priority. Only a small number of disciplinary teachers reported that the remaining academic skills, i.e. writing, listening, speaking, were required for the academic studies of the learners in their departments. When the data results about English-medium instruction were evaluated, it was concluded that most of the content teachers at Yıldız Technical University are in favor of Turkish medium instruction and they believe that students should be taught in their mother tongue in their content courses. An investigation of the academic English language needs of students through the perspectives of disciplinary teachers may provide a sound basis for curriculum renewal projects in the future. Through this study, current curriculum may be modified and specific needs-based curricula may be implemented for different departments. Moreover, the results of this study may provide empirical insights into the ways that non-native English speaking scholars in one country view the role of English in educational domain.Item Open Access Needs assessment of academic reading tasks and close analysis of academic reading texts for reading difficulty and vocabulary profile(Bilkent University, 2005) Şahbaz, Zehra HerkmenThis study explored the Academic reading requirements and text features of first-year, first-term subject area instructors in English-medium departments at Anadolu University. The study was conducted with 20 subject area instructors in English-medium departments at Anadolu University in the 2004-2005 fall term. Three sets of data were used for this study. First, interviews were conducted with 20 subject area instructors, and questionnaires were distributed in the interviews. Thirteen of the questionnaires from twenty participants were returned and used in this study. In addition, fifteen samples of required textbooks were collected from the same first-year, first-term content course teachers as well as four reading samples from the textbook in the Preparatory School. The purpose of the questionnaire administered to first-year, first-term subject area instructors was to determine instructors’ academic reading and text type requirements of first-year students. The questionnaire consisted of Likert scale items. The follow-up interviews provided insight into teachers’ perceptions, experiences and practices related to their academic reading requirements of first-year students. Reading samples from the first-year subject area courses were collected to specify the precise reading requirements of the subject area instructors and to analyze the text features in terms of knowledge structures, readability levels and vocabulary frequencies. To analyze the data, mean scores, percentages and frequencies were used in the questionnaire; a coding system was used in the interviews; Flesch-Kincaid readability test and Vocabulary Profiler (Nation & Heatley, 1994) were used for analyzing the reading samples. The results reveal that all subject area instructors agree on the necessity of being a proficient reader in order to be successful in subject area courses. Subject area instructors also agree that academic reading abilities and vocabulary knowledge of students should be supported at Preparatory School. Based on this result adjusting the current curriculum in accordance with the expectations of subject area instructors is recommended.