The Department of Foreign Languages has several functions. The first of these is to instruct incoming students in academic English so that at the end of their preparatory year they can be admitted to the degree program. The department administers an English Proficiency Examination to all students entering the university. Those who are found proficient enter directly into the degree program. Those who are not yet proficient begin a year long prep. course in Intensive English where the skills of listening, reading, writing and speaking are taught. There are 28 teaching hours a week. The students are taught 16 weeks in a semester which means 16 weeks + 16 weeks: 32 weeks in a year, starting in September and finishing in June.
A. What do we teach in Prep. program? / What do our students need?
T: Theory P: Practice C: Credit
PREP.
|
CODE
|
NAME of the COURSE
|
T
|
P
|
C
|
|
CODE
|
NAME of the COURSE
|
T
|
P
|
C
|
|
PREP.
|
Reading Comprehension
|
4
|
0
|
4
|
PREP.
|
ReadingComprehension
|
4
|
0
|
4
|
|
PREP.
|
Grammar
|
4
|
0
|
4
|
PREP.
|
Grammar
|
4
|
0
|
4
|
|
PREP.
|
Speaking
|
4
|
0
|
4
|
PREP.
|
Speaking
|
4
|
0
|
4
|
|
PREP.
|
Vocabulary
|
4
|
0
|
4
|
PREP.
|
Vocabulary
|
4
|
0
|
4
|
|
PREP.
|
Listening
|
6
|
0
|
6
|
PREP.
|
Listening
|
6
|
0
|
6
|
|
PREP.
|
Writing
|
4
|
0
|
4
|
PREP.
|
Writing
|
4
|
0
|
4
|
|
PREP.
|
Academic Study Skills
|
2
|
0
|
2
|
PREP.
|
Academic Study Skills
|
2
|
0
|
2
|
|
Total Credit
|
28
|
Total Credit
|
28
|
|
Academic Language Skills: Integrated language skills
1. Reading
2. Writing
3. Listening
4. Speaking
5. Grammar and vocabulary
6. Academic Study Skills
1. Reading Comprehension / Why do students read in academic contexts?
-Read for main ideas and supporting information,
-Read to learn detailed information,
-Read to synthesize information,
-Read to evaluate information,
-Read to study,
-Read to search for information,
-Read to apply information to different situations,
-Read to connect texts to visuals,
In academic contexts, they read textbooks, academic articles, news stories, magazine articles, encyclopedia entries, e- mails, web sites, notes, summaries, novels, short stories.
2. Writing Comprehension / Why do students write in academic contexts?
They write for different purposes,
-Write to organize information,
-Write to remember information,
-Write to generate information,
-Write to present information,
-Write to demonstrate knowledge/theory/plan,
-Write to summarize and paraphrase,
-Write to synthesize and evaluate information,
-Write to build arguments,
-Write to express personal views,
In academic contexts, they write summaries, book reports, essay exams, lab reports, case study reviews, term papers, responses to short answer questions, letters.
3. Listening Comprehension / Why do students listen in academic settings?
-Listen to understand main ideas and supporting information,
-Listen carefully for details,
-Listen to questions, directions, and conversational routines,
-Listen to evaluate and integrate information,
-Listen to take notes,
-Listen to lectures/videos,
In academic settings, they listen to lectures, professor comments, class mates, public speeches, tapes, television, videos.
4. Speaking Comprehension / Why do our students speak in academic settings?
-Speak for conversational interactions,
-Speak for short informational presentation,
-Speak for extended presentation,
-Speak to respond to questions,
-Speak to demonstrate knowledge and skills,
-Speak to demonstrate intelligibility.
In academic settings, they speak about subject information, new sources of information, to give presentations, daily routines, fulfill response requests.
5. Grammar and Vocabulary / Why do they need them?
They need them to communicate information correctly and effectively.
Grammatical accuracy and fluency are equally important, but we mustn’t overemphasize accuracy. Basic grammar areas should be taught independently and directly and then developed through writing activities, grammatical awareness activities, writing feedback and editing.
Vocabulary development is an essential and a continual process; it develops best through extensive reading, attention to vocabulary in texts and direct teaching of key words.
6. Academic Study Skills are essential components of academic language skills
Planning effectively,
Monitoring language use and information processing,
Organizing information logically,
Synthesizing information,
Presenting information persuasively,
Evaluating information, arguments and evidence,
Using evidence to support arguments,
Inferring intentions of authors,
Repairing miscommunication, misuderstanding,
The skills which are identified above are the basis of our curriculum planning, syllabus design, testing, and teacher development. These skills also determine the tasks that we use in order to teach.