|
Abstract
|
Statement of the problem and purpose of the study:
The purpose of EAP, stated succinctly, is to satisfy a student's need for a ' quick and economical use of the English language to pursue a course of academic study' (Coffey, 1984: 3).
But a considerable body of evidence shows that many students have difficulties with their studies on account of an inadequate background in study skills appropriate to their studies. This is particularly so for taking notes in lectures, writing in an appropriate academic style, and taking an active part in discussions or seminars (Campbell, 1973; Hohl, 1982; Beard & Hartley, 1984). Hyland (2002) believes that this is “probably because of gaps in school curricula or the insufficient application of learners themselves” (p. 386). According to research findings this happens in both EGAP and ESAP contexts. As Hyland (2002) notes there have been moves away from specificity in university ESP classes towards teaching more ‘generic’ skills and language. In other words, back towards practices that is no longer ESP but closer to general English teaching.
In Iranian EAP contexts also there have been a number of studies. Most of these studies have merely listed some of the critical problems and issues that confront teachers and learners in Iranian EAP situation including, but not limited to, unsystematic courses in absence of needs analysis, untrained teachers, inappropriate textbooks and insufficient supplementary materials, inefficient facilities, students' lack of or inhomogeneous general English proficiency levels, duration and timing of the classes, and lack of motivation and incentive on both sides (Atai, 2000; Atai & Fatahi-Majd, 2014; Atai & Tahririan, 2003, 2004; Hayati, 2008; Khany & Tarlani-Aliabadi, 2016; Soodmand Afshar & Movassagh, 2016).
However, in recent years some attention has been paid to both EGAP and ESAP contexts simultaneously, but rather less attention has been paid to mismatch of interpretation of teachers and learners in
|