Administrative Details

Objectives
1. In general, to help students study effectively in the University's English medium learning environment.

2. More specifically, to help students to improve and develop their English language proficiency within a framework of academic contexts.

In working towards the achievement of the two interrelated objectives, attention will be given to helping students develop the core competencies identified by the University as vital to the development of effective life-long learning strategies and skills.

Subject Description
The subject is designed to enable students to use English effectively in the academic contexts they will encounter in their studies. The main emphasis is on improving students' confidence and competence in using English in these contexts. As far as possible, the subject will address the specific language needs of students' ability levels and subject specialisms.

The study method is primarily based on seminars and these will include interactive learning techniques such as discussions and role-plays. Use will also be made of video and tape recordings, relevant Web-based materials/activities and our Centre for Independent Language Learning. Students in need of additional help will be required to attend a supplementary English programme organised by the English Language Centre.

Learning and Teaching Materials
English for Academic Purposes published by the English Language Centre, the Hong Kong Polytechnic University and specially prepared materials from the Centre will be used throughout the course. In addition, teachers will recommend additional reference materials as required.

Syllabus
This syllabus is indicative. The balance of the components, and the weighting accorded to each will be based on the specific needs of the students.

To work towards the accomplishment of its objectives, the syllabus is specified under a single heading consisting of four interrelated strands.

English language development in academic contexts

1. Spoken academic communication:
   Recognising the purposes of and differences between spoken and written communication in English in academic contexts; identifying and practising interactional and linguistic aspects of participation in seminar discussions; discussing issues requiring the development and application of creative and critical thinking; preparing and delivering oral presentations.

2. Written academic communication:
   Identifying and writing functions common in written academic discourse; note-taking from reading and listening inputs; understanding and applying principles of academic text structure; developing paraphrasing, summarising and referencing skills; improving editing and proofreading skills; achieving appropriate tone and style in academic writing.

3. Reading and listening in academic contexts:
   Understanding the content and structure of information delivered both orally and in print form; reading and listening for different purposes e.g. as input to tasks, and for developing specific reading or listening skills; using a dictionary to obtain lexical, phonological and orthographical information.

4. Language development:
   Improving and extending relevant features of students' grammar, vocabulary and pronunciation.

a. Jay, Antony and Ros Jay (2000). Effective presentations. London: Prentice Hall.

b. Madden, Carolyn G. and Theresa N. Rohlck (1997). Discussion and interaction in the academic community. Ann Arbor, MI: University of Michigan Press.

2. Written academic communication

a. Gelfand, Harold (2001). Mastering APA style: student's workbook and training guide. American Psychological Association.

b. Leki, Ilona (1998). Academic writing: exploring processes and strategies. Cambridge: Cambridge University Press.

3. Reading and listening in academic contexts

a. Lebauer, Susan (1999). Learn to listen, listen to learn: academic listening and note-taking. New York: Pearson ESL.

b. Waters, Mary and Alan Waters (1995). Study tasks in English. Cambridge: Cambridge University Press.

4. Language development

a. Carter, Ronald, Rebecca Hughes and Michael McCarthy (2000). Exploring grammar in context: upper-intermediate and advanced. Cambridge: Cambridge University Press.

b. Collins COBUILD English dictionary for advanced learners (2001). Glasgow: Collins.

c. McCarthy, Michael and Felicity O'Dell (2001). English vocabulary in use: upper-intermediate. Cambridge: Cambridge University Press.