Abstract
Needs analysis as the central force of EAP has received insufficient practice, resulting in dissatisfactory pedagogy. This study proposes a framework of CEAPNA (comprehensive EAP needs analysis), and illustrates how the framework helps to shape learning-centered EAP pedagogy. The CEAPNA survey covered 452 undergraduates and 83 faculty members from science and engineering departments, and was triangulated with the researchers’ retrospection of seven years of pedagogical practice. Major findings in the study suggest multiple sources as a must in a comprehensive and accurate analysis of EAP learner needs. In the meantime, the specificity of learner needs addresses EAP practitioners’ endeavors to specify these needs in various dimensions, so as to negotiate a satisfactory balance between language, cognition and affect in EAP pedagogy. Due to realistic constraints in specifying and balancing the needs, this paper wishes to oblige with a conceptual interpretation as well as a pedagogical retrospection.
About the authors
Jianying Du, PhD, is an Assistant Professor at the School of Foreign Languages, Huazhong University of Science and Technology, where she has spent over 10 years developing, administering and teaching courses of English for academic purposes (EAP) for undergraduates and postgraduates. Her research interests include EAP course design, academic writing, and critical thinking.
Jie Shi is a Professor of English Education at the Graduate School of National University of Electro-Communications in Tokyo, Japan. Her current research is mainly focused on education management, curriculum development, course design and teacher training in the context of tertiary EFL education and ESP (English for specific purposes) including EAP (English for Academic Purposes) and EST (English for science and technology).
Acknowledgement
This article results from the preliminary research supported by the National Social Science Funding Project (17BYY109).
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