This is a study on EAP teaching in China, it researches on 5 aspects: curriculum setting, teaching assessment, teaching material development, teacher training and teacher beliefs. We found the deficiencies and suggestions for current EAP programs in China.
This study researches on English for Academic Purpose (EAP for short) program in Chinese Universities. The major purpose is to find out the status quo of EAP teaching and implementation effect of the EAP teaching policy (A Framework of Reference for EFL Teaching at Tertiary Level in Shanghai). Adopting a mixed-method design, this study has drawn data from four selected universities in Shanghai, China. Specifically, a questionnaire survey (n= 59) was conducted, and followed by teacher interviews (n=40). The survey includes five dimensions, e.g. curriculum setting, teaching assessment, teaching material development, teacher training and teacher beliefs. Teacher interviews intend to further understand the contextual factors that contribute to the status quo. The results show, despite the small differences across universities, the EAP teaching activities are arranged orderly, and most of the universities have developed school- feature-based EAP courses. However, some deficiencies are identified, for example, teachers’ perception of EAP is not complete; teachers’ literacy of EAP is underdeveloped; and teachers’ involvement in the whole process of EAP is not enough. In addition, their knowledge about EAP teaching and assessment is limited; only a few of the teachers take part in teaching material development; they have little knowledge about EAP teaching resource database. Because of lacking of training, the majority of the teachers believe that they are not prepared sufficiently for their teaching. Based on the findings, the paper put forwards a few suggestions: more training should be given to EAP teachers; academic English teaching index system and evaluation system should be replenished; academic English teaching output indicators should be clarified; the editing criteria of teaching materials should be improved; the standard of academic English teaching activity design should be made clearer; and the teaching methods and means for EAP should be defined.
