ENGLISH FOR ACADEMIC PURPOSE

English for Academic Purpose: Product vs. Process Oriented Syllabus

EPA: Product vs. Process Oriented Syllabus

Introduction

English for Academic Purposes (EAP) entails teaching students to utilize language correctly for study. It is a subdivision of ESP (English for Specific Purposes) which has developed together with increasing number of students travelling to UK and other countries for undertaking higher studies. The primary purpose of EAP is to allow students to learn and conduct research in English; it entails a comprehensive range of instructional communication practices: Pre-session teaching, classroom interactions, research genres and student writing. Within the EAP, there are two approaches in the course of development and communication of the academic curriculum i.e. product and process in EAP. The debate between product and process approach in teaching EAP has been very long. The mainstream of British Communicative teaching remained Product based syllabus, in which the teacher or the faculty member of the course decides what language should be learnt, while learners learn and produce it. Process Based Syllabus dominates in US teaching culture in which importance has been laid upon the learning process rather than just memorizing the existing languages (www.teachingenglish.org.uk).

Aim of the Discussion

The aim of the following discussion is to get acquainted with the different approaches that can be employed in EAP for the development of course curriculum. The discussion will go on initially by getting orient with the two approaches and context of EAP. Subsequently, a critical analysis of the EAP context will be presented which will allow us to identify the better approach. A case is also presented to illustrate the discussion in a better way.

Process Oriented Syllabus

A process-oriented syllabus concentrates on the processes and skills engaged in learning language.

Definition

Brumfit (1984: 52) states that process based orientation is an option, which 'provides a change of concentrate from content toward the process of learning in the classroom.' By this, he meant to concentrate both on means as well as ends. Nunan gives another definition of the process approach. According to him, it involves activities 'through which knowledge and skills might be gained' (1988:40). In the words of White, 'content is subordinate to the learning process and pedagogical procedures' (1988:46). Process-oriented syllabus concentrates on the academic processes resulting in the language outcomes. It has three main types:

Task-Based Syllabus

This syllabus is planned when the function is to finish some intricate and momentous tasks. Albeit, the most important purpose is to finish tasks, yet, language skills are built up during the very process of task performance. The language studied comes out of the linguistic demands of the activity will result in the learnt language. Students carry out a variety of tasks jointly in a supportive environment. Task-based syllabus encourages and promotes mutual learning. In view of the fact, that language learning is considered secondary to performance of the task, consequently, language teaching also happens as the demand arises when the particular task is performed.

Skill-Based Syllabus

The function of this syllabus is to teach some particular skills that are believed essential or practical in ...