English for academic research: A guide for teachers:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
[Cham, Switzerland]
Springer
2016
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| Schriftenreihe: | English for academic research
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | xx, 234 Seiten |
| ISBN: | 9783319326856 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
Part I Academic Written English: What It Is and How to Teach It
1 What Is EAP / Scientific English? What Do I Need
to Do to Prepare Myself to Teach Scientific English?................. 3
1.1 In this book, how are the terms Academic English
and Scientific English used?....................................... 3
1.2 What is Academic English?........................................ 3
1.3 Are the rules of Academic English the same for all disciplines?.. 4
1.4 Is the grammar of Academic English different
from that of General English?...................................... 6
1.5 Does Academic / Scientific English share any similarities
with Business English?............................................. 8
1.6 So can I really teach scientific English when I don’t
have a scientific background?...................................... 9
1.7 What kind of background reading will help me
to understand science and how it is written up?................. 10
1.8 How can papers and presentations written by scientists possibly
be easier to correct / edit than those written by humanists?.... 11
1.9 What do students typically think that their English
problems are?.................................................... 12
2 The Research and Publication Process:
Why Papers Get Rejected................................................ 15
2.1 What are the aims of PhD students and researchers?............... 15
2.2 How important is it for my students to write good papers?......... 16
2.3 What are the main steps in getting research published?............ 16
2.4 What about conferences - how do they affect
the public ation process ?........................................ 17
2.5 What steps do the students themselves follow when
writing their manuscript?......................................... 18
2.6 What do my students need to know about referees?.................. 19
xiii
XIV
2.7 How do referees do their job? Do native speakers
always get their papers accepted?............................. 20
2.8 How do I know what to focus on when teaching students
how to write up their research for publication?
What criteria do referees follow when reviewing
a manuscript or abstract?..................................... 20
2.9 How can I help my students write better English?
When manuscripts are rejected for poor English’
what exactly does poor mean?................................ 22
2.10 Are there differences in the comments made by native
and non-native reviewers? What do I need to tell my
students in this regard?...................................... 23
2.11 So what do referees say when commenting about the English? ... 25
2.12 So do I really need to know what editors and reviewers
expect from a paper?............................................ 26
3 Readability.......s................................................ 29
3.1 How are papers read?.......................................... 29
3.2 How does the reader’s and writer’s role vary between
Anglo countries and non-Anglo countries?........................ 30
3.3 What do non-native speakers think about English
in comparison with their own language? Are they right?........ 31
3.4 How does the English of today compare to the English
of past centuries?............................................ 31
3.5 So how and why has the English language evolved?.............. 33
3.6 What about native English researchers? Do they always
write clearly?................................................. 34
3.7 Why do academics write and speak in such an abstract way?..... 35
3.8 Would some students have difficulty in writing papers
even in their own language?................................... 36
3.9 Is there a connection between a student’s mother tongue
and how likely they are to be published?...................... 36
3.10 So is it really important to write (and speak) clearly?
How can I convince my students?............................... 38
3.11 Not many of my students will be aiming to publish in Nature.
Will my students really be able to see the benefits
of communicating in a simple way? Aren’t I likely
to encounter a lot of resistance?............................. 40
3.12 Do students judge their writing in English in the same
way as they would judge it if they had written the paper
in their native language?....................................... 40
4 Difficult Grammatical Structures and Other Aspects
that Are Typical of Academic English that May Be Best
Left Well Alone . ................................................... 43
4.1 How can I decide what grammar (not) to cover?................. 43
4.2 Nominalization. ................................................ 44
XV
4.3 Inversion of subject and verb..................................... 46
4.4 Complex conjunctions (although vs notwithstanding)................ 47
4.5 Avoidance of repetition........................................... 48
4.6 Is it worth teaching my students how to use references?........... 49
4.7 What kind of style should my students avoid?...................... 50
4.8 How likely are students to be unaware that they have
used informal language in a research paper? Should
I teach them a more formal style? If so, how?................. 50
4.9 Insistence on the passive voice (but the passive is useful
in many circumstances)........................................ 52
4.10 A few more myths about academic writing and presenting............ 53
4.11 Moral of the story of this chapter................................ 54
5 Using Google Translate and Analysing Student-
and GT-Generated Mistakes............................................... 55
5.1 Should I encourage students to use Google Translate?.............. 55
5.2 How good is Google Translate?..................................... 56
5.3 How well does GT compare with a typical student’s translation? . . 59
5.4 What kind of grammar and vocabulary mistakes
do students make?................................................. 60
5.5 What kinds of mistakes does GT make?.............................. 62
5.6 So how should I use Google Translate in lessons?.................. 63
5.7 How can Google Scholar help students to correct their English? . . 67
5.8 So what is the moral of the story regarding whether teachers
should encourage students to use Google Translate?............ 68
6 Teaching Students to Recognize the Pros and Cons
of Short and Long Sentences............................................. 69
6.1 Do native speakers write in long sentences?....................... 69
6.2 But doesn’t academic English have a style of its own?
Aren’t the French, Spanish and Italians right: surely
short sentences are inappropriate in a paper?................. 70
6.3 But are short sentences always a good idea?....................... 71
6.4 Do people write in short sentences in other languages?............ 74
6.5 Is English word order logical?.................................... 75
6.6 What about paragraphs? Are they structured in the same
way from language to language?.................................... 76
7 Using Students1 Own Materials....................................... 79
7.1 Why use students’own materials?................................... 79
7.2 Removing redundancy from an Abstract.............................. 79
7.3 Making a humanist text more cohesive and interesting.............. 82
7.4 Highlighting ambiguity............................................ 83
7.5 Emails............................................................ 84
7.6 CVs............................................................... 84
7.7 Adding a cross-cultural element................................... 86
XVI
8 Showing How Skills Taught in Your Writing Course
Are Also Applicable in Other Areas of Communication............... 87
8.1 Encourage students to transfer their skills from
one area of communication to another......................... 87
8.2 Ambiguity........................................................ 88
8.3 Attention gaining, highlighting, paragraphing.................... 89
8.4 Conclusions...................................................... 89
8.5 Criticizing...................................................... 90
8.6 Hedging...................................................... 91
8.7 Paragraphing..................................................... 92
8.8 Readability and empathy........................................ 93
8.9 Redundancy..................................................... 95
Part II Academic Presentations: What They Are and
How to Teach Them
9 Teacher’s Preparation............................................... 99
9.1 How important are presentation skills for my students?........... 99
9.2 How can I help someone with their presentation
when I have zero understanding of their topic?.................. 100
9.3 What can I do to find out about presentations?.................. 101
9.4 What questions do I need to think about before starting
to teach my students how to do presentations?................ 102
9.5 How much theory should I give my students?...................... 103
9.6 What objections am I likely to encounter in terms
of the approach presented in English for Presentations
at International Conferences ?............................... 103
10 Getting Students to Think About Presentations..................... 105
10.1 What common misconceptions do students have
about presentations?.......................................... 105
10.2 What s a fun way to get students thinking about the typical
bad things that presenters do?.................................. 107
10.3 How can I get the students to think about the structure
of their presentation?.......................................... 107
10.4 How can I help students who are reluctant
to give a presentation?......................................... 109
10.5 How can students practise presentations without
standing up in front of the whole class?..................... 110
10.6 How important is their body language?........................ 110
10.7 Is it better to set a limit on time or a limit on the
number of slides?............................................. Ill
10.8 How can I teach the useful phrases given in Chapter 20
of the Presentations book?...................................... Ill
XVII
11 Using TED............................................................ 113
11.1 What is TED?.................................................. 113
11.2 What are some good and bad presentations that
are worth showing students?.................................... 113
11.3 How can I use the comments’ feature?......................... 114
11.4 Is it worth using the ’rate this talk feature?............... 114
11.5 How should I use the subtitles and the interactive transcript?... 115
11.6 Can students really be expected to imitate all these
great TED presenters? Aren’t they likely to be demotivated? ... 115
11.7 Can students use TED presentations as a model?............... 116
11.8 Use TED to encourage your students to be more
curious about the world...................................... 118
12 Giving Feedback and Teaching Self Evaluation......................... 119
12.1 The importance of giving positive feedback................... 119
12.2 Teach students how to give feedback on each other............ 120
12.3 How can I teach my students to self-evaluate their
own slides and those of their colleagues?.................... 120
12.4 What’s a good way to highlight the importance
of putting statistics, facts, graphs etc. into context?...... 122
13 Working on Students Pronunciation................................... 125
13.1 Why do some nationalities speak better English than others?. . . 125
13.2 Why do students mispronounce English words?.................. 126
13.3 Is there a standard English pronunciation that I should
teach my students?........................................... 127
13.4 How can I help my students discover w hat words they
mispronounce so badly that the audience may
not understand them?........................................... 128
13.5 Are there others ways of teaching students to improve
their pronunciation?........................................... 129
13.6 How can I teach sentence stress?............................. 130
14 Students Progress................................................... 133
14.1 How should the quality of a student’s slides improve
over the course?............................................... 133
14.2 What can I do to get students to hone their speeches?........ 140
Part III Strategies for Teaching Writing and Presenting
15 How to Inject Some Fun into Your Lessons / Making
Comparisons with Other Areas Outside Academia...................... 145
15.1 What is the point of this chapter?........................... 145
15.2 Abstracts: Following a clear structure......................... 146
15.3 Introduction: Paraphrasing and plagiarism...................... 146
15.4 Materials and Methods: Explaining a process or strategy...... 148
XV111
15.5 Results: Statistics for use in presentations.................... 149
15.6 Results: using sports as an example............................. 150
15.7 Discussion: Interpreting findings............................... 151
15.8 Discussion: Hedging............................................. 152
15.9 Discussion: Getting students to think about the importance
of their research............................................... 153
15.10 Discussion: Highlighting the author s unique contribution.... 153
15.11 Conclusions: Discussing limitations and future research...... 154
15.12 Conclusions: Avoiding a cut and paste from the Abstract...... 155
15.13 Final check: papers and presentations........................ 156
16 Giving Students Advice, Dealing with Their Resistance,
Handling Different Nationalities....................................... 157
16.1 Pepper your lessons with useful advice.
Don’t be afraid of repeating the same advice................. 157
16.2 Be aware that students tend to take any advice,
guidelines oi; rules that you give them very literally....... 158
16.3 Dealing with resistance: give students external
evidence of what you are telling them........................ 159
16.4 Use advice and examples from ex-students........................ 160
16.5 Reassure students about their English with evidence
from your own life............................................ 161
16.6 Remember that teaching EAP / scientific English
is very different from preparing students for a Cambridge
English exam................................................. 162
16.7 Academic writing and academic life in general differ
from country to country......................................... 163
16.8 Learning styles and cultural issues in multicultural /
multinational classes........................................... 164
Part IV Syllabus and Lesson Plans
17 Creating a Syllabus.................................................... 171
17.1 What do I need to think about when deciding on a syllabus? ... 171
17.2 What sections of the core books were specifically
designed for in-class use?...................................... 172
17.3 Why are there only syllabuses for the Writing
and Presentations courses in this book? Why not
for the Correspondence and Campus books?..................... 173
17.4 Given the choice, should I opt to do the Writing
and Presentations courses separately, or integrate
them into one course?........................................... 174
17.5 Are there any PPTs or PDFs of some teacher s slides
for writing courses and presentations courses?.................. 174
XIX
17.6 What do I need to know about my students before the start
of the course?. ............................................... 175
17.7 What explanations do I need to give in my first lesson? ....... 176
17.8 What can I do as a warm-up activity in my first lesson?...... 177
17.9 Why doesn t the syllabus outlined in Chapters 19
and 20 follow the same order as the chapters in the Writing
and Presentations books?....................................... 178
17.10 How can I ensure that I don t go into lecturing mode?....... 178
17.11 How long are the courses and individual lessons
designed to last?.............................................. 179
17.12 Given that I cannot be sure in advance how long my
courses are going to last, how can I plan in advance
which lessons I could cut?..................................... 179
17.13 Do I need to ensure that students do all the exercises
recommended in the syllabuses?................................. 179
17.14 How much homework, if any, should I give my students?....... 180
17.15 In the Writing course, is it a good idea to choose
a paper and use this as a basis for all the lessons?........ 180
17.16 In the Writing course, is the aim for students to begin
writing a paper in Lesson 1 and have it finished
by the end of the course?................................... 181
17.17 How much exposure to doing presentations will my
students already have had?..................................... 181
18 What s the Buzz Sections.............................................. 183
18.1 English for Writing Research Papers........................... 183
18.2 English for Presentations at International Conferences........ 186
18.3 English for Academic Correspondence........................... 186
18.4 English for Interacting on Campus............................. 188
19 Writing Course: Lesson Plans ......................................... 191
19.1 Lesson 1 Preparation; Readability Empathy;
Breaking up long sentences..................................... 192
19.2 Lesson 2 More on short sentences, Word Order.................. 193
19.3 Lesson 3 Abstracts............................................ 194
19.4 Lesson 4 More on Abstracts, Redundancy / Conciseness....... 195
19.5 Lesson 5 Titles............................................... 196
19.6 Lesson 6: Introductions, Review of the Literature,
Paraphrasing and Plagiarism.................................... 197
19.7 Lesson 7 Methods and Results.................................. 198
19.8 Lesson 8 Ambiguity............................................ 199
19.9 Lesson 9 Discussion - part 1.................................. 200
19.10 Lesson 10 Discussion - part 2, Conclusions.................. 201
XX
20 Presentations Course: Lesson Plans............................... 203
20.1 Lesson 1 Good vs bad presentations, the importance
of presentations........................................... 204
20.2 Lesson 2 TED............................................... 205
20.3 Lesson 3 Writing a script.................................. 206
20.4 Lesson 4 Pronunciation..................................... 207
20.5 Lesson 5 Slides............................................ 208
20.6 Lesson 6 Beginnings . ..................................... 209
20.7 Lesson 7 Conclusions and Q A............................... 210
20.8 Lesson 8 Methodology, Results and Discussion;
Socializing at a conference................................ 212
20.9 Lesson 9 Attracting and maintaining audience attention... . 213
20.10 Lesson 10A Posters......................................... 214
20.11 Lesson 10B Final lesson.................................... 215
Appendix: Table of course components.................................. 217
Acknowledgements.................................................... 225
Sources............................................................... 227
Index............................................................... 233
English for Academic Research:
A Guide for Teachers
Scientific English is possibly the most rewarding area of EFL teaching. It differs from
English for Academic Purposes (EAP) as it is directed to a much smaller audience: PhD
and postdoc students. Courses on Scientific English are held in universities throughout
the world, yet there is very little support for teachers in understanding what to teach and
how to teach it.
This guide is part of the English for Academic Research series. Part 1 of the book sheds light
on the world of academia, the writing of research papers, and the role of journal editors
and reviewers. Part 2 gives practical suggestions on how to help your students improve
their presentation skills. In Part 3 you will learn how to teach academic skills using non-
academic examples. Parts 1-3 are thus useful for anyone involved in teaching academic
English, whether they have used the other books in the series or not. Part 4 suggests two
syllabuses for teaching writing and presenting skills, based on the two core books:
English for Writing Research Papers
English for Presentations at International Conferences
This book will help you i) understand the world of your students (i.e. academic research),
ii) plan courses, and iii) exploit the Whats the Buzz? sections in the books on Writing,
Presentations, Correspondence and Interacting on Campus.
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| id | DE-604.BV043641297 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:31:17Z |
| institution | BVB |
| isbn | 9783319326856 |
| language | English |
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| physical | xx, 234 Seiten |
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| series2 | English for academic research |
| spelling | Wallwork, Adrian Verfasser (DE-588)1050185730 aut English for academic research: A guide for teachers Adrian Wallwork [Cham, Switzerland] Springer 2016 xx, 234 Seiten txt rdacontent n rdamedia nc rdacarrier English for academic research Englischunterricht (DE-588)4014801-4 gnd rswk-swf Englisch (DE-588)4014777-0 gnd rswk-swf Wissenschaftssprache (DE-588)4066612-8 gnd rswk-swf Englisch (DE-588)4014777-0 s Wissenschaftssprache (DE-588)4066612-8 s Englischunterricht (DE-588)4014801-4 s DE-604 Erscheint auch als Online-Ausgabe 978-3-319-32687-0 Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029055103&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029055103&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Wallwork, Adrian English for academic research: A guide for teachers Englischunterricht (DE-588)4014801-4 gnd Englisch (DE-588)4014777-0 gnd Wissenschaftssprache (DE-588)4066612-8 gnd |
| subject_GND | (DE-588)4014801-4 (DE-588)4014777-0 (DE-588)4066612-8 |
| title | English for academic research: A guide for teachers |
| title_auth | English for academic research: A guide for teachers |
| title_exact_search | English for academic research: A guide for teachers |
| title_full | English for academic research: A guide for teachers Adrian Wallwork |
| title_fullStr | English for academic research: A guide for teachers Adrian Wallwork |
| title_full_unstemmed | English for academic research: A guide for teachers Adrian Wallwork |
| title_short | English for academic research: A guide for teachers |
| title_sort | english for academic research a guide for teachers |
| topic | Englischunterricht (DE-588)4014801-4 gnd Englisch (DE-588)4014777-0 gnd Wissenschaftssprache (DE-588)4066612-8 gnd |
| topic_facet | Englischunterricht Englisch Wissenschaftssprache |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029055103&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029055103&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT wallworkadrian englishforacademicresearchaguideforteachers |