Academic oral communication needs of EAP learners: What subject-matter instructors actually require

TESOL Quarterly

Volumn 30, Issue 1, 1996, Pages 31-58

  Ferris, Dana ^a   Tagg, Tracy ^a  

^a CALIFORNIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3042569991     PISSN: 00398322     EISSN: 15457249     Source Type: Journal    
DOI: 10.2307/3587606     Document Type: Article

References (31)

1. Bridgeman, B., & Carlson, S. B. (1984). Survey of academic writing tasks. Written Communication, 1, 247-280.
2. Brown, H. D. (1994). Teaching by principles. Englewood Cliffs, NJ: Prentice Hall Regents.
3. Chaudron, C. (1995). Academic listening. In D. J. Mendelsohn & J. Rubin (Eds.), A guide for the teaching of academic listening (pp. 74-96). San Diego, CA: Dominie Press.
4. Cumming, A. (1994). Alternatives in TESOL research: Descriptive, interpretive, and ideological orientations. TESOL Quarterly, 28, 673-770.
5. Dudley-Evans, T. (1995). Variations in the discourse patterns favoured by different disciplines and their pedagogical implications. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 146-158). Cambridge: Cambridge University Press.
6. Ferris, D., & Tagg, T. (in press). Academic listening/speaking tasks for ESL students: Problems, suggestions, and implications. TESOL Quarterly.
7. Flowerdew, J. (1995). Research of relevance to second language lecture comprehension: An overview. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 7-29). Cambridge: Cambridge University Press.
8. Graham, J. G., & Picklo, A. R. (1994, March). Increasing relevancy in a speaking course for graduate students. Paper presented at the 28th Annual TESOL Convention, Baltimore.
9. Hansen, C., & Jensen, C. (1995). Evaluating lecture comprehension. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 241-268). Cambridge: Cambridge University Press.
10. Horowitz, D. M. (1986). What professors actually require: Academic tasks for the ESL classroom. TESOL Quarterly, 20, 445-461.
11. Johns, A. M. (1981). Necessary English: A faculty survey. TESOL Quarterly, 15, 51-57.
12. Johns, A. M. (1988). The discourse communities dilemma: Identifying transferable skills for the academic milieu. English for Specific Purposes, 7, 55-60.
13. Johns, A. M. (1991). English for specific purposes (ESP): Its history and contributions. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 67-75). Boston: Heinle & Heinle.
14. Johns, A. M. (1992). Academic English: What can we do? Journal of Intensive English Studies, 6, 61-69.
15. Johns, A. M. (1995). Genre and pedagogical purposes. Journal of Second Language Writing, 4, 181-190.
16. Kaplan, M. A., & Stefanopolous, L. (1994, April). Before we get down to business: Acquiring conversational skills in a foreign language. Paper presented at the 13th Annual Conference on Languages and Communication for World Business and the Professions, Ypsilanti, MI.
17. Kroll, B. (1979). A survey of the writing needs of foreign and American college freshmen. English Language Teaching Journal, 33, 219-227.
18. Leki, I. (1995). Coping strategies for ESL students in writing tasks across the curriculum. TESOL Quarterly, 29, 235-260.
19. Long, M., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26, 27-56.
20. Lynch, T. (1995a). The development of interactive listening strategies in second language academic settings. In D. J. Mendelsohn & J. Rubin (Eds.), A guide for the teaching of academic listening (pp. 166-185). San Diego, CA: Dominie Press.
21. Lynch, T. (1995b). Training lecturers for international audiences. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 269-289). Cambridge: Cambridge University Press.
22. Mason, A. (1995). By dint of: Student and lecturer perceptions of lecture comprehension strategies in first-term graduate study. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 199-218). Cambridge: Cambridge University Press.
23. Mendelsohn, D. J., & Rubin, J. (Eds.). (1995). A guide for the teaching of academic listening. San Diego, CA: Dominie Press.
24. Morley, J. (1995). Academic listening comprehension instruction: Models, principles, and practices. In D. J. Mendelsohn & J. Rubin (Eds.), A guide for the teaching of academic listening (pp. 186-221). San Diego, CA: Dominie Press.
25. Ostler, S. E. (1980). A survey of academic needs for advanced ESL. TESOL Quarterly, 14, 489-502.
26. Ramanathan, V., & Kaplan, R. B. (in press). Audience and voice in current L2 composition texts: Some implications for ESL student writers. Journal of Second Language Writing.
27. Reid, J. M. (1989). English as second language composition in higher education: The expectations of the academic audience. In D. Johnson & D. Roen (Eds.), Richness in writing: Empowering ESL students (pp. 220-234). New York: Longman.
28. Shih, M. (1992). Beyond comprehension exercises in the ESL academic reading class. TESOL Quarterly, 25, 289-318.
29. Spack, R. (1988). Initiating ESL students into the academic discourse community: How far should we go? TESOL Quarterly, 22, 29-51.
30. Swales, J. (1990). Nonnative speaker graduate engineering students and their introductions: Global coherence and local management. In A. M. Johns & U. Connor (Eds.), Coherence in writing: Research and pedagogical perspectives (pp. 187-207). Alexandria, VA: TESOL.
31. West, G. K., & Byrd, P. (1982). Technical writing required of graduate engineering students. Journal of Technical Writing and Communication, 12, 1-6.