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- 1. Reading English for academic purposes-What stiuational factors may motivate learners to read? 1 PRESENTER: JANE LUO ADVISOR: DR. TERESA HSU DATE:103/10/27
- 2. Citation 2 Hung, S.C.(2006).Reading English for academic purposes-What situational factors may motivate learners to read?System,34(3),371-383.
- 3. Contents 3 1 • Introduction 2 • Literature Review 3 • Method 4 • Result 5 • Pedagogical suggestion 6 • Limitation
- 4. Definition of Terms 4 EAP: English for Academic Purposes
- 5. Introduction 5 Background Purpose of the study Research questions
- 6. Background 6 Three student informants were invited to reflect on their own EAP reading experiences and discuss pedagogical situations in which they were more willing to read.
- 7. Purpose of the Study 7 It situated in EFL context where non-English major college learners are usually required to read content-area textbooks in English, tried to determine what motivates student to engage in EAP reading activities.
- 8. Research Questions 8 Under what situations would learners be most willing to read texts for EAP purposes? Are there common factors underlying learners’ indicated motivation for EAP reading ? And if yes, what are they? Does content matter? If learners could choose among subject areas, in which area would they be most willing to read in English, and why?
- 9. Literature Review 9 “argued that the traditional view that holds language (including grammar and vocabulary) and text length as major determinants for the ease and difficulty of L2 reading texts is insufficient.” (Hauptman, 2000)
- 10. Literature Review 10 They introduced theories from educational psychology and analyzed learner motivation from four levels: micro, classroom, syllabus, and the out-of-class, long-term level. (Crookes &Schmidt ,1991)
- 11. Method 11 Participants Materials Factor Analysis
- 12. Participants 12 •248 students in five randomly selected classes in a university of science and technology in Taiwan . With an 85% response rate, 212 data sets were obtained.
- 13. Materials 13 •A seven-point Likert questionnaire
- 14. Questionnaire 14
- 15. Questionnaire 15
- 17. Results 17 Under what situations would learners be most willing to read texts for EAP purposes? teachers were available to answer questions, key points were highlighted clearly in textbooks, reading skills were taugh
- 18. Results 18 Are there common factors underlying learners’ indicated motivation for EAP reading ? And if yes, what are they? EFL Teacher Facilitation, Reading Requirements, Text Facilitation
- 19. Results 19 Does content matter? If learners could choose among subject areas, in which area would they be most willing to read in English, and why? Economics, Accounting, Marketing, Business
- 20. Pedagogical Suggestion 20 •Provide convenient consultation to answer student questions •Take language-learning needs into consideration in choosing texts
- 21. Pedagogical Suggestion 21 •Use requirements tactfully •Start from less-demanding content areas
- 22. Limitations 22 •The sample was limited to two types of business majors in a university of science and technology in Taiwan. •The questionnaire items were far from exhaustive. •L1 translation, being one of the 18 items, was excluded in the factor analysis because it attracted ambivalent reactions from students.
- 23. Reflection 23 •I think that the students should choose the article which they are interested in to read.
- 24. 24 Thank you!