Page 70 - LanGuide Project: Research and Professional Insights
P. 70
ia Načinović Prskalo, Vanja Slavuj, and Marija Brkić Bakarić
Table 3.2 Extract from the List of Communicative Activities in e a p: Overview
of Differences in Reading Activities for Teachers, Students,
and Administrative Staff
Teacher • Read academic texts such as journal articles, textbooks, essays, and reports
for general understanding (skimming), specific points (scanning), or for in-
Student formation and argument.
Admin- • Read texts related to academic studies such as syllabi, curricula, study pro-
istrative grams, learning agreements, grant conditions, educational policies, or per-
staff sonal and institutional communication (e.g., email or memos), including
online content appearing on university/faculty website, in news bulletins,
public announcements and calls.
• Read and follow instructions and guidelines related to their scope of work.
• Read academic texts such as journal articles, textbooks, essays, and reports
for general understanding (skimming), specific points (scanning), or for in-
formation and argument.
• Read texts related to their academic study such as syllabi, curricula, study
programs, learning agreements, grant conditions, educational policies, or
personal and institutional communication (e.g., email or letter of accep-
tance), including online content appearing on university/faculty websites,
in news bulletins, public announcements and calls.
• Read texts of immediate concern to their academic success such as instruc-
tions, activity/task descriptions, exam tasks, class notes, handouts, feed-
back, or grading guidelines.
• Read communicative texts such as emails, notes, queries, messages, forms,
or memos pertaining to their immediate working environment and every-
day situations.
• Read and follow instructions and guidelines related to their scope of work.
may be taken to represent what was earlier termed as necessities in the tsa
approach.
Definition of Course Objectives
Given the results of the needs analysis described in the previous section,
e ap and ei tp courses within the LanGuide guidance tool have the follow-
ing general objectives:
1. Introduce learners to e ap and/or ei tp and their prominent lexical,
syntactic, and semantic features so they are able to apply them in
daily (language) activities in the academic and/or i t contexts.
2. Expose learners to a wide variety of written texts that typically ap-
pear in the academic and/or i t contexts and enable them to under-
stand general points and specific information contained there.
3. Expose learners to a wide array of spoken texts that represent typ-
70
Table 3.2 Extract from the List of Communicative Activities in e a p: Overview
of Differences in Reading Activities for Teachers, Students,
and Administrative Staff
Teacher • Read academic texts such as journal articles, textbooks, essays, and reports
for general understanding (skimming), specific points (scanning), or for in-
Student formation and argument.
Admin- • Read texts related to academic studies such as syllabi, curricula, study pro-
istrative grams, learning agreements, grant conditions, educational policies, or per-
staff sonal and institutional communication (e.g., email or memos), including
online content appearing on university/faculty website, in news bulletins,
public announcements and calls.
• Read and follow instructions and guidelines related to their scope of work.
• Read academic texts such as journal articles, textbooks, essays, and reports
for general understanding (skimming), specific points (scanning), or for in-
formation and argument.
• Read texts related to their academic study such as syllabi, curricula, study
programs, learning agreements, grant conditions, educational policies, or
personal and institutional communication (e.g., email or letter of accep-
tance), including online content appearing on university/faculty websites,
in news bulletins, public announcements and calls.
• Read texts of immediate concern to their academic success such as instruc-
tions, activity/task descriptions, exam tasks, class notes, handouts, feed-
back, or grading guidelines.
• Read communicative texts such as emails, notes, queries, messages, forms,
or memos pertaining to their immediate working environment and every-
day situations.
• Read and follow instructions and guidelines related to their scope of work.
may be taken to represent what was earlier termed as necessities in the tsa
approach.
Definition of Course Objectives
Given the results of the needs analysis described in the previous section,
e ap and ei tp courses within the LanGuide guidance tool have the follow-
ing general objectives:
1. Introduce learners to e ap and/or ei tp and their prominent lexical,
syntactic, and semantic features so they are able to apply them in
daily (language) activities in the academic and/or i t contexts.
2. Expose learners to a wide variety of written texts that typically ap-
pear in the academic and/or i t contexts and enable them to under-
stand general points and specific information contained there.
3. Expose learners to a wide array of spoken texts that represent typ-
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