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Title: Teaching English for Academic Preparation through the “communitarian self” concept as an aspect of the theory of objectification/subjectification: learners’ development of linguistic, interpersonal and conceptual skills
Authors: Benabadji, Souhila
Keywords: Theory of objectification;subjectification;communal self;TEFL/TESOL
Issue Date: 17-Apr-2015
Publisher: Laurentian University of Sudbury
Abstract: One of the most important areas of English as a foreign language teaching is English for Specific Purposes (ESP). ESP is a special branch of English Language Teaching which focuses on the learners’ specific needs and the learning environment. The learners’ needs and requirements are in constant change and their expectations increase especially when they are learning for professional purposes. What is more, our main interest is focused on English for Academic Preparation (EAP) learners, whose needs are quite different as they intend to enrol in different academic programs at the university level. Moreover, each discipline has its own and specific terminology and jargon. Indeed, instructors teaching EAP program should cover a wide range of topics and content through the subject-matter. The task, then, becomes difficult and challenging. Studies have indicated that learners are not playing an active role within the ESP learning process, in general, and in EAP program in particular. Interaction between the learners themselves and the instructors are absent. The aim of the present doctoral research project is to develop a model where the concept of “Communitarian Self” will be utilized as a pedagogical tool in teaching EAP to improve the dynamics of the social practices taking place in the classroom learning context. This study will show that the tool provides learners an interesting and helpful learning community environment in which socio-cultural interaction; and exchange and critical thinking take place. Based on communication, autonomy, cooperation and collaboration among the other social individuals and the learners themselves, this tool encourages the whole community’s interaction and negotiation of meaning in a social and cultural environment. This tool will be examined to what extent it can help EAP learners become active participants in their activities and contribute to the improvement of their communicative skills, cognitive skills and comprehension and understanding in a socio-cultural environment. Findings show that the tool impacts learning to a great extent. Recommendations for the teaching/learning context and future are made.
Appears in Collections:Doctoral Theses
Human Studies and Interdisiplinarity - Doctoral Theses

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