Problem-solving and EAP: Themes and issues in a collaborative teaching venture  

Oleh:

Barron, Colin

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: English for Specific Purposes (Full Text) vol. 22 no. 3 (2003), page 297-314.
Fulltext: 22_03_Barron.pdf (162.98KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/ESP/22 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This paper investigates two issues that are important to EAP. The first is the issue of collaboration between subject teachers and EAP teachers and the problem of reconciling what appear to be incommensurable discourses. The second issue is the difference between task-based learning (TBL) and problem-based learning (PBL). The specific situation is collaboration on a course for second-year Science students between the English Centre and the Science Faculty at the University of Hong Kong, which was not very successful. The problems we faced with the course are discussed in terms of a framework of methodology, epistemology and ontology in order to explain both success and failure in collaborative ventures. This philosophical focus is necessary to explain a paradox: while the philosophies of functionalism in EAP and realism in Science share a common philosophical background, they conflict at the ontological level. This conflict precludes collaboration and becomes apparent when TBL and PBL are compared using the framework. The paper concludes that the constructivist philosophy of the latter offers a better possibility for collaboration than functionalism.

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