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The purpose of this study is to examine whether grammar instruction in context and genre-based writing practice have positive influences on writing a final presentation manuscript in an EAP (English for Academic Purposes) course. Also, in order to suggest a more practical English program which combines writing and presentation in EFL contexts, the participants’ responses toward the course were also reviewed. A total of 94 Korean university students majoring in engineering participated in the study, and the findings are as follows. First, grammar instruction in context was effective on improving the students" grammatical accuracy on the final manuscript writings in the experimental group except for "subject-verb agreement" and "articles," which seem to be correlated to the negative influence of the students" L1. Second, two thirds or more of the students were satisfied with genre-based writing practice. Especially, they preferred the types of controlled writing and recombination to free writing and paraphrasing. Third, 26.6 percent of the students had difficulty following the course, which could be due to their little writing experience. Lastly, about a third of the students requested for more interactive discussion in English during manuscript writing. Based on the findings, this study provides some pedagogical suggestions for both instructors and EFL students in EAP courses.
목차
1. Introduction
2. Literature Review
3. Methodology
4. Results and Discussion
5. Conclusion and Suggestions
References
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UCI(KEPA) : I410-ECN-0101-2016-740-001656404