Interactional Conflicts among Audience, Purpose, and Content Knowledge in the Acquisition of Academic Literacy in an EAP Course

Jette G. Hansen

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Discourse Analysis in Language Studies EFL/ESL Teaching and Learning Linguistics and Education Research

Abstract

The issues of authentic context and authoritative ethos are explored through a study of a graduate student learning to write for mathematics within the context of an English for academic purposes (EAP) course. The student faced conflicts about audience, purpose, and content knowledge as she was required to write math texts within what she perceived was an inauthentic context, an English as a second language (ESL) course. She questioned the purpose of the writing tasks as well as why an ESL instructor was teaching her to write for math, and she addressed the conflicts by writing for the instructor's discourse community and expectations, rather than her own, to earn a grade for the course. The text the student created was thus inauthentic within her own discourse community and lacked her voice of authority. These findings question the validity of EAP courses and raise several issues, especially in terms of the transferability of skills from EAP to content courses.

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1993Genre analysis : English in academic and research settings. By John M. Swales (Cambridge applied linguistics series.) Cambridge & New York: Cambridge University Press, 1990. Pp. 260. Cloth $34.50, paper $15.95.1997"Completely Different Worlds": EAP and the Writing Experiences of ESL Students in University Courses 1988Initiating ESL Students into the Academic Discourse Community: How Far Should We Go?1994Students' Perceptions of EAP Writing Instruction and Writing Needs across the Disciplines 1997The Acquisition of Academic Literacy in a Second Language 1997Text, Role and Context 1995Coping Strategies of ESL Students in Writing Tasks across the Curriculum 1996Academic writing in a second language: Essays on research and pedagogy

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