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published_or_final_version / Language Studies / Master / Master of Arts

The aim of this dissertation is to present a critical literature review and conceptual analysis of selected genre-based research materials from 1960-2002 on the theoretical and pedagogical issues involved in teaching reading and writing to students of English for Science and Technology. Methodologically, the comparative data-analysis is aimed at identifying commonalities and differences between the various data texts in terms of their definition, orientations, and pedagogical uses. Based on the analyses, suggestions are made for the additional practical applications of the approaches within a learning-centred, communicative framework. The main conclusion is that genre analysis is a fusion of textual-contextual orientations on a structural-linguistic, social-ethnographic cline, which involves simultaneous microlinguistic and macrorhetorical, social-ethnographic processing. Owing to the scope of genre analysis, it is suggested that a considerably expanded, in-depth investigation is needed to clarify the dynamic tensions between and within the individual genre-based approaches, as well as their pedagogical applications. / English Studies / MA (TESOL)

The aim of this dissertation is to present a critical literature review and conceptual analysis of selected genre-based research materials from 1960-2002 on the theoretical and pedagogical issues involved in teaching reading and writing to students of English for Science and Technology. Methodologically, the comparative data-analysis is aimed at identifying commonalities and differences between the various data texts in terms of their definition, orientations, and pedagogical uses. Based on the analyses, suggestions are made for the additional practical applications of the approaches within a learning-centred, communicative framework. The main conclusion is that genre analysis is a fusion of textual-contextual orientations on a structural-linguistic, social-ethnographic cline, which involves simultaneous microlinguistic and macrorhetorical, social-ethnographic processing. Owing to the scope of genre analysis, it is suggested that a considerably expanded, in-depth investigation is needed to clarify the dynamic tensions between and within the individual genre-based approaches, as well as their pedagogical applications. / English Studies / MA (TESOL)

published_or_final_version / Education / Master / Master of Education

Meedy Nugraha. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 112-117). / Abstracts in English and Chinese. / ABSTRACT --- p.i / CHINESE ABSTRACT --- p.ii / ACKNOWLEDGEMENTS --- p.iii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Rationale of the Present Study --- p.1 / Chapter 1.2 --- The Importance of Needs Analysis --- p.3 / Chapter 1.3 --- Objectives of the Study --- p.3 / Chapter 1.4 --- Significance of the Study --- p.4 / Chapter 1.5 --- Organization of the Thesis --- p.4 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Needs Analysis in English Language Teaching --- p.5 / Chapter 2.1.1 --- Subjective versus Objective Information --- p.6 / Chapter 2.1.2 --- Major Approaches in Needs Analysis --- p.7 / Chapter 2.1.3 --- Orientations in Needs Analysis : Trends Over Time --- p.8 / Chapter 2.1.4 --- Limitations of Needs Analysis --- p.9 / Chapter 2.2 --- Needs Analyses in the Asian Context --- p.10 / Chapter 2.3 --- Needs Analysis in Indonesia --- p.15 / Chapter 2.4 --- A Needs Analysis at Petra Christian University (1998) --- p.21 / Chapter 2.5 --- Research Gap --- p.23 / Chapter CHAPTER 3 --- RESEARCH DESIGN AND PROCEDURES --- p.25 / Chapter 3.1 --- Data Collection Procedures in Needs Analysis --- p.25 / Chapter 3.2 --- The Importance of Instrument Selection in Needs Analysis --- p.28 / Chapter 3.3 --- The Case Study Approach --- p.30 / Chapter 3.4 --- Characteristics of Procedures in Needs Analysis --- p.30 / Chapter 3.5 --- Strength and Weaknesses of Different Procedures --- p.31 / Chapter 3.6 --- The Present Study: Research Design and Procedures --- p.31 / Chapter 3.6.1 --- Designing the Questionnaire and Interviews --- p.33 / Chapter 3.6.2 --- Data Collection Procedures --- p.36 / Chapter 3.7 --- Conclusion --- p.43 / Chapter CHAPTER 4 --- FINDINGS --- p.44 / Chapter 4.1 --- Quantitative Data: Questionnaire Survey --- p.44 / Chapter 4.1.1 --- Students' Perspectives --- p.44 / Chapter 4.1.2 --- English Instructors' Perspectives --- p.51 / Chapter 4.1.3 --- Engineering Lecturers' Perspectives --- p.53 / Chapter 4.2 --- Qualitative Data: Semi Structured Interview --- p.57 / Chapter 4.2.1 --- Students' Perspectives --- p.57 / Chapter 4.2 2 --- English Instructors' Perspectives --- p.60 / Chapter 4.2.3 --- Engineering Lecturers' Perspectives --- p.65 / Chapter 4.3 --- Classroom Observation --- p.70 / Chapter 4.4 --- Text Analysis --- p.71 / Chapter 4.5 --- Conclusion --- p.73 / Chapter CHAPTER 5 --- DISCUSSION --- p.74 / Chapter 5.1 --- The Current English Needs of Engineering Students at PCU / Chapter 5.1.1 --- Immediate versus Delayed Needs --- p.74 / Chapter 5.1.2. --- Different Perceptions between Students and Teachers --- p.76 / Chapter 5.1.3 --- Types of Skill Needs --- p.80 / Chapter 5.1.3.1 --- Students' Reading Skill Needs --- p.80 / Chapter 5.1.3.2 --- Students' Vocabulary Skill Needs --- p.83 / Chapter 5.1.3.3 --- Students' Speaking Skill Needs --- p.86 / Chapter 5.1.3.4 --- Students' Writing Skill Needs --- p.87 / Chapter 5.1.4 --- The Needs of Subject Area Knowledge --- p.88 / Chapter 5.2 --- The English Language Course for Engineering Students --- p.90 / Chapter 5.2.1 --- Widespread Existence --- p.90 / Chapter 5.2.2 --- Large Classes --- p.90 / Chapter 5.2.3 --- Time Allocation --- p.91 / Chapter 5.2.4 --- Management --- p.91 / Chapter 5.2.5 --- Teacher Factors --- p.92 / Chapter 5.2.6 --- Learner Factors --- p.93 / Chapter 5.2.7 --- Material Development --- p.93 / Chapter 5.2.8 --- Teaching Methodology --- p.96 / Chapter 5.2.9 --- CUE Lacks Prestige --- p.96 / Chapter 5.2.10 --- Syllabus Specification --- p.97 / Chapter 5.3 --- The Engineering Faculty and the English Course Mismatches- --- p.97 / Chapter 5.4 --- Conclusion --- p.100 / Chapter CHAPTER 6 --- CONCLUSIONS AND RECOMMENDATIONS --- p.102 / Chapter 6.1 --- Summary of the Research Findings --- p.102 / Chapter 6.2 --- Limitations of the Study --- p.104 / Chapter 6.3 --- Recommendations for English Curriculum --- p.105 / Chapter 6.3.1 --- To the English Instructors and Engineering Teachers --- p.106 / Chapter 6.3.2 --- Objectives of the English Support Course for Engineering Students --- p.107 / Chapter 6.3.3 --- Material Development --- p.109 / Chapter 6.3.4 --- Time Allocation --- p.110 / Chapter 6.3.5 --- Management of the English Course --- p.110 / Chapter 6.3.6 --- To the University --- p.111 / Chapter 6.4 --- Conclusion --- p.111 / REFERENCES --- p.112

published_or_final_version / Education / Master / Master of Education