The study aims to design an English for Academic Purposes (EAP) program model for college English classes (CECs) in Korea. To achieve this aim, two questions were raised: 1) how do foreign universities apply EAP into their CECs? and 2) what are differences in Y university students' satisfaction with the current CECs system and their future needs? In order to answer the first research question, several cases of English programs in foreign universities were investigated through Internet queries. For the second question, we collected surveys from a total of 673 undergraduates. The results indicated that foreign universities primarily target English for general academic purposes, prefer task-based instruction in their EAP classes, and emphasize academic writing and reading skills. In addition, the survey results displayed that the satisfaction with current CECs and future needs are different among students in different disciplines, most students hope to take EAP classes prior to their 4th semester, and students prefer a class size less than 20 students, and an after-class workload less than 4 hours a week. Those results were integrated to ultimately establish a dual model for EAP. More detailed accounts of the model are discussed in the paper.

This paper explores a group of lexical bundles identified in a corpus of research article (RA) introductions in applied linguistics written by native speakers of English and second Korean learners of English for Academic Purposes (EAP). In a further step in this analysis these lexical bundles were matched to the moves and steps which fulfill communicative functions of RA introductions (Swales, 2004). The findings show that considerably different lexical bundles were used in each step in the two corpora while some lexical bundles were exclusively identified in one step in a move. In addition, it was found that two groups of writers have different priorities for selecting lexical bundles in terms of function in each move/step. This study provides pedagogical implications by establishing English experts’ bundle-move connection as a yardstick for EAP writing instruction. Longitudinal analysis of the emerging patterns is needed in the future studies.

Lexical bundles have been widely investigated as an indicator of English for Academic Purposes (EAP) writing development in terms of structure and function by exploring the use by students compared to experts. However, little research has compared the use of lexical bundles by second language (L2) Korean EAP students across different academic levels versus first language (L1) English experts with longitudinal corpora. The current study addresses this gap by comparing lexical bundles used both two L2 student corpora and English L1 corpus consisting of introductions of research articles (RAs) and those of term papers. The findings showed the Korean graduate students are in the developmental process in the use of lexical bundles as their academic level advances. However, noticeable development was not found between the students at two levels in terms of function unlike in terms of structure. The pedagogical implications are discussed regarding structural and functional use of bundles for Korean EAP students.

Engagement relates to how writers acknowledge the presence of their readers by explicitly bringing them into the discourse. This study examines how master’s theses by Korean graduate students differ from internationally acknowledged journal articles in their engagement practices. Within the specific discipline of applied linguistics, it compares both quantitative and qualitative aspects of engagement resources employed by novice and expert groups. The results indicate that compared with expert writers, Korean graduate students significantly underuse engagement devices. For individual devices and their rhetorical functions, more insightful novice-expert variations were found. Student writers tend to address undefined general audiences quite often, making their texts less-reciprocal and less effective for negotiation with readers. Further, Korean students prefer to deploy less imposing textual directives, rather separated from the main argumentation. Their uses of cognitive directives and questions are also quite confined, and not as strategic as the expert practices. These characteristics provide valuable implications for Korean EAP writing pedagogy.

The paper outlines a model for an English for Academic Purposes [EAP] programme designed to enhance the micro and macro study skills of students in the Arts from non-Western educational backgrounds. This EAP model draws on Jurgen Habermas‟s (1995; 1988) theory of communicative rationality to argue that the contemporary culture of inquiry in Arts‟ subjects reflects the communicative rationality that – according to Habermas -- has constituted the modern, Occidental lifeworld. The emergence of communicative rationality Habermas suggests is socio-culturally and historically specific. In other words, it has largely been absent from the socio-cultural contexts of many non-local entrants into Western universities. Yet, effective and successful participation in the Western academic discourse community, as well as everyday or non-scientific discourse communities, at least partly depends on a non-local student‟s awareness of the historical impacts generated by the developmental trajectory of communicative rationality. Successful participation in the Western academic context also depends on a non-local student‟s growing mastery over the methodologies, again generated by communicative rationality, that underpin this culture of inquiry. The EAP model proposes a practice based on a history of the ideas that form the bases of the Western academic tradition. It suggests that the macro (critical thinking, formal register) and micro-level (word choice, sentence construction) skills expected of students in Arts‟ subjects in Western universities are shaped by broader disciplinary and historical features. The pedagogical framing of this EAP model reflects the principles of situated learning theory (Lave & Wenger, 1990; McLellan, 1995) and addresses the recent research of Duff (2007), Morita (2004) and Zamel and Spack (1998).

This study examines ESL learners’ satisfaction levels in two types of ESL writing courses at a Midwest American university. Approximately 100 students in an English-for-General Purposes (EGP) writing classes and 27 students in an English-for-Business Purposes (EBP) writing classes were surveyed. Responses to survey items were then analyzed using factor analysis. The two primary satisfaction factors identified from the response patterns were social atmosphere of the classes, and the effectiveness of ESL instruction. The degree of students’ satisfaction with the ESL instruction efficiency was not much different between the two groups of students, whereas the level of satisfaction with social atmosphere was significantly higher among the EGP students than the other group. Furthermore, in general, students’ perceived improvement on some writing skills after taking their ESL class was significantly higher than before taking the class, and particularly the perception level of improvement of organizational writing skill was significantly different among the two ESL groups, the EGP students reporting more improvement than the students. These results were discussed for further implications for development of ESL curriculum in the context under study in specific, and in Korean English education context in general.

The purpose of this study is to examine the effects of English oral presentation strategy training (OPST) in EFL contexts. For this study, eight university students of 4 high and 4 low proficiency level are selected. The participants were provided with an OPST over 5 weeks including 8 times of training. During the OPST, the participants learned 25 strategy, 17 verbal and 8 non-verbal strategies. The verbal strategies were again divided into two parts: general verbal strategies and genre specific strategies. For the validity of the present study a “triangulation” was achieved through the use of video recording, classroom observation, questionnaire, in-depth interview, and the native English speaker’s evaluation. The results of the study demonstrated that the participants showed some improvement in the use of presentation strategies, especially organizational and verbal components of the strategies rather than nonlinguistic components. The proficiency level of the participants had an effect on the frequency of use of strategies after the OPST. Overall, the OPST was found to have positive effects on the participants’ attitude toward English oral presentations. On the basis of the results of the study, some teaching implications for improving presentation skills in university EAP contexts are provided.

The present study aimed to investigate some differences in journal article abstracts written in English by Korean researchers and international scholars and to provide Korean researchers with guidelines for writing accurate, self-contained, informative and coherent abstracts. To this end, intra- and inter-lingual analyses of English abstracts were carried out in terms of rhetorical structures, linguistic features, and disciplinary areas. The results reveal that (1) international and Korean researchers show some differences of rhetorical and discourse features in their English abstracts and (2) some types of errors in terms of grammatical-syntactic and lexico-semantic aspects are frequently committed by Korean researchers. The results of this investigation suggest that Korean researchers should be aware of common rhetorical structures and linguistic features of English abstracts and graduate students should be provided with EAP courses to practice writing English abstracts relevant to their major areas.

When flood disaster strikes, it is important for quick and efficient response of management organizations. So it is necessary to develop a specific EAP. FEMA and DHS present a wide range of EAP from Mitigation to recovery of disaster response in the United States. However, Republic of korea and Japan present a relatively narrow range of the EAP shortly after the disaster. Therefore, this study suggests the EAP Framework that includes a wide range consisted of Mitigation, Preparedness, Response, Recovery phases that based on the results of analyzing the United States, Japan, Republic of korea EAP.

In this study, in order to determine whether this flood inundated by any route when the levee was destroyed, which can simulate the path of the flood inundation model was developed for the SIMOD(Simplified Inundation MODel). Multi direction method((MDM) for differential distributing the adjacent cells by using the slope and Flat-water assumption(FWA)-If more than one level higher in the cell adjacent to the cell level is the lowest altitude that increases the water level is equal to the adjacent cells- were applied. SIMOD model can significantly reduce simulation time because they use a simple input data of topography (DEM) and inflow flood. Therefore, predicting results within minutes will be possible, if you can only identify inflow flood through the runoff model or levee collapse model. Therefore, it could be used to establish an evacuation plan due to flooding, such as EAP (Emergency Action Plan).