Impediments to the adoption of subject specific reading strategies in EAP – exploratory practice with Hohfeld’s Jural Relations

Allison, N. (2020) Impediments to the adoption of subject specific reading strategies in EAP – exploratory practice with Hohfeld’s Jural Relations. Language Scholar, 8, pp. 21-47.

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Publisher's URL: https://languagescholar.leeds.ac.uk/impediments-to-the-adoption-of-subject-specific-reading-strategies-in-eap-exploratory-practice-with-hohfelds-jural-relations/

Abstract

English for Academic purposes (EAP) is increasingly being influenced by theories of literacy and reading to learn, with the EAP practitioner training students in reading skills and strategies that incorporate engagement with disciplinary specifics. However, little is known about EAP practitioners’ and EAP students’ attitudes to disciplinary or subject-specific reading strategies. This study involved a survey of 81 EAP practitioners, and mixed-methods with students on EAP for Law courses to explore the impediments to the adoption of subject-specific reading strategies. To provide tangible context, a reading strategy for law students known as Hohfeld’s Jural Relations is described in detail and employed and evaluated as part of exploratory practice. It is concluded that EAP teachers are sceptical on the importance of subject-specific reading strategies while students are more likely to adopt strategies once they are aware the strategy is a respected means to gain subject-specific understanding. This article will be of particular interest to teachers of EAP for law and law teachers unfamiliar with Hohfeld’s work.

Item Type:Articles
Keywords:Reading strategies, EAP, ESAP law, Hohfeld’s Jural Relations, teacher and student beliefs.
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Allison, Mr Neil
Authors: Allison, N.
Subjects:K Law > K Law (General)
L Education > L Education (General)
P Language and Literature > P Philology. Linguistics
College/School:College of Arts > School of Modern Languages and Cultures
Journal Name:Language Scholar
Journal Abbr.:LLS
Publisher:Leeds Centre for Excellence in Language Teaching
ISSN:2398-8509
Published Online:29 September 2020
Copyright Holders:Copyright © 2020 The Author
First Published:First published in Language Scholar 8:21-47
Publisher Policy:Reproduced under a Creative Commons License

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