Abstract:

Students do not just learn the English language in a programme on English for academic purposes (EAP); they also learn to perform scholarly activities. The activities may be oral or written and require reading, thinking, arguing and writing. The conventions and expectations of such activities usually comprise the content of an EAP programme. This paper gives a brief description of Chinese learners and some perceived inadequacy regarding their abilities to cope with higher education. A detailed account of an EAP programme is given to show how a group of Chinese learners was prepared for university studies. Two seemingly different instructional styles -- teaching and coaching, are highlighted; the intended learning outcomes of the programme in terms of both 'product' and 'process' of learning are also discussed in order to bring out the special features of the programme design and delivery. One implication regarding teaching and learning is that different instruction styles necessitate different approaches to learning and students' readiness to learn in different instruction styles needs to be factored into a programme's design.

Keywords:

Academic studies, Chinese learners, instruction styles, course design.