EAPandLLNPStudentsCommon.PDFVIP

English Language Teaching Vol. 3, No. 2; June 2010 EAP and LLNP Students: Common Problems and Strategies NGUYEN, Thi Minh Phuong University of New South Wales, 8/51 Forsyth St, Kingsford, NSW 2032 E-mail: phuongbridim@ Abstract As English learners originate from many cultural and language backgrounds, they come to class with different circumstances. This paper examines the backgrounds, common problems and solutions for English for Academic Purposes (EAP) students and Language, Literacy, and Numeracy Programme (LLNP) students. EAP students are from Meridian International School based in Surry Hills, Sydney, and LLNP students are from MTC Training Solutions, an LLNP provider commissioned from the Australian government to offer students with English language and numeracy proficiency to gain sustainable employment in Australia. This paper will introduce and provide insights into EAP and LLNP programmes from the perspective of a teacher/trainer. It will highlight the differences in the backgrounds of the two programmes and identify their problems and solutions, thus maximise students’ learning outcomes. Keywords: Academic English, LLNP, Problems, Teaching strategies I. English for Academic Purposes (EAP) I.1. Background of EAP It is interesting to know that the first recorded use of English for Academic Purposes originates from England. Johns (1981) used that term in a conversation with two British Council officers in October 1974. By 1975, it was in more general use. English for Academic Purposes (EAP) is a multi-faceted area within the wider field of English language teaching (ELT), and is one of the most common forms of English for Specific Purposes (ESP) (Benesch, 2001; Jordan, 1997). According to Gillett and Wray (2006), EAP is a practical branch of ELT in which the role of the EAP teacher is to locate what the