English for Academic and Professional Purposes (EAPP)

The EAPP Program mission is to prepare English language users to be confident and competent in both written and spoken communication through quality instruction in English that aims to develop linguistic, cultural, social and academic skills, highly contextualized and meaningful classroom practices, as well as collaborative work and a safe learning environment.

EAPP Program Outcomes:

Goals and General Purposes of the program are:

• to develop students’ knowledge and skills in English so they can converse with a reasonable degree of fluency in various types of academic and non-academic discourse;
• to built an academic skill set so that students can successfully pursue the ADA University undergraduate academic program in English;
• to enable students to make a successful transition from life at school to life at university;
• to help students acculturate to the attitudes, values, and principles of ADA University;
• to deepen students' understanding and appreciation of Azerbaijani as well as world cultures, values, and perspectives.

abilities to use different strategies to deduce the meaning of unknown words. They become better thinkers through synthesizing information

EAPP Courses - Core Classes

Reading and Writing

This course essentially emphasizes skills in reading, critical thinking, and writing. It is designed to enhance the academic reading skills for successful reading ability as required in college-level courses. Emphasis is placed on strategies for effective reading and the utilization of these strategies to improve comprehension, analytical skills, and overall reading speed.

The course also aims at expanding students’ vocabulary range and strengthening their or reacting to viewpoints in the readings. Ultimately, they become better writers through different types of writing assignments that require them to apply language, grammar, and content in a structured and coherent way.

By the end of this course students will be able to:

• Read a wide range of authentic, long, and complex texts from social and academic sources and comprehend them in detail with occasional need for dictionaries
• Identify fine points of detail including attitudes and opinions which are not explicitly stated
• Write clear and well-structured texts about complex subjects showing controlled use of organisational patterns, connectors and cohesive devices and express their point of view at some length
• Incorporate other writers' work into their own papers using quoting, summarizing and paraphrasing in a reasonably effective way

Listening and Speaking

This course essentially emphasizes listening, speaking and critical thinking skills with additional focus on academic vocabulary and skills. Students become better listeners through listening to authentic radio reports, interviews, lectures and other genres and practicing various listening strategies. They become better thinkers through activities that prompt them to make inferences. And finally, they become better communicators through extended speaking tasks that require them to use the vocabulary and grammar they have learned in both rehearsed and extemporaneous speeches.

By the end of this course students will be able to:

• Understand extended speech reasonably well even when it is fairly accentuated or not clearly structured and/or when relationships are only implied and not signaled explicitly
• Express themselves fluently and spontaneously without much obvious searching for expressions
• Use language flexibly and effectively for social and academic purposes
• Speak at length, formulating ideas and opinions coherently with reasonable precision, and adequately relate their contribution to those of other speakers
• Give a clear, well-structured presentation of a complex subject, while expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples
• Effectively distinguish between and apply formal and informal registers

Language Use

This course aims to develop students’ deeper awareness of grammar points and provides them with wider practice of accurate, meaningful and appropriate application of those points in various contexts. Practice is communicative and includes both oral and written work, designed to reinforce and perfect students’ grammar usage.

Levels in EAPP

Based on the results of the ADAU-English Proficiency Exam (EPE), students are placed in one of the four levels: Elementary (CEFR A1), Pre- intermediate (CEFR A2), Intermediate (CEFR B1), and Upper-intermediate (CEFR B2). Students placed at Elementary level can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. They can introduce themselves and others and can ask and answer questions about personal details such as where they live, people they know and things they have.

Students placed at Pre-Intermediate level can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). They can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. They can describe in simple terms aspects of their background, immediate environment and matters in areas of immediate need.

Students placed at Intermediate level can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. They can deal with most situations likely to arise whilst travelling in an area where the language is spoken and can produce a simple connected text on topics, which are familiar, or of personal interest. They can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Students placed at Upper- Intermediate Level should be able to understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in their field of specialization. They can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without much strain for either party. They can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Note: Some students, whose level is much below the elementary level, will be placed in a breakthrough program on a pass/fail basis for one session. Those students, if successful, will complete the program in minimum 5 sessions including summer school. Summer school is for additional fee, and there is no tuition fee waiver.

All students who take English Program in the summer school or second academic year due to failing the course/level will have to pay tuition fee. 

General Rules Concerning EAPP (see EAPP Academic Regulations)

MAIN COURSEBOOKS:

• Northstar English coursebook, Reading & Writing, Listening & Speaking, Books 1-4, (3d edition) by Andrew English and Laura Monahon English
• Great Writing 3: From Great Paragraphs to Great Essays, Level 3, (2 edition) K. Folse, E. Solomon, D. Clabeaux
• Great Writing 4: Great Essays, (3d edition), Fundamentals of Academic Writing, Level 1, Linda Butler, 2007 edition
• First Steps in Academic Writing, Level 2, Ann Hogue Second Edition
• The Grammar Book by Marianne Celce-Murcia and Diane Larzen-Freeman (all levels)

The level description and program outcome: Complied with and Adapted from: The American Council on the Teaching of Foreign Languages (ACTFL), Proficiency guidelines, 2011 and Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)