@article{oai:kansaigaidai.repo.nii.ac.jp:00006088,
 author = {Shrader, Stephen},
 journal = {研究論集, Journal of Inquiry and Research},
 month = {Sep},
 note = {教育研究報告, EDUCATIONAL RESEARCH AND REPORT, English for academic purposes (EAP)courses provide advanced language study useful for students preparing to study abroad; however, students in Japan, even when likely to study abroad, sometimes resist EAP. This article reports on an activity set designed to unearth students' beliefs about coursework in regular (non-language) classes in the United States. Furthermore, the activities serve as a lead in to a class discussion of the teacher'sundergraduate experiences in the United States. Before introducing the activity set at the end of the article, the teaching context and student assumptions are described, including especially problematic preconceptions encountered in multiple classes over a period of nine years. Particular attention is given to written responses from two classes of English majorsat separate universities, which revealed that a significant number of students believed classes have little or no lecture or reading, and instead believed classes are primarily characterized by presentations, debates, or discussions in pairs or small groups. These students' responses informed items on a subsequent survey of 651 students, which showed similar assumptions by non-English majors—a response possibly representative of a more widespread misconception in Japan about the nature of instruction in university-level courses abroad. The validity of these views is examined with reference to the author's experiences, and studies about the widespread use of lecture in the US.},
 pages = {71--87},
 title = {Students,Teachers, and Differing Assumptions : Working with Resistance to EAP in an Intensive English Program},
 volume = {98},
 year = {2013}
}