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sh”. For this reason, four types of EAP situation should be considered when we practice EAP teaching in tertiary level context: EAP in an English-speaking country, EAP in ESL (English as a second language) situations, EAP situations in which certain subjects are taught in English and EAP situations where subject courses are taught in the national language. In an English-speaking country such as UK, USA or Australia, a large numbers of international students are enrolled every year and both their academic and cultural background are often different from that of English-speaking countries. The most remarkable point may be the English language settings they are going to adapt themselves to. Then EAP courses should be designed to analyze and meet the needs of those international students, “helping such students reach their full academic potential” (Dudley-Evans & St John, 1998, p.36). Meanwhile, EAP work is also done in ESL countries like Zimbabwe, Nigeria and some South-East Asian countries such as Singapore and Philippines (Dudley-Evans & St John, 1998). In those ESL countries, English is mainly used in the education system of all levels though the native language still plays a dominant role in everyday life. Since students of those countries have owned comparatively higher language proficiency, EAP courses then are working to help students acquire study skills and prepare for the specific study at the tertiary level. But one thing to remark is the needs of such students “span the needs of non-native speakers following an English-medium course and those of native speakers in need of developing communication skills” (Dudley-Evans & St John, 1998, p.37). The most successful communication skills course in ESL countries turned out to be the combination of the traditional ideas of EAP and the communication skills for native speakers (Dudley-Evans & St John, 1998). As for EAP situations in which certain subjects are taught in English. Fro example, in many Middle East countries, there is no English-medium teaching tradition as ESL countries do. Almost all the subjects are taught in their native language at school level though in some countries EAP work have been included at upper secondary school level. At tertiary level, however, only a certain subjects, like science, medicine and engineering, are given in English. But it is also true that the teaching and learning are not strictly English required due to the comparatively lower English level of either lecturers or students (Dudley-Evans & St John, 1998). In EAP situations where subject courses are taught in the national language, for example in East Asian countries, Latin countries, mainland Western countries, Eastern Europe and so on, national languages are adopted as the medium in teaching and learning (Dudley-Evans & St John, 1998). Take China for example, almost all subjects are delivered in Chinese, no matter what level students are at. The only exception is some university level courses like Technical English and Business English, which are usually considered as EAP applications. English is an auxiliary language. The teachers of EAP may be either native speakers of English or non-native speakers. “The courses may be pre-sessional…or in-sessional…” (Jordan, 1997, p. 2). To be specific, pre-sessional courses are usually full-time ones and held before an academic course begins (Jordan, 1997). In contrast, in-sessional courses, usually part-time, are delivered during an academic semeste