1598 Pages
    by Routledge

    English for Academic Purposes (EAP) focuses on the types of English learners encounter and use in academic or study situations, usually in higher education contexts, and on the teaching and learning of academic English. It also focuses on the types of English and forms of communication used by academics in research settings.

    This new 4 volume collection from Routledge will highlight key research, thinking and developments in pedagogy and document the concepts and debates that have impacted on EAP over the last three and a half decades. The selection of articles will enable readers to follow the developments and to understand how contemporary perspectives and research interests have emerged. The volumes will include key material that has been influential and represents the diversity of research interests and thinking in the area. Fully indexed, and with a new introduction to each volume by the editor, this collection will be a valuable research resource.

    Volume I: Historical, methodological, And theoretical perspectives

    1. C. L. Barber, ‘Some Measurable Characteristics of Modern Scientific Prose’, Gothenburg Studies in English, 1962, 14, 21–43.

    2. V. K. Bhatia, ‘Interdiscursivity in Academic Genres’, in C. Berkenkotter, V. J. Bhatia, and M. Gotti (eds.), Insights into Academic Genres (Peter Lang, 2012), pp. 47–65.

    3. D. Biber, S. Conrad, R. Reppen, P. Byrd, and M. Helt, ‘Speaking and Writing in the University: A Multidimensional Comparison’, TESOL Quarterly, 2002, 36, 1, 9–48.

    4. H. Bowles, ‘Analyzing Languages for Specific Purposes Discourse’, Modern Language Journal, 2012, 96, 43–58.

    5. S. Carter-Thomas and E. Rowley-Jolivet, ‘Analysing the Scientific Conference Presentation (CP): A Methodological Overview of a Multimodal Genre’, ASp: la revue de GERAS, 2003, 39–40, 59–72.

    6. A. Coxhead, ‘A New Academic Word List’, TESOL Quarterly, 2000, 34, 2, 213–38.

    7. C. Gnutzmann, ‘Fighting or Fostering the Dominance of English in Academic Communication’, Fachsprache, 2006, 3–4, 196–207.

    8. K. Hyland and P. Tse, ‘Is There an "Academic Vocabulary"?’, TESOL Quarterly, 2007, 41, 2, 235–53.

    9. K. Hyland, ‘Approaches’, in K. Hyland, Academic Discourse (Continuum, 2009), pp. 2–45.

    10. S. Hyon, ‘Genre in Three Traditions: Implications for ESL’, TESOL Quarterly, 1996, 30, 4, 693–722.

    11. A. Mauranen, ‘English as the Lingua Franca of the Academic World’, in D. Belcher, A. M. Johns, and B. Paltridge (eds.), New Directions in English for Specific Purposes (University of Michigan Press, 2011), pp. 94–117.

    12. D. Molle and P. Prior, ‘Multimodal Genre Systems in EAP Writing Pedagogy: Reflecting on a Needs Analysis’, TESOL Quarterly, 2008, 42, 4, 541–66.

    13. B. Paltridge, ‘Thesis and Dissertation Writing: An Examination of Published Advice and Actual Practice’, English for Specific Purposes, 2002, 21, 125–43.

    14. L. Selinker, R. M. Todd Trimble, and L. Trimble, ‘Presuppositional Rhetorical Information in EST Discourse’, TESOL Quarterly, 1976, 10, 3, 281–90.

    15. J. M. Swales, ‘EAP-related Linguistic Research: An Intellectual History’, in J. Flowerdew and M. Peacock (eds.), Research Perspectives on English for Academic Purposes (Cambridge University Press, 2001), pp. 42–54.

    16. J. M. Swales, ‘Introductions’, Genre Analysis: English in Academic and Research Settings (Cambridge University Press, 1990), pp. 137–66.

    17. E. Tarone, S. Dwyer, S. Gillette, and V. Icke, ‘On the Use of the Passive in Two Astrophysics Journal Papers’, ESP Journal, 1981, 1, 2, 123–40.

    Volume II: Academic English in disciplinary settings

    18. H. Basturkmen, ‘Commenting on Results in Published Research Articles and Masters Dissertations in Language Teaching’, Journal of English for Academic Purposes, 2009, 8, 241–51.

    19. T. Becher, ‘Disciplinary Discourse’, Studies in Higher Education, 1987, 12, 3, 261–74.

    20. C. Berkenkotter and T. N. Huckin, ‘Rethinking Genre From a Sociocultural Perspective’, Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power (Lawrence Erlbaum Associates, 1995), pp. 1–25.

    21. I. Bruce, ‘Textual and Discoursal Resources Used in the Essay Genre in Sociology’, Journal of English for Academic Purposes, 2010, 9, 153–66.

    22. M. Charles, ‘Adverbials of Result: Phraseology and Functions in the Problem-Solution Pattern’, Journal of English for Academic Purposes, 2011, 10, 47–60.

    23. D. Dressen, ‘Geologists’ Implicit Persuasive Strategies and the Construction of Evaluative Evidence’, Journal of English for Academic Purposes, 2003, 2, 273–90.

    24. J. Flowerdew, ‘Signalling Nouns in Discourse’, English for Specific Purposes, 2003, 22, 329–46.

    25. S. Gesuato, ‘Structure, Content and Functions of Calls for Conference Abstracts’, in V. J. Bhatia, P. Sánchez Hernández, and P. Pérez-Parades (eds.), Researching Specialized Languages (John Benjamins, 2011), pp. 47–70.

    26. C. Gnutzmann and F. Rabe, ‘"Theoretical Subtleties" or "Text Modules"? German Researchers’ Language Demands and Attitudes Across Disciplinary Cultures’, Journal of English for Academic Purposes, 2014, 13, 31–40.

    27. R. Holmes, ‘Genre Analysis, and the Social Sciences: An Investigation of the Structure of Research Article Discussion Sections in Three Disciplines’, English for Specific Purposes, 1997, 16, 4, 321–37.

    28. A. M. Johns, ‘Cohesion in Written Business Discourse: Some Contrasts’, ESP Journal, 1980, 1, 1, 35–43.

    29. K. Hyland, ‘Specificity Revisited: How Far Should We Go Now?’, English for Specific Purposes, 2002, 21, 385–95.

    30. J. M.-H. Lim, ‘How Do Writers Establish Research Niches? A Genre-based Investigation Into Management Researchers’ Rhetorical Steps and Linguistic Mechanisms’, Journal of English for Academic Purposes, 2012, 11, 229–45.

    31. P. Nathan, ‘Academic Writing in the Business School: The Genre of the Business Case Report’, Journal of English for Academic Purposes, 2013, 12, 57–68.

    32. H. Nesi and S. Gardner, ‘Families of Genres of Assessed Writing’, Genres Across the Disciplines: Student Writing in Higher Education (Cambridge University Press, 2012), pp. 21–56.

    33. B. Samraj, Introductions in Research Articles: Variations Across Disciplines’, English for Specific Purposes, 2002, 21, 1–17.

    34. J. Wang, S. Liang, and G.-C. Ge, ‘Establishment of a Medical Academic Word List’, English for Specific Purposes, 2008, 27, 442–58.

    Volume III: Teaching English for Academic Purposes

    35. C. Adam and N. Artemeva, ‘Writing Instruction in English for Academic Purposes (EAP) Classes: Introducing Second-Language Learners to the Academic Community’, in A. M. Johns (ed.), Genre in the Classroom: Multiple Perspectives (Lawrence Erlbaum Associates, 2002), pp. 179–96.

    36. D. D. Belcher, ‘English for Specific Purposes: Teaching to Perceived Needs and Imagined Futures in Worlds of Work, Study, and Everyday Life’, TESOL Quarterly, 2006, 40, 1, 133–56.

    37. S. Benesch, ‘Needs Analysis and Curriculum Development in EAP: An Example of a Critical Approach’, TESOL Quarterly, 1996, 30, 4, 723–38.

    38. S. Benesch, ‘Rights Analysis: Studying Power Relations in an Academic Setting’, English for Specific Purposes, 1999, 18, 4, 313–27.

    39. B. Bjőrkman, 'English as a Lingua Franca in Higher Education: Implications for EAP’, Ibérica, 2011, 22, 79–100.

    40. G. Diani, ‘Text and Corpus Work, EAP Writing and Language Learners’, in R. Tang (ed.), Academic Writing in a Second or Foreign Language: Issues and Challenges Facing ESL/EFL Academic Writers in Higher Education Contexts (Continuum, 2012), pp. 45–66.

    41. T. Dudley-Evans, ‘Team Teaching in EAP: Changes and Adaptations in the Birmingham Approach’, in J. Flowerdew and M. Peacock (eds.), Research Perspectives on English for Academic Purposes (Cambridge University Press, 2001), pp. 225–38.

    42. L. Flowerdew, ‘Using a Genre-based Framework to Teach Organisational Structure in Academic Writing’, English Language Teaching Journal, 2000, 54, 4, 369–78.

    43. N. Harwood and G. Hadley, ‘Demystifying Institutional Practices: Critical Pragmatism and the Teaching of Academic Writing’, English for Specific Purposes, 2004, 23, 355–77.

    44. J. B. Herbolich, ‘Box Kites’, English for Specific Purposes, 1979, 29, 5–6.

    45. S. Hyon, ‘Genre and ESL Reading: A Classroom Study’, in A. M. Johns (ed.), Genre in the Classroom (Lawrence Erlbaum, 2002), pp. 121–41.

    46. A. M. Johns, ‘Students as Researchers: Investigating Texts, Processes and Contexts’, Text, Role and Context: Developing Academic Literacies (Cambridge University Press, 1997), pp. 92–113.

    47. R. R. Jordan, ‘English for Academic Purposes’, Language Teaching, 1989, 22, 150–64.

    48. M. R. Lea and B. V. Street, ‘Student Writing in Higher Education: An Academic Literacies Approach’, Studies in Higher Education, 1998, 23, 2, 157–72.

    49. B. Paltridge, ‘Academic Writing’, Language Teaching, 2004, 37, 87–105.

    50. C. Tribble, ‘Corpora and Corpus Analysis: New Windows on Academic Writing’, in J. Flowerdew (ed.), Academic Discourse (Longman, 2002), pp. 131–49.

    51. U. Wingate and C. Tribble, ‘The Best of Both Worlds? Towards an English for Academic Purposes/Academic literacies Writing Pedagogy’, Studies in Higher Education, 2012, 37, 4, 481–95.

    Volume IV: Learning English for Academic Purposes

    52. H. D. Adamson, ‘ESL Students’ Use of Academic Skills in Content Courses’, English for Specific Purposes, 1990, 9, 67–87.

    53. L. Buckingham, ‘Building a Career in English: Users of English as an Additional Language in Academia in the Arabian Gulf’, TESOL Quarterly, 2014, 48, 1, 6–33.

    54. A. Cheng, ‘Individualized Engagement with Genre in Academic Literacy Tasks’, English for Specific Purposes, 2008, 27, 387–411.

    55. D. Ferris, ‘Students’ Views of Academic Aural/Oral Skills: A Comparative Analysis’, TESOL Quarterly, 1998, 32, 2, 289–316.

    56. S. Granger and M. Paquot, ‘Lexical Verbs in Academic Discourse: A Corpus-driven Study of Learner Use’, in M. Charles, D. Pecorari, and S. Hunston (eds.), Academic Writing: At the Interface of Corpus and Discourse (Continuum, 2009), pp. 193–214.

    57. S. Green, ‘Novice ESL Writers: A Longitudinal Case-study of the Situated Academic Writing Processes of Three Undergraduates in a TESOL Context’, Journal of English for Academic Purposes, 2013, 12, 180–91.

    58. M. A. James, ‘Learning Transfer in English for Academic Purposes Contexts: A Systematic Review of Research’, Journal of English for Academic Purposes, 2014, 14, 1–13.

    59. L. Lei, ‘Linking Adverbials in Academic Writing on Applied Linguistics by Chinese Doctoral Students’, Journal of English for Academic Purposes, 2012, 11, 267–75.

    60. X. Li, ‘Learning to Write a Thesis With an Argumentative Edge’, in C. P. Casanave and X. Li (eds.), Learning the Literacy Practices of Graduate School: Insiders’ Reflections on Academic Enculturation (University of Michigan Press, 2008), pp. 46–57.

    61. Y. Li, ‘Apprentice Scholarly Writing in a Community of Practice: An Intraview of an NNES Graduate Student Writing a Research Article’, TESOL Quarterly, 2007, 41, 1, 55–79.

    62. N. Morita, ‘Negotiating Participation and Identity in Second-Language Academic Communities’, TESOL Quarterly, 2004, 38, 4, 573–603.

    63. A. Nergis, ‘Exploring the Factors That Affect Reading Comprehension of EAP Learners’, Journal of English for Academic Purposes, 2013, 12, 1–9.

    64. J. Parkinson and J. Musgrave, ‘Development of Noun Phrase Complexity in the Writing of English for Academic Purposes Students’, Journal of English for Academic Purposes, 2014, 14, 48–59.

    65. D. Pecorari, P. Shaw, H. Malmstrőm, and A. Irvine, ‘English Textbooks in Parallel-language Tertiary Education’, TESOL Quarterly, 2011, 45, 2, 313–33.

    66. N. Storch, ‘The Impact of Studying in a Second Language (L2) Medium University on the Development of L2 Writing’, Journal of Second Language Writing, 2009, 18, 103–18.

    67. R. Wette, ‘Evaluating Student Learning in a University-level EAP Unit on Writing Using Sources’, Journal of Second Language Writing, 2010, 19, 158–77.

    68. R. Woodward-Kron, ‘More than Just Jargon: The Nature and Roles of Specialist Knowledge in Learning Disciplinary Knowledge’, Journal of English for Academic Purposes, 2008, 7, 234–49.

    '...English for Academic Purposes is a very welcome and extremely comprehensive introduction and overview of the field. It is likely to prove a potentially very useful resource to students, practitioners and scholars studying or working in EAP. Helen Basturkmen, the editor, is to be congratulated for putting it together.' - John Flowerdew, City University, Hong Kong, Journal of English for Academic Purposes