Introducing English for Academic Purposes  book cover
1st Edition

Introducing English for Academic Purposes

ISBN 9781138805156
Published November 17, 2015 by Routledge
218 Pages

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Book Description

Introducing English for Academic Purposes is an accessible and engaging textbook which presents a wide-ranging introduction to the field, covering the global and institutional position of EAP as well as its manifestations in classrooms and research contexts around the world. Each chapter provides:

  • a critical overview introducing readers to theory- and research-informed perspectives;
  • profiles of practice to guide readers in putting theory to use in real world contexts;
  • tasks, reflection exercises and a glossary to help readers consolidate their understanding;
  • an annotated further reading section with links to online resources to enable readers to extend their knowledge.

Covering both theoretical and practical issues, Introducing English for Academic Purposes is essential reading for studentsof applied linguistics, and pre-service and in-service teachers of EAP.

Table of Contents



Section I The Field of EAP
Chapter 1 The Scope of English for Academic Purposes
Chapter 2 The Global Context of EAP
Chapter 3 The Institutional Contexts of EAP

Section II Planning for EAP
Chapter 4 EAP Approaches and Methods
Chapter 5 Planning EAP Provision
Chapter 6 EAP Materials

Section III Teaching and Assessing EAP
Chapter 7 Academic Discourse
Chapter 8 Academic Vocabulary
Chapter 9 Written Expert Genres
Chapter 10 Written Learner Genres
Chapter 11 Spoken Genres
Chapter 12 Assessment and Feedback in EAP


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Maggie Charles is tutor in English for Academic Studies at Oxford University Language Centre, UK. Diane Pecorari is Professor of English Linguistics at Linnaeus University, Sweden. Both writers have many years’ experience of teaching and researching English for Academic Purposes in contexts around the world.


"This book offers an excellent introduction to the field of EAP. I thoroughly recommend this volume to all students, pre-service and in-service teachers of EAP."
John Flowerdew, City University of Hong Kong

"A highly accessible introduction to EAP. Charles and Pecorari don’t just connect the dots between theory and practice; they provide the scaffolding needed for readers to make the connections themselves as they contemplate how to embark on or continue their own journeys of research-informed reflective EAP practice."
Diane D. Belcher, Georgia State University, USA

"Combining an excellent synthesis of research findings and a detailed coverage of current approaches and perspectives, this should be regarded as essential reading for teacher education in EAP."
Helen Basturkmen, University of Auckland, New Zealand

"A truly excellent introduction to the field. For [EAP teachers], the movement from theory to practical application and implication will be very welcome and the level is perfectly pitched with regards to assumed and new knowledge. The economy and beguiling simplicity with which the knotty and multi-layered fabric of frameworks, perspectives and approaches are staked out so very clearly is evidence of two forensic minds completely on top of their game."
Peter Saunders, University of Oxford, UK in 'System'

"This…book…overviews the whole field, providing cohesion between its different parts…For this reason, as well as for the clear and interesting presentation, it is likely to be in wide demand for teacher education programmes as well as for course planners and teachers…In summary this book is readable, current and very applied."
Marilyn Lewis, University of Auckland, New Zealand in 'TESOLANZ News'

"We recommend this book to teachers and researchers with interests in EAP and ESP in particular, but not exclusively. Those outside the field and in contexts that are less explicitly covered by this book, such as secondary school, will also find it informative and practical."

Averil Coxhead, Rebecca Belworthy, Michael Gask, Qiwei He, Lesley Hurst, Lisa Lorenzen, Sarah Patterson, Rosalind Shiraishi, Frank Rogers & Andri Suherman, Victoria University of Wellington, New Zealand in 'The TESOLANZ Journal'