Routledge Applied Linguistics is a series of comprehensive resource books, providing students and researchers with the support they need for advanced study in the core areas of English Language and Applied Linguistics.
Each book in the series guides readers through three main sections, enabling them to explore and develop major themes within the discipline.
- Section A, Introduction, establishes the key terms and concepts and extends readers' techniques of analysis through practical application.
- Section B, Extension, brings together influential articles, sets them in context, and discusses their contribution to the field.
- Section C, Exploration, builds on knowledge gained in the first two sections, setting thoughtful tasks around further illustrative material. This enables readers to engage more actively with the subject matter and encourages them to develop their own research responses.
Throughout the book, topics are revisited, extended, interwoven and deconstructed, with the reader's understanding strengthened by tasks and follow-up questions.
English for Academic Purposes:
- introduces the major theories, approaches and controversies in the field
- gathers together influential readings from key names in the discipline, including: John Swales, Alasair Pennycook, Greg Myers, Brian Street and Ann Johns
- provides numerous exercises as practical study tools that encourage in students a critical approach to this subject.
Written by an experienced teacher and researcher in the field, English for Academic Purposes is an essential resource for students and researchers of Applied Linguistics.
Introduction Section A: Introduction Theme 1: Conceptions and Controversies Unit One: Specific or general academic purposes? Unit Two: Study skills or academic literacy? Unit Three: Lingua Franca or Tyrannosaurus rex? Unit Four: Pragmatism or Critique? Theme 2: Literacies and Practices Unit Five: Discourses, communities and cultures Unit Six: Genre analysis and academic texts Unit Seven: Corpus analysis and academic texts Unit Eight: Ethnographically-oriented analysis and EAP Theme 3: Design and Delivery Unit Nine: Needs and Rights Unit Ten: Development and Implementation Unit Eleven: Methodologies and Materials Unit Twelve: Feedback and Assessment Section B: Extension Theme 1: Conceptions and Controversies Unit One: Specific or general academic purposes? Unit Two: Study skills or academic literacy? Unit Three: Lingua Franca or Tyrannosaurus rex? Unit Four: Pragmatism or Critique? Theme 2: Literacies and Practices Unit Five: Discourses, communities and cultures Unit Six: Genre analysis and academic texts Unit Eight: Ethnographically-oriented analysis and EAP Theme 3: Design and Delivery Unit Nine: Needs and Rights Unit Ten: Development and Implementation Unit Eleven: Methodologies and Materials Unit Twelve: Feedback and Assessment Section C: EXPLORATION Theme 1: Conceptions and Controversies Unit One: Specific or general academic purposes? Unit Two: Study skills or academic literacy? Unit Three: Lingua Franca or Tyrannosaurus rex? Unit Four: Pragmatism or Critique? Theme 2: Literacies and Practices Unit Five: Discourses, communities and cultures Unit Six: Genre analysis and academic texts Unit Seven: Corpus analysis and academic texts Unit Eight: Ethnographically-oriented analysis and EAP Theme 3: Design and Delivery Unit Nine: Needs and Rights Unit Ten: Development and Implementation Unit Eleven: Methodologies and Materials Unit Twelve: Feedback and Assessment Glossary References
Biography
Ken Hyland is Professor of Education and Head of the Centre for Academic and Professional Literacies at the Institute of Education, University of London. He has 26 years experience teaching and researching academic and professional literacies.
‘Hyland’s book is a very welcome addition to the literature on teaching English for academic purposes. It covers a wide range of topics, both comprehensively and thoroughly. This book is certain to become key reading for students, teachers and researchers with an interest in the teaching of English for academic purposes.’ – Brian Paltridge, University of Sydney, Australia
