Table of Contents
Table of Contents
Preface List of Contributors
Part I. Current Research on Teaching and Learning English for Academic Purposes
Chapter 1. What is the ‘Academic Purpose’ of ‘English’ in ‘English for Academic Purposes’? Nick Pilcher and Kendall Richards (Edinburgh Napier University, UK) (pp. 3-20)
Chapter 2. Vocabulary in EAP: Undergraduate and Postgraduate Differences in Hong Kong (pp. 21-34) Arthur McNeill (Hong Kong University of Science and Technology, Hong Kong SAR, China)
Chapter 3. Team-Based Learning within a Flipped Classroom: An EAP Course Redesign to Foster Learning and Engagement of International Students (pp. 35-50) Natalia Romanova (George Washington University, USA)
Chapter 4. Factors Affecting Participation in Postgraduate Educational Interaction in English: Implications for EAP (pp. 51-68) Shota Mukai and Averil Coxhead (Victoria University of Wellington, New Zealand)
Chapter 5. Building Students’ Capacity to Write English for Academic Purposes: Pedagogy and the Demands of Writing Persuasively (pp. 69-96) Shirley O’Neill (University of Southern Queensland, Australia)
Chapter 6. Lexical Constructions in EAP Writing: A Corpus-Based Study (pp. 97-110) Yu-Shiang Jou and Peter De Costa (University of Michigan, USA, and others)
Chapter 7. A Lexical Approach to Teaching Formality in Freshman L2 Academic Writing (pp. 111-124) Gavin Bui (Hang Seng Management College, Hong Kong SAR, China)
Chapter 8. Reading and Writing of University Students with English as a Second Language: Linguistic and Metalinguistic Skills (pp. 125-140) Amir Sadeghi, Shahrbanoo Cheraghi, Abdul Saeed, and John Everatt (Islamic Azad University, Iran, and others) Part II. Practices of Teaching and Learning English for Academic Purposes
Chapter 9. Innovation in EAP Programmes: Shifting from Teaching to Learning in Curriculum Design (pp. 143-160) Martin Guardado and Justine Light (University of Alberta, Canada)
Chapter 10. The Practice of EAP in Australia: A Rose by Any Other Name? (pp. 161-178) Douglas Bell (University of Nottingham Ningbo, China)
Chapter 11. Addressing EAP Students’ Reading-Skill Needs through Textbook Supplementation (pp. 179-198) Eleanor Kashmar Wolf and Fredricka Louise Stoller (Northern Arizona University, USA)
Chapter 12. The Development of Students’ Critical Thinking in EAP Classrooms in Hong Kong (pp. 199-218) Lap Tuen Wong and Wai Lam Heidi Wong (Centennial College, Hong Kong SAR, China, and others)
Chapter 13. Customisation of Academic Writing Modules for Novice Researchers in a University in Singapore (pp. 219-238) Anitha Devi Pillai and Mary Ellis (National Institute of Education, Nanyang Technological University, Singapore)
Chapter 14. Teaching English for Academic Purposes in New Zealand: Making Sense of Genre-Based Instruction (pp. 239-254) Diane Johnson (University of Waikato, New Zealand)
Chapter 15. Practitioner Inquiry Group Explorations in Academic English: A Dialogic Teaching Approach (pp. 255-284) Rosemarie Brefeld (University of Missouri, USA)
Chapter 16. Webquests and Screencasts: Strategies for Teaching EAP at the National University of Singapore (pp. 285-306) Mark Brooke (National University of Singapore, Singapore)
Chapter 17. Developing Academic Presentation Competence in EAP Classroom (pp. 307-326) Sabina Ho-yan Mak (Centennial College, Hong Kong SAR, China)
Index (pp. 327)
Reviews
“Academic Purposes” is a powerful characterisation of one critical and highly globalised domain: higher education. In this domain the roles and functions of the linguistic codes used to exchange knowledge between lecturers and learners, and independently by learners through academic reading, are extremely diverse; yet very important for national development and personal opportunity. Even in institutions in multilingual settings which aim to strictly separate languages or impose exclusive use of English the learner and the lecturer invariably continue to function multilingually. This excellent volume is a state of the art on EAP education in different contexts. The admirable international perspective provides rare and comprehensive access to empirical information on EAP across the world but this is supplemented by helpful guidance on course design, modes of delivery, and options for organisational practices. If we are to develop sound and just language policies that position learners more equally in relation to the opportunities and disadvantages that English involves, we need to read the research that is so excellently discussed in this volume.” – Joseph Lo Bianco, Professor of Language and Literacy Education, The University of Melbourne, Australia
This edited volume makes a marvellous contribution to the world-wide efforts of researchers and educators developing theories, concepts, strategies, and techniques to help learners of English advance their linguistic and academic competencies. The range of topics is extremely impressive – vocabulary, writing, participation, flipped classrooms, approaches to formality, inquiry groups, webcasts, screencasts, and academic presentations. These chapters give the research and practitioner communities a great deal to think about and to build upon.” – Claude Goldenberg, Nomellini & Olivier Professor of Education, Stanford University, USA
In bringing together the expertise of renowned international experts and innovative research from newer scholars, this book rigorously re-examines EAP orthodoxy in key areas such as the lexicon, discipline-specific language, spoken interaction and reading and writing, and provides a host of practical suggestions for the enhancement of EAP pedagogy. The chapters are clearly written and very accessible.” – Michael McCarthy, Emeritus Professor, The University of Nottingham, UK
“Globalisation, technology, and the seeming unquenchable thirst for English across the educational landscape from young learners to adults is not only transforming the media through which education is delivered, but also the languages through which it is delivered. English is increasingly being deployed as the medium of instruction for courses and, in some cases, entire institutions, in many regions of the world. This has created major challenges for educational institutions. This volume contains chapters written by some of the key figures in the field, and will provide a valuable resource for those involved in the teaching of English for Academic Purposes internationally.” – David Nunan, Professor Emeritus of Applied Linguistics, The University of Hong Kong, Hong Kong SAR, China
This edited volume is designed for undergraduate and postgraduate students on applied linguistics and English language programmes, EAP practitioners, educational researchers and policy-makers. The chapters will bring readers to the forefront of EAP education by exploring current EAP research and practices in both English-speaking and non-English speaking countries. It is a useful reference work for future research development on curriculum planning, material development and teaching methodology in English language classrooms.
