1st Edition
Specialised English New Directions in ESP and EAP Research and Practice
Specialised English: New Directions in ESP and EAP Research and Practice provides an authoritative and cutting-edge account of the latest avenues of research and practice in the dynamic field of Specialised English. Ken Hyland and Lillian Wong present 17 specially commissioned chapters by some of the world’s leading experts to offer discussions of key topics in research, theory and pedagogy from a variety of international perspectives. Divided into three sections, which focus on conceptual issues, text and classroom practice, this book:
- Offers a clear and accessible introduction to current issues in EAP and ESP, including academic interaction, academic lingua franca, second language publishing, workplace talk, practitioner identity, data-driven learning and critical thinking
- Includes studies of a range of genres such as research articles and student reports, student spontaneous speech, personal statements, builders’ diaries and university tutorials
- Presents links between theory and practice with a sampling of different research methodologies, practical applications and theoretical approaches
Specialised English is essential reading for upper-level undergraduate and postgraduate students and researchers in EAP/ESP and applied linguistics, as well as pre- and in-service teachers and teacher educators.
Preface Brian Paltridge
Introduction Ken Hyland and Lillian L. C. Wong
Section one: Conceptual issues in specialised language use
1. Academically speaking: English as the Lingua Franca Anna Mauranen
2. What do we mean by ‘Workplace English’? A syllabus framework for course design and assessment Jane Lockwood
3.Genre as interdiscursive performance in English for Professional Communication Vijay K. Bhatia
4. Power in English for Academic Purposes John Flowerdew
5. EAP practitioner identity Alex Ding
Section two: Focus on texts
6. English as a Lingua Franca and Learner English in Disciplinary Writing: A corpus perspective Lynne Flowerdew
7. Academic interaction: Where’s it all going? Ken Hyland
8. Exploring critical thinking in academic and professional writing: A genre-based approach Ian Bruce
9. Vocabulary in university tutorials and laboratories: Corpora and word lists Averil Coxhead and Thi Ngoc Yen Dang
10. Researching the impact of ‘the culture order’ in professional workplace contexts Janet Holmes
11. Multimodal student texts: Implications for ESP Jean Parkinson
Section three: Focus on practice
12. Grappling with the personal statement: Transformation, appropriation, and externalization Ann M. Johns
13. Tools and strategies for Data-Driven Learning (DDL) in the EAP writing classroom Laurence Anthony
14. Implementing disciplinary data-driven learning for postgraduate thesis writing LillianL. C. Wong
15. Academic writing feedback: Collaboration between subject and EAP specialists Jill Northcott
16. Directives in academic writing tutorials: How do different teaching styles affect their use? Ursula Wingate and Eva Ogiermann
17. Seeking supervisor collaboration in a School of Sciences at a Chinese university Yongyan Li and Margaret Cargill
Index
Biography
Ken Hyland is Professor of Applied Linguistics in Education at the University of East Anglia. He is a Foundation Fellow of the Hong Kong Academy of the Humanities and an Honorary Professor at Warwick University, Jilin University and Hong Kong University.
Lillian L. C. Wong is a Senior Lecturer in the Centre for Applied English Studies at the University of Hong Kong. She researches innovation and change in English language education, EAP and ESP, and has extensive experience developing, teaching and coordinating undergraduate, postgraduate and teacher education programmes.
"This is an important collection of papers that address the key current and emerging issues in ESP and in EAP in a changing world, including the role of the practitioner in an era of increasing commodification of education, questions of power and criticality, and of how genres evolve through new modes of interaction."
Paul Thompson, University of Birmingham, UK
