1st Edition
The Routledge Handbook of English for Academic Purposes
The Routledge Handbook of English for Academic Purposes provides an accessible, authoritative and comprehensive introduction to English for Academic Purposes (EAP), covering the main theories, concepts, contexts and applications of this fast-growing area of applied linguistics. Forty-five chapters are organised into eight sections covering:
- Conceptions of EAP
- Contexts for EAP
- EAP and language skills
- Research perspectives
- Pedagogic genres
- Research genres
- Pedagogic contexts
- Managing learning.
Authored by specialists from around the world, each chapter focuses on a different area of EAP and provides a state-of-the-art review of the key ideas and concepts. Illustrative case studies are included wherever possible, setting out in an accessible way the pitfalls, challenges and opportunities of research or practice in that area. Suggestions for further reading are included with each chapter.
The Routledge Handbook of English for Academic Purposes is an essential reference for advanced undergraduate and postgraduate students of EAP within English, Applied Linguistics and TESOL.
List of figures
List of tables
List of contributors
Acknowledgements
1 Introduction
Ken Hyland and Philip Shaw
PART I
Conceptions of EAP
2 General and specific EAP
Ken Hyland
3 Academic literacies: a critical lens on writing and reading in the academy
Theresa Lillis and Jackie Tuck
4 English as the academic lingua franca
Anna Mauranen, Niina Hynninen and Elina Ranta
5 Composition studies and EAP
Christine M. Tardy and Soomin Jwa
PART II
Contexts for EAP
6 EAP, EMI or CLIL?
John Airey
7 EAP in multilingual English-dominant contexts
Jean Parkinson
8 EAP at the tertiary level in China: challenges and possibilities
An Cheng
9 EAP in Latin America
Françoise Salager-Meyer, Graciela Mercedes Llopis de Segura and
Rosinda de Castro Guerra Ramos
PART III
EAP and language skills
10 Academic reading into writing
Alan Hirvela
11 Language and L2 writing: learning to write and writing to learn in
academic contexts
Rosa M. Manchón
12 Dialogic interaction
Helen Basturkmen
13 Listening to lectures
Michael P.H. Rodgers and Stuart Webb
14 Acquiring academic and disciplinary vocabulary
Averil Coxhead
PART IV
Research perspectives
15 Systemic functional linguistics and EAP
Susan Hood
16 Corpus studies in EAP
Hilary Nesi
17 Ethnographic perspectives on English for academic purposes research
Brian Paltridge and Sue Starfield
18 Intertextuality and plagiarism
Diane Pecorari
19 Genre analysis
Philip Shaw
20 Multimodal approaches to English for academic purposes
Kay L. O’Halloran, Sabine Tan and Bradley A. Smith
21 Intercultural rhetoric
Ulla Connor, Estela Ene and Ana Traversa
22 Critical perspectives
Christopher J. Macallister
PART V
Pedagogic genres
23 Undergraduate assignments and essay exams
Roger Graves and Stephanie White
24 Lectures
Belinda Crawford Camiciottoli and Mercedes Querol-Julián
25 Textbooks
Marina Bondi
26 Seminars
Marta Aguilar
27 PhD adviser and student interactions as a spoken academic genre
Beyza Björkman
28 PhD defences and vivas
Špela Mežek and John M. Swales
PART VI
Research genres
29 Genre approaches to theses and dissertations
Paul Thompson
30 The academic poster genre: friend or foe?
Larissa D’Angelo
31 Research articles
Betty Samraj
32 Interpersonal meaning and audience engagement in academic
presentations: a multimodal discourse analysis perspective
Gail Forey and Dezheng Feng
33 Research blogs, wikis, and tweets
Maria Kuteeva
PART VII
Pedagogic contexts
34 EAP in school settings
Sally Humphrey
35 The Common Core in the United States: a major shift in standards
and assessment
Ann M. Johns
36 EAP pedagogy in undergraduate contexts
Neomy Storch, Janne Morton and Celia Thompson
37 EAP support for post-graduate students
Christine B. Feak
38 English for professional academic purposes
Diane D. Belcher, Francisco Javier Barron Serrano and Hae Sung Yang
PART VIII
Managing learning
39 Writing centres and the turn toward multilingual and multiliteracy
writing tutoring
Magnus Gustafsson and Lisa Ganobcsik-Williams
40 EAP management
Andy Gillett
41 EAP teacher development
Alex Ding and Gemma Campion
42 Needs analysis for curriculum design
Ana Bocanegra-Valle
43 EAP materials and tasks
Fredricka L. Stoller
44 CALL and electronic media
Soobin Yim and Mark Warschauer
45 Assessment of English for academic purposes
Sara Cushing Weigle and Margaret E. Malone
Index
Biography
Ken Hyland is Professor of Applied Linguistics and Director of the Centre forApplied English Studies at the University of Hong Kong. His publicationsinclude Innovation and Change in English Language Education(edited with Lillian Wong, Routledge, 2013), Teaching andResearching Writing, 2nd edition (Routledge, 2009) andEnglish for Academic Purpose s (Routledge, 2006).
Philip Shaw is Professor in the Department of English, University of Stockholm,Sweden. He is the co-author of World Englishes: AnIntroduction, 2nd edition (with Gunnel Melchers, 2011).
"Don’t do EAP without it! This volume defines—in 45 chapters by the experts who have shaped the field internationally—the current nature and scope, prevailing activities, and conceptual foundations of EAP: an authoritative, clearly organized resource for advanced students, researchers, program administrators, and educators in universities and schools around the world." Alister Cumming, University of Toronto, Canada
"This Handbook is an authoritative, comprehensive and truly international compendium of theory, research and practice in the field of EAP. A group of distinguished scholars provide internationally-relevant and at the same time socially-situated insightful analyses of existing and emerging understandings of EAP in diverse locations across the globe and with reference to traditional and novel EAP genres and contexts." Rosa M. Manchón, University of Murcia, Spain
"This volume illustrates how widely EAP is practiced and the variety of research traditions that have influenced current understandings of academic English. The contributors demonstrate that educational values and practices differ considerably from country to country and encourage a critical stance to researching, developing and teaching EAP in local contexts." Diane Schmitt, Nottingham Trent University, UK
