The Routledge Handbook of English for Academic Purposes
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The Routledge Handbook of English for Academic Purposes

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Description

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-four 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.
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Product details

  • Hardback | 670 pages
  • 174 x 246 x 40.64mm | 1,270g
  • ROUTLEDGE
  • London, United Kingdom
  • English
  • 1 Tables, color; 28 Tables, black and white
  • 1138774715
  • 9781138774711
  • 1,754,871

Table of contents

List of figures


List of tables


Notes on the contributors


Acknowledgements





1


Introduction


Ken Hyland & Philip Shaw





Section 1: 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 & Jackie Tuck


4


English as the academic Lingua Franca


Anna Mauranen, Niina Hynninen & Elina Ranta


5


Composition Studies and EAP


Christine M. Tardy & Soomin Jwa





Section 2: 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


Francoise Salager, Graciela Llopis de Segura &Rosinda Guerra Ramos


Section 3 EAP and language skills


10


Academic reading into writing


Alan Hirvella


11


Language and L2 Writing: Learning to Write and Writing to Learn in Academic Contexts


Rosa Manchon


12


Dialogic interaction


Helen Basturkmen


13


Listening to lectures


Michael Rodgers & Stuart Webb


14


Acquiring academic and disciplinary vocabulary


Averil Coxhead


Section 4 Research perspectives





15


Systemic Functional Linguistics and EAP


Sue Hood


16


Corpus Studies in EAP


Hilary Nesi


17


Ethnographic perspectives on English for academic purposes research


Brian Paltridge & 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 & Bradley A. Smith


21


Intercultural rhetoric


Ulla Connor, Estela Ene & Ana Traversa


22


Critical perspectives


Christopher Macallister & Kirsten Haack


Section 5 Pedagogic genres


23


Undergraduate assignments and exams


Roger Graves & Stephanie White


24


Lectures


Belinda Crawford Camiciottoli & Mercedes Querol-Julian


25


Textbooks


Marina Bondi


26


Seminars


Marta Aguilar


27


PhD adviser and student interactions as a spoken academic genre;.


Beyza Bjorkman


28


PhD defences and vivas


Spela Mezek and John Swales


Section 6 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 & William Feng


33


Research blogs, tweets and wikis


Maria Kuteeva


Section 7: 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 Johns


36


EAP pedagogy in undergraduate contexts


Neomy Storch, Janne Morton, & Celia Thompson


37


EAP Support for Post-Graduate Students


Chris Feak


38


English for Professional Academic Purposes


Diane Belcher, Francisco Barron Serrano, and Hae Sung Yang


Section 8: Managing learning


39


Writing Centres and the turn toward Multilingual and Multiliteracy Writing Tutoring.


Magnus Gustafsson & Lisa Ganobczik-Williams ,


40


EAP management


Andy Gillett


41


EAP teacher development


Alex Ding and Gemma Campion


42


Needs analysis for curriculum design


Ana Bocanegra


43


EAP Materials and tasks


Fredrika Stoller


44


CALL and electronic media


Soobin Yim & Mark Warschauer


45


Assessment of English for Academic Purposes





Sara Weigle & Margaret Malone
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Review quote

"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. Manchon, 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
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