Includes bibliographical references (p. 365-390) and indexes.

List of figures
x
List of abbreviations
xi
Acknowledgements xii
Introduction xvii
Part 1 English for Academic Purposes and study skills 1 (140)
EAP and study skills: definitions and scope
1 (19)
What is English for Academic Purposes (EAP)?
1 (5)
What are study skills?
6 (2)
The native speaker and study skills
8 (6)
Study skills books for native speakers of English
14 (4)
Introspect and discuss
18 (2)
Needs analysis
20 (23)
An imaginary case study (1)
20 (2)
Analysis
22 (1)
Questions
22 (1)
Approaches to needs analysis
23 (15)
Summary
38 (3)
An imaginary case study (2)
41 (1)
Introspect and discuss
41 (2)
Surveys: students' difficulties
43 (13)
Surveys: a note of caution
43 (1)
Overview
44 (1)
Spoken English and seminars
45 (1)
Academic writing
46 (4)
Lectures and note-taking
50 (1)
Reading
50 (2)
Experience and expectations
52 (1)
Introspect and discuss
53 (3)
EAP syllabus and course design
56 (29)
EAP syllabus
58 (2)
Types of syllabus
60 (3)
Conclusion
63 (1)
EAP course design
64 (3)
An alternative course design: projects
67 (2)
Pre-sessional EAP courses
69 (1)
In-sessional, part-time courses
70 (1)
Long EAP courses
71 (2)
EAP course components
73 (1)
Content of EAP components
74 (1)
Non-EAP components
75 (2)
Timetabling: priorities, balance and structure
77 (2)
Timetable examples
79 (1)
International EAP courses
79 (4)
Introspect and discuss
83 (2)
Evaluation: students and courses
85 (9)
`Test' and `examination'
85 (1)
Tests: differences
85 (1)
Tests: types
86 (2)
Tests: general features
88 (1)
Feedback
89 (4)
Introspect and discuss
93 (1)
Learning styles and cultural awareness
94 (15)
An imaginary case study (3)
94 (1)
Learning styles and strategies
95 (3)
Academic culture
98 (5)
General culture
103 (3)
British studies
106 (1)
Conclusion
107 (1)
Introspect and discuss
108 (1)
Methodology and materials
109 (18)
Methodological principles
109 (1)
Principles of learning
110 (1)
Principles of communicative methodology
111 (1)
Communicative activities
111 (2)
Authenticity
113 (1)
Case studies, role-play and simulations
114 (2)
Individualisation and autonomy
116 (1)
Awareness-raising and learner training
117 (4)
Team-teaching
121 (1)
The role of the teacher
122 (1)
Some pedagogical principles
123 (1)
Conclusion
124 (1)
Introspect and discuss
125 (2)
Evaluating materials
127 (14)
Choice of books
127 (1)
Integrated study skills books: comparative content
128 (2)
Factors to compare
130 (2)
Listening and note-taking
132 (1)
Writing
132 (2)
Dictionaries
134 (1)
Evaluation: some questions
135 (2)
Criteria: checklists
137 (1)
Conclusion
138 (1)
Introspect and discuss
139 (2)
Part II Study skills and practice (EGAP) 141 (87)
Academic reading
143 (6)
Strategies and skills
143 (1)
Categorising reading courses
144 (1)
Reading for information
145 (1)
Reading speed
146 (1)
Reading comprehension and vocabulary
147 (1)
Introspect and discuss
147 (2)
Vocabulary development
149 (15)
Which vocabulary?
150 (3)
Second language vocabulary acquisition
153 (1)
Semantic field theory and componential analysis
154 (2)
Teaching/learning vocabulary
156 (3)
Concordancing
159 (2)
Memory and mnemonics
161 (1)
Conclusion
162 (1)
Introspect and discuss
162 (2)
Academic writing
164 (15)
The product approach
165 (2)
The process approach
167 (3)
Summarising, paraphrasing and synthesising
170 (1)
Feedback and evaluation
171 (5)
Conclusion
176 (1)
Introspect and discuss
177 (2)
Lectures and note-taking
179 (14)
Lecturing styles and lecture structure
181 (2)
Listening cues
183 (3)
Informal language
186 (1)
Taking notes
187 (3)
Lecture length
190 (1)
Conclusion
190 (1)
Introspect and discuss
191 (2)
Speaking for academic purposes
193 (15)
Lectures
193 (2)
Seminars
195 (6)
Oral presentations
201 (3)
Verbalising data
204 (1)
Individual speech diffculties
205 (1)
Conclusion
206 (1)
Introspect and discuss
206 (2)
Reference/research skills
208 (11)
Dictionaries
208 (4)
Books
212 (1)
Using the library
213 (1)
References
214 (3)
Conclusion
217 (1)
Introspect and discuss
218 (1)
Examination skills
219 (9)
Question analysis
219 (2)
Writing practice
221 (4)
Revision
225 (1)
Conclusion
225 (1)
Introspect and discuss
226 (2)
Part III English for Specific Academic Purposes 228 (54)
Academic discourse and style
228 (21)
Register analysis
228 (1)
Discourse analysis
229 (1)
Genre analysis
230 (10)
Hedging/vague language
240 (3)
Appropriacy
243 (4)
Conclusion
247 (1)
Introspect and discuss
247 (2)
Subject-specific language
249 (10)
Students' inadequacy in the specialist subject
250 (1)
The EAP tutor and the subject specialist
251 (1)
Other concerns
252 (1)
Suggestions for teaching
252 (4)
ESAP books
256 (1)
Example of economics
257 (1)
Introspect and discuss
257 (2)
Materials design and production
259 (13)
Against and for
259 (2)
Team writing
261 (1)
Recommended background reading
262 (1)
The need
262 (2)
Variables
264 (2)
Materials: suggestions
266 (3)
Possible problems in materials writing
269 (1)
Conclusion
270 (1)
Introspect and discuss
270 (2)
Concerns and research
272 (10)
Concerns
272 (2)
What is research?
274 (1)
Action research
274 (1)
Research methods
275 (1)
EAP research areas
276 (3)
Conclusion
279 (1)
Introspect and discuss
280 (2)
Appendices 282 (83)
Index of appendices
282 (83)
1 Recommended books and journals
283 (67)
2 Educational technology
350 (9)
3 BALEAP, and the Survey
359 (3)
4 EAP exams and examining bodies
362 (3)
References 365 (26)
Subject index 391 (8)
Author index 399

English for Academic Purposes provides a comprehensive overview of the field of English for Academic Purposes (EAP) for teachers. It not only looks at study skills, but also at other central concerns of EAP, such as needs analysis, syllabus and course design, methodology and materials, learning styles, tests and exams, and academic style and genre analysis. In addition to general EAP, the author also considers subject-specific language and the production of teaching materials. Throughout, the author adopts a user-friendly approach in which theoretical considerations are balanced with practical experience. Issues are discussed and illustrated, but readers are also encouraged to form their own opinions by means of stimulating introspect and discuss sections at the end of each chapter

College of Education Bachelor of Secondary Education major in English

Text in English