Also available as ebook.

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

"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." (Publisher's description)

CONTENTS

List of figures

List of abbreviations

Acknowledgements

Introduction

PART I ENGLISH FOR ACADEMIC PURPOSES AND STUDY SKILLS

Chapter 1 EAP and study skills: definitions and scope
1.1 What is English for Academic Purposes (EAP)?
1.2 What are study skills?
1.3 The native speaker and study skills

1.4 Study skills books for native speakers of English
1.5 Introspect and discuss

Chapter 2 Needs analysis
2.1 Needs
2.2 Analysis
2.3 Questions
2.4 Approaches to needs analysis
2.5 Summary
2.6 An imaginary case study (2)
2.7 Introspect and discuss

Chapter 3 Surveys: students' difficulties
3.1 Survey: a note of caution
3.2 Overview
3.3 Spoken English and Seminars
3.4 Academic writing
3.5 Lectures and note-taking
3.6 Reading
3.7 Experiences and expectations
3.8 Introspect and discuss

Ch. 4. EAP syllabus and course design

4.1 EAP syllabus
4.2 Types of syllabus
4.3 Conclusion
4.4 EAP course design
4.5 An alternative course design: projects
4.6 Pre-sessional EAP courses
4.7 In-sessional, part-time courses
4.8 Long EAP courses
4.9 EAP course components
4.10 Content of EAP components
4.11 Non-EAP components
4.12 Timetabling: priorities, balance and structure
4.13 Timetable examples
4.14 International EAP courses
4.15 Introspect and discuss

Ch. 5. Evaluation: students and courses
5.1 'Test' and 'examination'
5.2 Tests: differences
5.3 Tests: types
5.4 Tests: general features
5.5 Feedback
5.6 Introspect and discuss

Ch. 6. Learning styles and cultural awareness
6.1 An imaginary case study (3)
6.2 Learning styles and strategies
6.3 Academic culture
6.4 General culture
6.5 British studies
6.6 Conclusion
6.7 Introspect and discuss

Ch. 7. Methodology and materials
7.1 Methodological principles
7.2 Principles of learning
7.3 Principles of communicative methodology
7.4 Communicative activities
7.5 Authenticity
7.6 Case studies, role-play and simulations
7.7 Individualisation and autonomy
7.8 Awareness-raising and learner training
7.9 Team-teaching 7.10 The role of the teacher
7.11 Some pedagogical principles
7.12 Conclusion
7.13 Introspect and discuss

Ch. 8. Evaluating materials
8.1 Choice of books
8.2 Integrated study skills books: comparative content
8.3 Factors to compare
8.4 Listening and note-taking
8.5 Writing
8.6 Dictionaries
8.7 Evaluation: some questions
8.8 Criteria: checklists
8.9 Conclusion
8.10 Introspect and discuss

PART II STUDY SKILLS AND PRACTICE (EGAP)

Ch. 9. Academic reading
9.1 Strategies and skills
9.2 Categorising reading courses
9.3 Reading for information
9.4 Reading speed
9.5 Reading comprehension and vocabulary
9.6 Introspect and discuss

Ch. 10. Vocabulary development
10.1 Which vocabulary?
10.2 Second language vocabulary acquisition
10.3 Semantic field theory and componential analysis
10.4 Teaching/learning vocabulary
10.5 Concordancing
10.6 Memory and mnemonics
10.7 Conclusion
10.8 Introspect and discuss

Ch. 11. Academic writing
11.1 The product approach
11.2 The process approach
11.3 Summarizing, paraphrasing and synthesising
11.4 Feedback and evaluation
11.5 Conclusion
11.6 Introspect and discuss

Ch. 12. Lectures and note-taking
12.1 Lecturing styles and lecture structure
12.2 Listening cues
12.3 Informal language
12.4 Taking notes
12.5 Lecture length
12.6 Conclusion
12.7 Introspect and discuss

Ch. 13. Speaking for academic purposes
13.1 Lectures
13.2 Seminars
13.3 Oral presentations
13.4 Verbalising data
13.5 Individual speech difficulties
13.6 Conclusion
13.7 Introspect and discuss

Ch. 14. Reference/research skills
14.1 Dictionaries
14.2 Books
14.3 Using the library
14.4 References
14.5 Conclusion
14.6 Introspect and discuss

Ch. 15. Examination skills
15.1 Question analysis
15.2 Writing practice
15.3 Revision
15.4 Conclusion
15.5 Introspect and discuss

PART IIII ENGLISH FOR SPECIFIC ACADEMIC PURPOSES

Ch. 16. Academic discourse and style
16.1 Register analysis
16.2 Discourse analysis
16.3 Genre analysis
16.5 Appropriacy
16.6 Conclusion
16.7 Introspect and discuss

Ch. 17. Subject-specific language
17.1 Students' inadequacy in the specialist subject
17.2 The EAP tutor and the subject specialist
17.3 Other concerns
17.4 Suggestions for teaching
17.5 ESAP books
17.6 Example of economics
17.7 Introspect and discuss

Ch. 18. Materials design and production
18.1 Against and for
18.2 Team writing
18.3 Recommended background reading
18.4 The need
18.5 Variables
18.6 Materials: suggestions
18.7 Possible problems in materials writing
18.8 Conclusion
18.9 Introspect and discuss

Ch. 19. Concerns and research
19.1 Concerns
19.2 What is research?
19.3 Action research
19.4 Research methods
19.5 EAP research areas
19.6 Conclusion
19.7 Introspect and discuss

Index of appendices
1. Recommended books and journals
2. Educational technology
3. BALEAP, and the Survey
4. EAP exams and examining bodies

References

Subject Index

Author Index