English for Academic Purposes : A Guide and Resource Book for Teachers /
R.R. Jordan.
- Cambridge, U.K. ; Cambridge University Press, 1997.
- xx, 404 p. : ill. ; 24 cm.
- Cambridge Language Teaching Library. .
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
9780521556187 (pbk)
96037001
English language--Study and teaching (Higher)--Foreign speakers. English language--Rhetoric--Study and teaching. Academic writing--Study and teaching.