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_c2589 _d2589 |
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| 001 | 1982688 | ||
| 003 | OSt | ||
| 005 | 20190902174552.0 | ||
| 008 | 971205s1997 enka b 001 0 eng d | ||
| 010 | _a 96037001 | ||
| 020 | _a9780521556187 (pbk) | ||
| 035 | _aocm35718536 | ||
| 040 |
_aDLC _beng _cDLC _dDLC _dAEU _eJCRC |
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| 082 | 0 | 0 |
_a428/.0071 _221 |
| 100 | 1 | _aJordan, R. R. | |
| 245 | 1 | 0 |
_aEnglish for Academic Purposes : _bA Guide and Resource Book for Teachers / _cR.R. Jordan. |
| 260 |
_aCambridge, U.K. ; _bCambridge University Press, _c1997. |
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| 300 |
_axx, 404 p. : _bill. ; _c24 cm. |
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| 440 | _aCambridge Language Teaching Library. | ||
| 500 | _aAlso available as ebook. | ||
| 504 | _aIncludes bibliographical references (p. 365-390) and indexes. | ||
| 505 | 2 | _a"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) | |
| 505 | 2 | _aCONTENTS | |
| 505 | 2 | _aList of figures | |
| 505 | 2 | _aList of abbreviations | |
| 505 | 2 | _aAcknowledgements | |
| 505 | 2 | _aIntroduction | |
| 505 | 2 | _aPART I ENGLISH FOR ACADEMIC PURPOSES AND STUDY SKILLS | |
| 505 | 2 |
_aChapter 1 EAP and study skills: definitions and scope
_t1.1 What is English for Academic Purposes (EAP)? _t1.2 What are study skills? _t1.3 The native speaker and study skills _t1.4 Study skills books for native speakers of English _t1.5 Introspect and discuss |
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| 505 | 2 |
_aChapter 2 Needs analysis
_t2.1 Needs _t2.2 Analysis _t2.3 Questions _t2.4 Approaches to needs analysis _t2.5 Summary _t2.6 An imaginary case study (2) _t2.7 Introspect and discuss |
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| 505 | 2 |
_aChapter 3 Surveys: students' difficulties
_t3.1 Survey: a note of caution _t3.2 Overview _t3.3 Spoken English and Seminars _t3.4 Academic writing _t3.5 Lectures and note-taking _t3.6 Reading _t3.7 Experiences and expectations _t3.8 Introspect and discuss |
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| 505 | 2 |
_aCh. 4. EAP syllabus and course design
_t4.1 EAP syllabus _t4.2 Types of syllabus _t4.3 Conclusion _t4.4 EAP course design _t4.5 An alternative course design: projects _t4.6 Pre-sessional EAP courses _t4.7 In-sessional, part-time courses _t4.8 Long EAP courses _t4.9 EAP course components _t4.10 Content of EAP components _t4.11 Non-EAP components _t4.12 Timetabling: priorities, balance and structure _t4.13 Timetable examples _t4.14 International EAP courses _t4.15 Introspect and discuss |
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| 505 | 2 |
_aCh. 5. Evaluation: students and courses
_t5.1 'Test' and 'examination' _t5.2 Tests: differences _t5.3 Tests: types _t5.4 Tests: general features _t5.5 Feedback _t5.6 Introspect and discuss |
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| 505 | 2 |
_aCh. 6. Learning styles and cultural awareness
_t6.1 An imaginary case study (3) _t6.2 Learning styles and strategies _t6.3 Academic culture _t6.4 General culture _t6.5 British studies _t6.6 Conclusion _t6.7 Introspect and discuss |
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| 505 | 2 |
_aCh. 7. Methodology and materials
_t7.1 Methodological principles _t7.2 Principles of learning _t7.3 Principles of communicative methodology _t7.4 Communicative activities _t7.5 Authenticity _t7.6 Case studies, role-play and simulations _t7.7 Individualisation and autonomy _t7.8 Awareness-raising and learner training _t7.9 Team-teaching _t7.10 The role of the teacher _t7.11 Some pedagogical principles _t7.12 Conclusion _t7.13 Introspect and discuss |
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| 505 | 2 |
_aCh. 8. Evaluating materials
_t8.1 Choice of books _t8.2 Integrated study skills books: comparative content _t8.3 Factors to compare _t8.4 Listening and note-taking _t8.5 Writing _t8.6 Dictionaries _t8.7 Evaluation: some questions _t8.8 Criteria: checklists _t8.9 Conclusion _t8.10 Introspect and discuss |
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| 505 | 2 | _aPART II STUDY SKILLS AND PRACTICE (EGAP) | |
| 505 | 2 |
_aCh. 9. Academic reading
_t9.1 Strategies and skills _t9.2 Categorising reading courses _t9.3 Reading for information _t9.4 Reading speed _t9.5 Reading comprehension and vocabulary _t9.6 Introspect and discuss |
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| 505 | 2 |
_aCh. 10. Vocabulary development
_t10.1 Which vocabulary? _t10.2 Second language vocabulary acquisition _t10.3 Semantic field theory and componential analysis _t10.4 Teaching/learning vocabulary _t10.5 Concordancing _t10.6 Memory and mnemonics _t10.7 Conclusion _t10.8 Introspect and discuss |
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| 505 | 2 |
_aCh. 11. Academic writing
_t11.1 The product approach _t11.2 The process approach _t11.3 Summarizing, paraphrasing and synthesising _t11.4 Feedback and evaluation _t11.5 Conclusion _t11.6 Introspect and discuss |
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| 505 | 2 |
_aCh. 12. Lectures and note-taking
_t12.1 Lecturing styles and lecture structure _t12.2 Listening cues _t12.3 Informal language _t12.4 Taking notes _t12.5 Lecture length _t12.6 Conclusion _t12.7 Introspect and discuss |
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| 505 | 2 |
_aCh. 13. Speaking for academic purposes
_t13.1 Lectures _t13.2 Seminars _t13.3 Oral presentations _t13.4 Verbalising data _t13.5 Individual speech difficulties _t13.6 Conclusion _t13.7 Introspect and discuss |
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| 505 | 2 |
_aCh. 14. Reference/research skills
_t14.1 Dictionaries _t14.2 Books _t14.3 Using the library _t14.4 References _t14.5 Conclusion _t14.6 Introspect and discuss |
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| 505 | 2 |
_aCh. 15. Examination skills
_t15.1 Question analysis _t15.2 Writing practice _t15.3 Revision _t15.4 Conclusion _t15.5 Introspect and discuss |
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| 505 | 2 | _aPART IIII ENGLISH FOR SPECIFIC ACADEMIC PURPOSES | |
| 505 | 2 |
_aCh. 16. Academic discourse and style
_t16.1 Register analysis _t16.2 Discourse analysis _t16.3 Genre analysis _t16.5 Appropriacy _t16.6 Conclusion _t16.7 Introspect and discuss |
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| 505 | 2 |
_aCh. 17. Subject-specific language
_t17.1 Students' inadequacy in the specialist subject _t17.2 The EAP tutor and the subject specialist _t17.3 Other concerns _t17.4 Suggestions for teaching _t17.5 ESAP books _t17.6 Example of economics _t17.7 Introspect and discuss |
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| 505 | 2 |
_aCh. 18. Materials design and production
_t18.1 Against and for _t18.2 Team writing _t18.3 Recommended background reading _t18.4 The need _t18.5 Variables _t18.6 Materials: suggestions _t18.7 Possible problems in materials writing _t18.8 Conclusion _t18.9 Introspect and discuss |
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| 505 | 2 |
_aCh. 19. Concerns and research
_t19.1 Concerns _t19.2 What is research? _t19.3 Action research _t19.4 Research methods _t19.5 EAP research areas _t19.6 Conclusion _t19.7 Introspect and discuss |
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| 505 | 2 |
_aIndex of appendices
_t1. Recommended books and journals _t2. Educational technology _t3. BALEAP, and the Survey _t4. EAP exams and examining bodies |
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| 505 | 2 | _aReferences | |
| 505 | 2 | _aSubject Index | |
| 505 | 2 | _aAuthor Index | |
| 650 | 0 |
_aEnglish language _xStudy and teaching (Higher) _xForeign speakers. |
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| 650 | 0 |
_aEnglish language _xRhetoric _xStudy and teaching. |
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| 650 | 0 |
_aAcademic writing _xStudy and teaching. |
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| 856 |
_uhttps://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/english-academic-purposes?format=PB&isbn=9780521556187 _zPublisher's Website. |
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| 942 |
_2z _cBK |
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