学术英语导论(专门用途英语教学指南系列)

Introduction: How to use this book xxviii

1 Learning with this book xxviii

2 The contents xxviii

3 Teaching with this book xxx

4 Defining our terms xxxi

SECTION I The field of EAP 1

Chapter 1 The scope of EAP 3

1 What does EAP practice involve? 5

2 What is academic English like? 6

3 What do we research in academic English? 8

4 On being a reflective practitioner 10

5 Profiles of practice 12

6 Further reading and resources 14

Chapter 2 The global context of EAP 16

1 English as a lingua franca 17

2 English-medium instruction 17

3 EAP settings and participants: Implications for EAP teaching 19

4 Problematizing global EAP 21

5 Profiles of practice 25

6 Further reading and resources 27

Chapter 3 The institutional contexts of EAP 29

1 EAP provision 30

2 Who are the students in EAP classes? 32

3 Who are the EAP teachers? 33

4 How is EAP teaching funded? 34

5 Who ‘owns’ EAP? 36

6 The status of EAP 37

7 Profiles of practice 39

8 Further reading and resources 41

SECTION II Planning for EAP 43

Chapter 4 Approaches informing EAP 45

1 Corpus-based approaches to EAP 45

2 Genre-based approaches to EAP 49

3 Social context-based approaches to EAP 55

4 Choosing approaches 57

5 Profiles of practice 57

6 Further reading and resources 60

Chapter 5 Planning EAP provision 61

1 Needs analysis 61

2 Learning objectives 67

3 Curriculum and syllabus design 69

4 Profiles of practice 72

5 Further reading and resources 75

Chapter 6 EAP materials 77

1 Authenticity of materials 78

2 Working with published materials 81

3 Developing your own materials 86

4 Technology and materials 89

5 Profiles of practice 91

6 Further reading and resources 92

SECTION III Teaching and assessing EAP 95

Chapter 7 Academic discourse 97

1 Variation in academic discourse 98

2 Key features of academic discourse 103

3 Teaching and learning features of academic discourse 110

4 Profiles of practice 112

5 Further reading and resources 114

Chapter 8 Academic vocabulary 116

1 What kinds of vocabulary are there? 117

2 Multi-word units 120

3 Teaching and learning vocabulary 123

4 What vocabulary do EAP learners need? 124

5 How is vocabulary taught and learned? 125

6 Testing vocabulary 126

7 Profiles of practice 128

8 Further reading and resources 130

Chapter 9 Written expert genres 132

1 What are the research genres? 133

2 Disciplinary differences 138

3 Teaching the expert genres 139

4 Profile of practice 145

5 Further reading and resources 146

Chapter 10 Written learner genres 148

1 Undergraduate genres 149

2 Graduate genres: Thesis and dissertation 152

3 Teaching and learning academic writing 156

4 Profiles of practice 162

5 Further reading and resources 164

Chapter 11 Spoken genres 165

1 Academic listening 166

2 Academic speaking 174

3 Profiles of practice 178

4 Further reading and resources 180

Chapter 12 Assessment and feedback in EAP 182

1 Purposes of assessment 182

2 Quality criteria in assessment 183

3 Giving and using diagnostic tests 186

4 Forms of assessment 189

5 Response and feedback 192

6 Cheating and plagiarism 193

7 Profile of practice 195

8 Further reading and resources 197

Conclusion: Moving forward into practice 198

1 EAP exists to serve the learner 198

2 Discourse and the disciplinary conversation 198

3 Professional development 199

Glossary 200

References 207

Index 220