Specialised English: New Directions in ESP and EAP Research and Practice

Description

Specialised English: New Directions in ESP and EAP Research and Practice provides an authoritative and cutting-edge account of the latest avenues of research and practice in the dynamic field of Specialised English. Ken Hyland and Lillian Wong present 17 specially commissioned chapters by some of the world’s leading experts to offer discussions of key topics in research, theory and pedagogy from a variety of international perspectives. Divided into three sections, which focus on conceptual issues, text and classroom practice, this book: Offers a clear and accessible introduction to current issues in EAP and ESP, including academic interaction, academic lingua franca, second language publishing, workplace talk, practitioner identity, data-driven learning and critical thinking Includes studies of a range of genres such as research articles and student reports, student spontaneous speech, personal statements, builders’ diaries and university tutorials Presents links between theory and practice with a sampling of different research methodologies, practical applications and theoretical approaches Specialised English is essential reading for upper-level undergraduate and postgraduate students and researchers in EAP/ESP and applied linguistics, as well as pre- and in-service teachers and teacher educators. Cover Half Title Title Page Copyright Page Table of Contents List of Contributors Preface Introduction Part one: Focus on conceptual issues Part two: Focus on texts Part three: Focus on practice Part I Conceptual issues in specialised language use Chapter 1 Academically speaking: English as the lingua franca 1.1 Introduction 1.2 Macro social perspective 1.3 Cognitive perspective 1.4 Micro-social perspective 1.5 Conclusion Corpora used References Chapter 2 What do we mean by ‘workplace English’? A multilayered syllabus framework for course design and assessment 2.1 Introduction 2.2 Studies in workplace communication 2.3 Deconstructing business English: Case studies from Hong Kong 2.4 The Hong Kong case studies 2.5 Discussion and conclusion References Chapter 3 Genre as interdiscursive performance in English for professional communication 3.1 Introduction 3.2 Critical genre analysis 3.3 English for professional communication as interdiscursive performance 3.4 Interdiscursivity in professional communication: An illustration 3.6 Newspaper report 3.7 Implications for designing EPC programme 3.8 Conclusion Notes References Chapter 4 Power in English for Academic Purposes 4.1 Introduction 4.2 Power and the neoliberal university 4.3 Power, the neoliberal university, and EAP 4.4 The power of English 4.5 Power, access, discourse community, discipline 4.6 Power and approach to pedagogy 4.7 Text, discourse, power, critique 4.8 Conclusion References Chapter 5 EAP practitioner identity 5.1 Introduction 5.2 Practitioner identity and social structure 5.3 Socialisation and EAP practitioners 5.4 Self-inflicted wounds in the ideational domain 5.5 Concluding remarks: Reflexivity and agency References Part II Focus on texts Chapter 6 English as a lingua franca and learner English in disciplinary writing: A corpus perspective 6.1 Introduction 6.2 Conceptual issues in ELF research of disciplinary writing 6.3 Conceptual issues in learner corpus research of disciplinary writing 6.4 Corpus research of ELF in disciplinary writing 6.5 Learner corpus research of disciplinary writing 6.6 The way forward: Bringing together both worlds References Chapter 7 Academic interaction: Where’s it all going? 7.1 Introduction 7.2 Persuasion and interaction in academic writing 7.3 Stance and engagement 7.4 Corpus and method 7.5 Changes over time 7.6 Changes by discipline 7.7 Changes in stance markers 7.8 Changes in engagement features 7.9 Conclusions Note References Chapter 8 Exploring critical thinking in academic and professional writing: A genre-based approach 8.1 Introduction 8.2 Framing the approach 8.3 Expressing critical thinking in genres 8.4 Conclusions References Chapter 9 Vocabulary in university tutorials and laboratories 9.1 Introduction 9.2 Vocabulary in university laboratories and tutorials 9.3 Methodology 9.4 Single-word academic lists 9.5 Lists of academic multi-word units 9.6 Results and discussion 9.7 Implications for pedagogy 9.8 Conclusions References Appendix 9.1 Coxhead, Dang and Mukai’s (2017) multi-words in laboratory sessions appearing in Biber, Conrad and Cortes’s (2004) and Simpson-Vlach and Ellis’s (2010) lists Appendix 9.2 Coxhead, Dang, and Mukai’s (2017) ­­multi-words in tutorials appearing in Biber, Conrad, and Cortes’s (2004) and Simpson-Vlach and Ellis’s (2010) lists Chapter 10 Researching the impact of ‘the culture order’ in professional workplace contexts 10.1 Introduction 10.2 Interactional structure of meetings 10.3 Pre-meeting behaviour 10.4 Meeting openings 10.5 Feedback in meetings 10.6 Applications 10.7 Conclusion Acknowledgements References Appendix 10.1 Transcription conventions Chapter 11 Multimodal student texts: Implications for ESP 11.1 Introduction 11.2 Expressing meaning in more than one mode 11.3 Realisations of textual meanings in The Builders’ Diary 11.4 Visual meaning in The Builders’ Diary Genre 11.5 Implications for ESP teaching 11.6 Conclusion Acknowledgements Notes References Part III Focus on practice Chapter 12 Grappling with the Personal Statement: Transformation, appropriation and externalization 12.1 Introduction 12.2 The Personal Statement 12.3 Transformation 12.4 Appropriation 12.5 Externalisation 12.6 Teaching applications Notes References Appendix 12.1 Santiago’s final version Chapter 13 Tools and strategies for Data-Driven Learning (DDL) in the EAP writing classroom 13.1 Introduction 13.2 Addressing common challenges in DDL 13.3 Addressing the challenge of using corpus analysis software effectively 13.4 Insights on software tool development for effective DDL References Chapter 14 Implementing disciplinary data-driven learning for postgraduate thesis writing 14.1 Introduction 14.2 Data-driven learning and postgraduate student writing 14.3 The data-driven learning project 14.4 Data-driven learning materials 14.5 Implementing data-driven learning in thesis writing 14.6 Conclusions and implications References Chapter 15 Academic writing feedback: Collaboration between subject and EAP specialists 15.1 Introduction 15.2 Characteristics of effective feedback 15.3 Content, language and structure 15.4 EAP tutor feedback 15.5 Crossover feedback 15.6 Subject tutor feedback 15.7 Conclusion References Chapter 16 Directives in academic writing tutorials: How do different teaching styles affect their use? 16.1 Introduction 16.2 Types and force of directives 16.3 Methodology 16.4 Findings and discussion 16.5 Conclusion References Chapter 17 Seeking supervisor collaboration in a School of Sciences at a Chinese university 17.1 Introduction 17.2 Collaboration between content and language teachers 17.3 Method 17.4 Findings 17.5 Discussion and conclusion References Index