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

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