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English for Academic Purposes: An Advanced Resource Book [Mīkstie vāki]

3.83/5 (44 ratings by Goodreads)
(Institute of Education, London, UK)
  • Formāts: Paperback / softback, 356 pages, height x width: 246x174 mm, weight: 660 g, 19 Tables, black and white; 6 Line drawings, black and white; 6 Halftones, black and white
  • Sērija : Routledge Applied Linguistics
  • Izdošanas datums: 30-Jun-2006
  • Izdevniecība: Routledge
  • ISBN-10: 0415358701
  • ISBN-13: 9780415358705
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  • Mīkstie vāki
  • Cena: 63,81 €
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  • Formāts: Paperback / softback, 356 pages, height x width: 246x174 mm, weight: 660 g, 19 Tables, black and white; 6 Line drawings, black and white; 6 Halftones, black and white
  • Sērija : Routledge Applied Linguistics
  • Izdošanas datums: 30-Jun-2006
  • Izdevniecība: Routledge
  • ISBN-10: 0415358701
  • ISBN-13: 9780415358705
Citas grāmatas par šo tēmu:

Routledge Applied Linguistics is a series of comprehensive resource books, providing students and researchers with the support they need for advanced study in the core areas of English Language and Applied Linguistics.

Each book in the series guides readers through three main sections, enabling them to explore and develop major themes within the discipline.

  • Section A, Introduction, establishes the key terms and concepts and extends readers' techniques of analysis through practical application.
  • Section B, Extension, brings together influential articles, sets them in context, and discusses their contribution to the field.
  • Section C, Exploration, builds on knowledge gained in the first two sections, setting thoughtful tasks around further illustrative material. This enables readers to engage more actively with the subject matter and encourages them to develop their own research responses.

Throughout the book, topics are revisited, extended, interwoven and deconstructed, with the reader's understanding strengthened by tasks and follow-up questions.

English for Academic Purposes:

  • introduces the major theories, approaches and controversies in the field
  • gathers together influential readings from key names in the discipline, including: John Swales, Alasair Pennycook, Greg Myers, Brian Street and Ann Johns
  • provides numerous exercises as practical study tools that encourage in students a critical approach to this subject.

Written by an experienced teacher and researcher in the field, English for Academic Purposes is an essential resource for students and researchers of Applied Linguistics.

Recenzijas

Hylands book is a very welcome addition to the literature on teaching English for academic purposes. It covers a wide range of topics, both comprehensively and thoroughly. This book is certain to become key reading for students, teachers and researchers with an interest in the teaching of English for academic purposes. - Brian Paltridge, University of Sydney, Australia Hylands book is a very welcome addition to the literature on teaching English for academic purposes. It covers a wide range of topics, both comprehensively and thoroughly. This book is certain to become key reading for students, teachers and researchers with an interest in the teaching of English for academic purposes. Brian Paltridge, University of Sydney, Australia

Series editors' preface xi
Acknowledgements xiii
How to use this book xv
Introduction 1(6)
SECTION A: INTRODUCTION
7(100)
Theme 1: Conceptions and Controversies
8(29)
Specific or general academic purposes?
9(7)
Study skills or academic literacy?
16(8)
Lingua franca or Tyrannosaurus rex?
24(6)
Pragmatism or critique?
30(7)
Theme 2: Literacies and Practices
37(35)
Discourses, communities and cultures
38(8)
Genre analysis and academic texts
46(12)
Corpus analysis and academic texts
58(7)
Ethnographically oriented analysis and EAP
65(7)
Theme 3: Design and Delivery
72(35)
Needs and rights
73(8)
Development and implementation
81(8)
Methodologies and materials
89(10)
Feedback and assessment
99(8)
SECTION B: EXTENSION
107(108)
Theme 1: Conceptions and Controversies
108(30)
Specific or general academic purposes?
109(9)
Initiating ESL students into the academic discourse community: how far should we go?
109(4)
Spack, R.
Specificity revisited: how far should we go now?
113(5)
Hyland, K.
Study skills or academic literacy?
118(6)
Student writing and staff feedback in higher education: an academic literacies approach
118(6)
Lea, M.R.
Street, B.V.
Lingua franca or Tyrannosaurus rex?
124(5)
English as Tyrannosaurus rex
124(5)
Swales, J. M.
Pragmatism or critique?
129(9)
Pragmatist discourse and English for Academic Purposes
129(4)
Allison, D.
Vulgar pragmatism, critical pragmatism, and EAP
133(5)
Pennycook, A.
Theme 2: Literacies and Practices
138(41)
Discourses, communities and cultures
139(14)
The narratives of science and nature in popularising molecular genetics
139(4)
Myers, G.
Academic tribes and territories: intellectual inquiry and the cultures of disciplines
143(4)
Becher, T.
Contrastive ESP rhetoric: metatext in Finnish--English economics texts
147(6)
Mauranen, A.
Genre analysis and academic texts
153(10)
`Selling' or `telling'? The issue of cultural variation in research genres
153(4)
Yakhontova, T.
Informal elements in English academic writing: threats or opportunities for advanced non-native speakers?
157(6)
Chang, Y.-Y.
Swales, J.
Corpus analysis and academic texts
163(11)
Qualification and certainty in L1 and L2 students' writing
163(5)
Hyland, K.
Milton, J.
Stylistic features of academic speech: the role of formulaic speech
168(6)
Simpson, R.
Ethnographically oriented analysis and EAP
174(5)
Redefining `context' in research on writing
174(5)
Chin, E.
Theme 3: Design and Delivery
179(36)
Needs and rights
180(6)
Rights analysis: studying power relations in an academic setting
180(6)
Benesch, S.
Development and implementation
186(7)
Problem-solving and EAP: themes and issues in a collaborative teaching venture
186(7)
Barron, C.
Methodologies and materials
193(15)
Text, role and context
193(4)
Johns, A.
Using a genre-based framework to teach organisational structure in academic writing
197(5)
Flowerdew, L.
Networking into academic discourse
202(6)
Warschauer, M.
Feedback and assessment
208(7)
`What am I supposed to make of this?' The messages conveyed to students by tutors' written comments
208(7)
Ivanic, R.
SECTION C: EXPLORATION
215(96)
Theme 1: Conceptions and Controversies
216(23)
Specific or general academic purposes?
217(6)
Study skills or academic literacy?
223(6)
Lingua franca or Tyrannosaurus rex?
229(6)
Pragmatism or critique?
235(4)
Theme 2: Literacies and Practices
239(37)
Discourses, communities and cultures
240(6)
Genre analysis and academic texts
246(8)
Corpus analysis and academic texts
254(8)
Ethnographically oriented analysis and EAP
262(14)
Theme 3: Design and Delivery
276(35)
Needs and rights
277(5)
Development and implementation
282(11)
Methodologies and materials
293(9)
Feedback and assessment
302(9)
Glossary 311(7)
Further reading 318(7)
References 325(11)
Author index 336(1)
Subject index 336


Ken Hyland is Professor of Education and Head of the Centre for Academic and Professional Literacies at the Institute of Education, University of London. He has 26 years experience teaching and researching academic and professional literacies.