本书作者R. R. Jordan是英国EAP（English for Academic Purposes）学派著名学者，是上世纪70年提倡EAP概念的主要人物。本书为学术英语教师提供全面深入的阐述。不仅关注学术英语的教学技巧，同时涉及有关EAP的其他诸多核心理念，如需求分析、教学大纲与课程设计、教学法、教学资源、学习风格、测评与考试、学术风格与体裁分析，等等。除了通用学术英语，本书作者还关注特定学科的语言和教学资源。
本书的读者对象是EFL教师（母语或二语）、ELTESP教师和应用语言学者，旨在为读者提供EAP理论研究基础及有关实践指导。
目錄：
Contents
List of figures x
List of abbreviations xi
Acknowledgements xii
Introduction xvii
Partl English forAcademic Purposes
and study skills 1
Chapterl EAPand study skills:
definitions and scope 1
1.1 What is English for
Academic Purposes EAP? 1
1.2 What are study skills? 6
1.3 The native speaker and
study skills 8
1.4 Study skills books for
native speakers of
English 14
1.5 Introspect and discuss 18
Chapter 2 Needs analysis 20
2.1 An imaginary case study 1 20
2.2 Analysis 22
2.3 Questions 22
2.4 Approaches to needs analysis 23
2.5 Summary 38
2.6 An imaginary case study 2 41
2.7 Introspcct and discuss 41
Chapter 3 Surveys: students difficulties
43
3.1 Surveys: a note of caution 43
3.2 Overview 44
3.3 Spoken English and seminars 45
3.4 Academic writing 46
3.5 Lectures and note-taking 50
3.6 Reading 50
3.7 Experience and expectations 52
3.8 Introspect and discuss 53
Chapter 4 EAP syllabus and course
design 56
4.1 EAP syllabus 58
4.2 Types of syllabus 60
4.3 Conclusion
63
4.4 EAP course design 64
4.5 An alternative course design: projects 67
4.6 Pre-sessional EAP courses 69
4.7
In-sessional, part-time courses
70
4.8 Long EAP courses 71
4.9 EAP course components 73
4.10 Content of EAP
components 74
4.11 Non-EAP components 75
4.12 Timetabling: priorities,
balance and structure 77
4.13 Timetable examples 79
4.14 International EAP
courses 79
4.15 Introspect and
discuss 83
Chapter 5 Evaluation: students and
courses 85
5.1 Test'' and `examination'' 85
5.2 Tests: differences 85
5.3 Tests: types 86
5.4 Tests: general features 88
5.5 Feedback
89
5.6 Introspect and discuss 93
Chapter 6 Learning styles and cultural
awareness 94
6.1 An imaginary case study 3 94
6.2 Learning styles and strategies 95
6.3 Academic culture 98
6.4 General culture 103
6.5 British studies 106
6.6 Conclusion
107
6.7 Introspect and discuss 108
Chapter 7 Methodology and
materials 109
7.1 Methodological principles 109
7.2 Principles of learning 110
7.3 Principles of communicative methodology 111
7.4 Communicative activities 111
7.5 Authenticity 113
7.6 Case studies, role-play and simulations 114
7.7 Individualisation and autonomy 116
7.8 Awareness-raising and learner training 117
7.9 Team-reaching 121
7.10 The role of the teacher 122
7.11 Some pedagogical
principles 123
7.12 Conclusion 124
7.13 Introspect and discuss 125
Chapter 8 Evaluating materials 127
8.1
Choice of books 127
8.2 Integrated study skills books: comparative
content 128
8.3 Factors to compare 130
8.4 Listening and note-taking 132
8.5 Writing
132
8.6
Dictionaries 134
8.7 Evaluation: some questions 135
8.8 Criteria: checklists 137
8.9 Conclusion
138
8.10 Introspect and
discuss 139
Part II Study skills and practice
EGAP 141
Chapter 9 Academic reading 143
9.1 Strategies and skills 143
9.2 Categorising reading courses 144
9.3 Reading for information 145
9.4 Reading speed 146
9.S Reading comprehension and vocabulary 147
9.6 Introspect and discuss 147
ChapterlO Vocabulary development 149
10.1 Which vocabulary? 150
10.2 Second language
vocabulary acquisition 153
10.3 Semantic field theory
and componential
analysis 154
10.4 Teachinglearning
vocabulary 156
10.5 Concordancing 159
10.6 Memory and
mnemonics 161
10.7 Conclusion 162
10.8 Introspect and
discuss 162
Chapterll Academic writing 164
11.1 The product
approach 165
11.2 The process
approach 167
11.3 Summarising,
paraphrasing and synthesising 170
11.4 Feedback and evaluation 171
11.5 Conclusion 176
11.6 Introspect and discuss 177
Chapterl2 Lectures and note-taking 179
12.1 Lecturing styles and
lecture structure 181
12.2 Listening cues 183
12.3 Informal language 186
12.4 Taking notes 187
12.5 Lecture length 190
12.6 Conclusion 190
12.7 Introspect and
discuss 191
Chapterl3 Speaking for academic
purposes 193
13.1 Lectures 193
13.2 Seminars 195
13.3 Oral presentations 201
13.4 Verbalising data 204
13.5 Individual speech
diffculties 205
13.6 Conclusion 206
13.7 Introspect and
discuss 206
Chapterl4 Referenceresearch skills 208
14.1 Dictionaries 208
14.2 Books 212
14.3 Using the library 213
14.4 References 214
14.5 Conclusion 217
14.6 Introspect and
discuss 218
Chapterl5 Examination skills 219
15.1 Question analysis 219
15.2 Writing practice 221
15.3 Revision 225
15.4 Conclusion 225
15.5 Introspect and
discuss 226
PartIII English for Specific Academic
Purposes 228
Chapterl6 Academic discourse and
style 228
16.1 Register analysis 228
16.2 Discourse analysis 229
16.3 Genre analysis 230
16.4 Hedgingvague
language 240
16.5 Appropriacy 243
16.6 Conclusion 247
16.7 Introspect and
discuss 247
Chapter 17 Subject-specific
language 249
17.1 Students'' inadequacy in
the specialist subject 250
17.2 The EAP tutor and the
subject specialist 251
17.3 Other concerns 252
17.4 Suggestions for
teaching 252
17.5 ESAP books 256
17.6 Example of
economics 257
17.7 Introspect and
discuss 257
Chapterl8 Materials design and
production 259
18.1 Against and for 259
18.2 Team writing 261
18.3 Recommended background
reading 262
18.4 The need 262
18.5 Variables 264
18.6 Materials: suggestions 266
18.7 Possible problems in
materials writing 269
18.8 Conclusion 270
18.9 Introspect and
discuss 270
Chapterl9 Concerns and research 272
19.1 Concerns 272
19.2 What is research? 274
19.3 Action research 274
19.4 Research methods 275
19.5 EAP research areas 276
19.6 Conclusion 279
19.7 Introspect and
discuss 280
Appendices 282
Index of appendices 282
I Recommended books and
jurnals 283
2 Educational technology 350
3 BALEAP, and the Survey 359
4 EAP exams and examining
bodies 362
References 365
Subject index 391
Author index 399
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