English for Academic Purposes: An Advanced Resource Book (Routledge Applied Linguistics)

359 Pages·2006·2.87 MB·English

by  Ken Hyland

ENGLISH FOR ACADEMIC PURPOSES
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 ofEnglish 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 ofanalysis 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,Alistair Pennycook,Greg Myers,Brian Street and Ann Johns
• provides numerous exercises as practical study tools that encourage in students
a critical approach to the subject.
Written by an experienced teacher and researcher in the field,English for Academic
Purposesis an essential resource for students and researchers ofApplied Linguistics.
Ken Hylandis Professor ofEducation and Head ofthe Centre for Academic and
Professional Literacies at the Institute ofEducation,University ofLondon.He has
twenty-six years’experience teaching and researching academic and professional
literacies.
ROUTLEDGE APPLIED LINGUISTICS
SERIES EDITORS
Christopher N. Candlinis Senior Research Professor in the Department of Linguistics at
Macquarie University, Australia, and Professor of Applied Linguistics at the Open University,
UK. At Macquarie, he has been Chair of the Department of Linguistics; he established and
was Executive Director of the National Centre for English Language Teaching and Research
(NCELTR) and foundational Director of the Centre for Language in Social Life (CLSL).
He has written or edited over 150 publications and co-edits the Journal of Applied
Linguistics. From 1996 to 2002 he was President of the International Association of Applied
Linguistics (AILA). He has acted as a consultant in more than thirty-five countries and as
external faculty assessor in thirty-six universities worldwide.
Ronald Carteris Professor of Modern English Language in the School of English Studies
at the University of Nottingham. He has published extensively in applied linguistics, literary
studies and language in education, and has written or edited over forty books and a hun-
dred articles in these fields. He has given consultancies in the field of English language
education, mainly in conjunction with the British Council, in over thirty countries worldwide,
and is editor of the Routledge Interface series and advisory editor to the Routledge English
Language Introduction series. He was recently elected a fellow of the British Academy of
Social Sciences and is currently UK Government Advisor for ESOL and Chair of the British
Association of Applied Linguistics (BAAL).
TITLES IN THE SERIES
Intercultural Communication: An advanced resource book
Adrian Holliday, Martin Hyde and John Kullman
Translation: An advanced resource book
Basil Hatim and Jeremy Munday
Grammar and Context: An advanced resource book
Ann Hewings and Martin Hewings
Second Language Acquisition: An advanced resource book
Kees de Bot, Wander Lowie and Marjolijn Verspoor
Corpus-based Language Studies: An advanced resource book
Anthony McEnery, Richard Xiao and Yukio Tono
Language and Gender: An advanced resource book
Jane Sunderland
English for Academic Purposes: An advanced resource book
Ken Hyland
English for Academic Purposes
An advanced resource book
Ken Hyland
First published 2006
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
270 Madison Ave, New York, NY 10016
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2006 Ken Hyland
This edition published in the Taylor & Francis e-Library, 2006.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
All rights reserved. No part of this book may be reprinted or reproduced
or utilized in any form or by any electronic, mechanical, or other means,
now known or hereafter invented, including photocopying and recording,
or in any information storage or retrieval system, without permission in
writing from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloguing in Publication Data
Hyland, Ken.
English for academic purposes: an advanced resource book / Ken Hyland.
p. cm. – (Routledge applied linguistics)
Includes bibliographical references.
1. English language–Study and teaching–Foreign speakers. 2. English
language–Rhetoric–Problems, exercises, etc. 3. Academic writing–Study
and teaching. 4. Language and education. 5. Applied linguistics.
I. Title. II. Series.
PE1128.A2H95 2006
428.0071’1–dc22 2006002498
ISBN10: 0–415–35869–8 (hbk)
ISBN10: 0–415–35870–1 (pbk)
ISBN10: 0–203–00660–7 (ebk)
ISBN13: 978–0–415–35869–9 (hbk)
ISBN13: 978–0–415–35870–5 (pbk)
ISBN13: 978–0–203–00660–3 (ebk)
Contents
Series editors’ preface xi
Acknowledgements xiii
How to use this book xv
Introduction 1
SECTION A: INTRODUCTION 7
THEME 1: CONCEPTIONS AND CONTROVERSIES 8
Unit A1 Specific or general academic purposes? 9
Unit A2 Study skills or academic literacy? 16
Unit A3 Lingua franca or Tyrannosaurus rex? 24
Unit A4 Pragmatism or critique? 30
THEME 2: LITERACIES AND PRACTICES 37
Unit A5 Discourses, communities and cultures 38
Unit A6 Genre analysis and academic texts 46
Unit A7 Corpus analysis and academic texts 58
Unit A8 Ethnographically oriented analysis and EAP 65
THEME 3: DESIGN AND DELIVERY 72
Unit A9 Needs and rights 73
Unit A10 Development and implementation 81
Unit A11 Methodologies and materials 89
Unit A12 Feedback and assessment 99
SECTION B: EXTENSION 107
THEME 1: CONCEPTIONS AND CONTROVERSIES 108
Unit B1 Specific or general academic purposes? 109
Spack, R., Initiating ESL students into the academic discourse
community: how far should we go? 109
Hyland, K., Specificity revisited: how far should we go now? 113
Unit B2 Study skills or academic literacy? 118
Lea, M.R. and Street, B.V., Student writing and staff feedback in
higher education: an academic literacies approach 118
v
Contents
Unit B3 Lingua franca or Tyrannosaurus rex? 124
Swales, J.M., English as Tyrannosaurus rex 124
Unit B4 Pragmatism or critique? 129
Allison, D., Pragmatist discourse and English for Academic Purposes 129
Pennycook, A., Vulgar pragmatism, critical pragmatism, and EAP 133
THEME 2: LITERACIES AND PRACTICES 138
Unit B5 Discourses, communities and cultures 139
Myers, G., The narratives of science and nature in popularising
molecular genetics 139
Becher, T., Academic tribes and territories: intellectual inquiry and
the cultures of disciplines 143
Mauranen, A., Contrastive ESP rhetoric: metatext in Finnish–English
economics texts 147
Unit B6 Genre analysis and academic texts 153
Yakhontova, T., ‘Selling’ or ‘telling’? The issue of cultural variation
in research genres 153
Chang, Y.-Y. and Swales, J., Informal elements in English academic
writing: threats or opportunities for advanced non-native speakers? 157
Unit B7 Corpus analysis and academic texts 163
Hyland, K. and Milton, J., Qualification and certainty in L1 and
L2 students’ writing 163
Simpson, R., Stylistic features of academic speech: the role of
formulaic speech 168
Unit B8 Ethnographically oriented analysis and EAP 174
Chin, E., Redefining ‘context’ in research on writing 174
THEME 3: DESIGN AND DELIVERY 179
Unit B9 Needs and rights 180
Benesch, S., Rights analysis: studying power relations in an academic
setting 180
Unit B10 Development and implementation 186
Barron, C., Problem-solving and EAP: themes and issues in a
collaborative teaching venture 186
Unit B11 Methodologies and materials 193
Johns, A., Text, role and context 193
Flowerdew, L., Using a genre-based framework to teach organisational
structure in academic writing 197
Warschauer, M., Networking into academic discourse 202
Unit B12 Feedback and assessment 208
Ivanic, R. et al.,‘What am I supposed to make of this?’ The messages
conveyed to students by tutors’ written comments 208
vi
Contents
SECTION C: EXPLORATION 215
THEME 1: CONCEPTIONS AND CONTROVERSIES 216
Unit C1 Specific or general academic purposes? 217
Unit C2 Study skills or academic literacy? 223
Unit C3 Lingua franca or Tyrannosaurus rex? 229
Unit C4 Pragmatism or critique? 235
THEME 2: LITERACIES AND PRACTICES 239
Unit C5 Discourses, communities and cultures 240
Unit C6 Genre analysis and academic texts 246
Unit C7 Corpus analysis and academic texts 254
Unit C8 Ethnographically oriented analysis and EAP 262
THEME 3: DESIGN AND DELIVERY 276
Unit C9 Needs and rights 277
Unit C10 Development and implementation 282
Unit C11 Methodologies and materials 293
Unit C12 Feedback and assessment 302
Glossary 311
Further reading 318
References 325
Author index 336
Subject index 336
vii
Contents cross-referenced
Section A: Introduction
THEME 1: Unit A1 Specific or general academicpurposes? 9
CONCEPTIONS
Unit A2 Study skills or academic literacy? 16
AND
CONTROVERSIES Unit A3 Lingua franca orTyrannosaurus rex? 24
Unit A4 Pragmatism or critique? 30
THEME 2: Unit A5 Discourses, communities and cultures 38
LITERACIES AND
Unit A6 Genre analysis and academic texts 46
PRACTICES
Unit A7 Corpus analysis andacademictexts 58
Unit A8 Ethnographically orientedanalysis and EAP 65
THEME 3: Unit A9 Needs and rights 73
DESIGN AND
Unit A10 Development andimplementation 81
DELIVERY
Unit A11 Methodologies and materials 89
Unit A12 Feedback and assessment 99
Section B: Extension
THEME 1: Unit B1 Specific or general academic purposes? 109
CONCEPTIONS Spack, R., Initiating ESL students into the academic discourse
AND community: how far should we go? 109
CONTROVERSIES Hyland, K., Specificity revisited: how far should wego now? 113
Unit B2 Study skills or academic literacy? 118
Lea, M.R. and Street, B.V., Student writing andstaff feedback in higher
education: an academicliteracies approach 118
Unit B3 Lingua franca or Tyrannosaurus rex? 124
Swales, J.M., English as Tyrannosaurus rex 124
Unit B4 Pragmatism or critique? 129
Allison, D., Pragmatist discourse and English for Academic Purposes 129
Pennycook, A., Vulgar pragmatism, critical pragmatism, and EAP 133
THEME 2: Unit B5 Discourses, communities and cultures 139
LITERACIES AND Myers, G., The narratives of science and nature inpopularising molecular
PRACTICES genetics 139
Becher, T., Academic tribes and territories:intellectual inquiry and the
cultures of disciplines 143
Mauranen, A., Contrastive ESP rhetoric: metatext inFinnish–English
economics texts 147
Unit B6 Genre analysis and academic texts 153
Yakhontova, T., ‘Selling’ or ‘telling’? The issue ofcultural variation in
research genres 153
Chang, Y.-Y. and Swales, J., Informal elements in
English academic writing: threats or opportunities for advanced non-native
speakers? 157
Unit B7 Corpus analysis and academic texts 163
Hyland, K. and Milton, J., Qualification and certainty in L1 and L2
students’ writing 163
Simpson, R., Stylistic features of academic speech: the role of formulaic
speech 168
Unit B8 Ethnographically oriented analysis and EAP 174
Chin, E., Redefining ‘context’ in research on writing 174
viii
THEME 3: Unit B9 Needs and rights 180
DESIGN AND Benesch, S., Rights analysis: studying powerrelations in an academic
DELIVERY setting 180
Unit B10 Development and implementation 186
Barron, C., Problem-solving and EAP: themes andissues in a
collaborative teaching venture 186
Unit B11 Methodologies and materials 193
Johns, A., Text, role and context 193
Flowerdew, L., Using a genre-based framework to teach organisational
structure in academic writing 197
Warschauer, M., Networking into academic discourse 202
Unit B12 Feedback and assessment 208
Ivanic, R. et al.,‘What am I supposed to make of this?’ The messages
conveyed to students by tutors’ written comments 208
Section C: Exploration
THEME 1: Unit C1 Specific or general academic purposes? 217
CONCEPTIONS
Unit C2 Study skills or academic literacy? 223
AND
CONTROVERSIES Unit C3 Lingua franca or Tyrannosaurus rex? 229
Unit C4 Pragmatism or critique? 235
THEME 2: Unit C5 Discourses, communities and cultures 240
LITERACIES AND
Unit C6 Genre analysis and academic texts 246
PRACTICES
Unit C7 Corpus analysis and academic texts 254
Unit C8 Ethnographically oriented analysis and EAP 262
THEME 3: Unit C9 Needs and rights 277
DESIGN AND
Unit C10 Development and implementation 282
DELIVERY
Unit C11 Methodologies and materials 293
Unit C12 Feedback and assessment 302
ix