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English for Academic Purposes PDF

359 Pages·2012·3.68 MB·English
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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 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, 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 Purposes is an essential resource for students and researchers of Applied Linguistics. 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 twenty-six years’ experience teaching and researching academic and professional literacies. ROUTLEDGE APPLIED LINGUISTICS SERIES EDITORS Christopher N. Candlin is 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 Carter is 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 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) 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.” 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 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 C o n t e n t s 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 C o n t e n t s vii viii Contents cross-referenced Section A: Introduction 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 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 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 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 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 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 in popularising molecular PRACTICES 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 1: CONCEPTIONS AND CONTROVERSIES THEME 2: LITERACIES AND PRACTICES THEME 3: DESIGN AND DELIVERY ix THEME 3: Unit B9 Needs and rights 180 DESIGN AND Benesch, S., Rights analysis: studying power relations in an academic DELIVERY 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 Section C: Exploration 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 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 Unit C9 Needs and rights 277 Unit C10 Development and implementation 282 Unit C11 Methodologies and materials 293 Unit C12 Feedback and assessment 302 THEME 1: CONCEPTIONS AND CONTROVERSIES THEME 2: LITERACIES AND PRACTICES THEME 3: DESIGN AND DELIVERY Series editors’ preface The Routledge Applied Linguistics series provides a comprehensive guide to a number of key areas in the field of applied linguistics. Applied linguistics is a rich, vibrant,diverse and essentially interdisciplinary field.It is now more important than ever that books in the field provide up-to-date maps of what is an ever-changing territory. The books in this series are designed to give key insights into core areas of applied linguistics. The design of the books ensures, through key readings, that the history and development of a subject are recognized while,through key questions and tasks, integrating understandings of the topics, concepts and practices that make up its essentially interdisciplinary fabric. The pedagogic structure of each book ensures that readers are given opportunities to think, discuss, engage in tasks, draw on their own experience, reflect, research and to read and critically re-read key documents. Each book has three main sections, each made up of approximately ten units: A: An Introduction section: in which the key terms and concepts which map the field of the subject are introduced, including introductory activities and reflective tasks, designed to establish key understandings, terminology, techniques of analysis and the skills appropriate to the theme and the discipline. B: An Extension section: in which selected core readings are introduced (usually edited from the original) from existing key books and articles, together with anno- tations and commentary, where appropriate. Each reading is introduced, annotated and commented on in the context of the whole book, and research/follow-up questions and tasks are added to enable fuller understanding of both theory and practice. In some cases, readings are short and synoptic and incorporated within a more general exposition. C: An Exploration section: in which further samples and illustrative materials are provided with an emphasis, where appropriate, on more open-ended, student- centred activities and tasks, designed to support readers and users in undertaking their own locally relevant research projects. Tasks are designed for work in groups or for individuals working on their own. They can be readily included in award courses in applied linguistics, or as topics for personal study and research. xi The books also contain a glossary/glossarial index, which provides a guide to the main terms used in the book,and a detailed,thematically organized Further Reading section, which lays the ground for further work in the discipline. There are also extensive bibliographies. The target audience for the series is upper undergraduates and postgraduates on language, applied linguistics and communication studies programmes as well as teachers and researchers in professional development and distance learning programmes. High-quality applied research resources are also much needed for teachers of EFL/ESL and foreign language students at higher education colleges and universities worldwide. The books in the Routledge Applied Linguistics series are aimed at the individual reader, the student in a group and at teachers building courses and seminar programmes. We hope that the books in this series meet these needs and continue to provide support over many years. The Editors Professor Christopher N.Candlin and Professor Ronald Carter are the series editors. Both have extensive experience of publishing titles in the fields relevant to this series. Between them they have written and edited over one hundred books and two hundred academic papers in the broad field of applied linguistics. Chris Candlin was president of the International Association for Applied Linguistics (AILA) from 1996 to 2002 and Ron Carter was chair of the British Association for Applied Linguistics (BAAL) from 2003 to 2006. Professor Christopher N. Candlin Senior Research Professor Department of Linguistics Division of Linguistics and Psychology Macquarie University Sydney NSW 2109, Australia and Professor of Applied Linguistics Faculty of Education and Language Studies The Open University Walton Hall Milton Keynes MK7 6AA, UK Professor Ronald Carter School of English Studies University of Nottingham Nottingham NG7 2RD, UK xii S e r i e s e d i t o r s ’ p r e f a c e Acknowledgements The view of EAP presented in this book emerged over many years in interactions with many people, so I want to record my thanks to the students, colleagues and friends who have encouraged me, discussed ideas and provided the insights which have contributed to it. While there are too many to name individually, I have to mention my debt to Vijay Bhatia, Marina Bondi, Tim Boswood, Lesley Coles, Ann Johns and John Swales in particular for their unwavering enthusiasm, ideas, texts and conversations which have both stimulated and sustained my interest in EAP. I would also like to acknowledge the series editors, Chris Candlin and Ron Carter, for inviting me to get involved in this project, and particularly to Chris for his close reading of several drafts of the manuscript and thoughtful suggestions for revisions. Thanks too to various classes of students on MA TESOL courses in both Hong Kong and London for guinea-pigging many of the tasks and for their feedback on the ideas and approaches discussed in these pages. Finally, and as always, my gratitude goes to Fiona Hyland, for her support, her encouragement and her ideas about writing and teaching. The author and publisher wish to express thanks to the following for use of copy- right materials. Reprinted from English for Specific Purposes, 15 (2): Allison, D. ‘Pragmatist discourse and English for Academic Purposes’ pp. 85–103, copyright © 1996 with permission from Elsevier. Reprinted from English for Specific Purposes, 22 (3): Barron, C. ‘Problem-solving and EAP: themes and issues in a collaborative teaching venture’ pp. 297–314, copyright © 2002 with permission from Elsevier. Reprinted from English for Specific Purposes, 18: Benesch, S.‘Rights analysis: study- ing power relations in an academic setting’ pp. 313–27, copyright © 1999 with permission from Elsevier. Reprinted from English for Specific Purposes, 12: Mauranen, A. ‘Contrastive ESP rhetoric: metatext in Finnish–English economics texts’ pp. 3–22, copyright © 1993 with permission from Elsevier. Reprinted from English for Specific Purposes, 16: Pennycook, A. ‘Vulgar pragmatism, critical pragmatism, and EAP’pp. 253–69, copyright © 1997 with permission from Elsevier. Reprinted from Journal of English for Academic Purposes, 1 (1): Warschauer, M. ‘Networking into academic discourse’pp. 45–58,copyright © 2002 with permission from Elsevier. Flowerdew, L. (2000) ‘Using a genre-based framework to teach organisational structure in academic writing’. ELT Journal, 54 (4) pp. 371–5, by permission of Oxford University Press. Chin, E. (1994) ‘Redefining “context” in research on writing’.Written Communication,II,Sage Publications,reproduced with xiii permission. Excerpts from Johns, A. (1997) Text, role and context, copyright © Cambridge University Press, reproduced with permission. Reprinted from English for Specific Purposes, 21 (4): Hyland, K.‘Specificity revisited: how far should we go now?’pp. 385–95,copyright © 2002,with permission from Elsevier. Reprinted from Journal of Second Language Writing, 6 (2): Hyland, K. and Milton, J. ‘Qualification and certainty in L1 and L2 students’ writing’ pp. 183–206, copyright © 1997, with permission of Elsevier. Excerpts from Becher, T. (1989) Academic tribes and territories: intellectual inquiry and the cultures of disciplines, SRHE/Open University Press, reproduced with kind permission of the Open University Press/McGraw-Hill Publishing Company. Ivanic, R., Clark, R., and Rimmershaw, R. (2000) ‘“What am I supposed to make of this?” The messages conveyed to students by tutors’ written comments’, in M. Lea and B. Stierer (eds) Student writing in higher education: new contexts, Open University Press, reproduced with kind permission of the Open University Press/McGraw-Hill Publishing Company. Lea, M. and Street, B. (2000) ‘Student writing and staff feedback in higher education: an academic literacies approach’, in M. Lea and B. Stierer (eds) Student writing in higher education: new contexts, Open University Press, reproduced with kind permission of the Open University Press/McGraw-Hill Publishing Company. Myers, G. (1994) ‘The narra- tives of science and nature in popularising molecular genetics’, in M. Coulthard (ed.), Advances in written text analysis, Routledge, reproduced with permission of the publisher. From Simpson, R. (2004) ‘Stylistic features of academic speech: the role of formulaic speech’, in Connor, U. and Upton, T. (eds) Discourse in the pro- fessions, pp. 37–64, with kind permission by John Benjamins Publishing Company, Amsterdam and Philadelphia, www.benjamins.com, and the Foundation of Language. Spack, R. (1988) ‘Initiating ESL students into the academic discourse community: how far should we go?’TESOL Quarterly, 22 (1),pp.29–52,reproduced with kind permission of the author. Yakhontova, T. (2002). ‘“Selling” or “telling”? The issue of cultural variation in research genres’, in J. Flowerdew (ed.), Academic discourse, pp. 216–32, Longman, reproduced with kind permission of Tatyana Yakhontova. Excerpts from Swales, J. and Feak, C. (2000) English in today’s research world: a writing guide, University of Michigan Press, reproduced with kind permission of the publisher. Swales, J. (1997) ‘English as Tyrannosaurus rex’, World Englishes, 16 (1), Blackwell Publishing Ltd, reproduced with permission of the publisher. xiv A c k n o w l e d g e m e n t s

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Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.