Abstract
In recent years English for academic purposes (EAP) has become one of the mainstream fields of practice, study and research within language education, mainly due to the position of English as the international language of higher education and scientific research. The paper briefly examines the main assumptions of the approach in the context of its links to ESP (English for specific purposes), systemic functional linguistics and new literacy studies. However, the main focus of the present discussion is on genre-based pedagogy as the leading framework and an important point of reference for EAP education. To illustrate this perspective within the field, the notion of genre and its interpretations in foreign language teaching are discussed. Finally, two closely related academic genres – discussion and debate – are explored with the aim of indicating their potential benefits, areas of difficulty and challenges for students and teachers in the EAP classroom.
References
Bakhtin M. (1986), Speech genres and other late essays. Austin: University of Texas Press.
Bhatia V. J. (2002), Applied genre analysis: a multi-perspective model (in) “Ibérica”, No 4, pp. 3-19.
Carter R., McCarthy M. (1997), Exploring spoken English. Cambridge: Cambridge University Press.
Chamot A. U., O’Malley J. M. (1994), The CALLA handbook. New York: Addison Wesley.
Correa D., Echeverri S. (2017), Using a systemic genre-based approach to promote a situated view of academic writing among EFL pre-service teachers (in) “HOW”, No 24(1), pp. 44-62.
Dakowska M. (2005), Teaching English as a foreign language. A guide for professionals. Warszawa: Wydawnictwo Naukowe PWN.
Derewianka B. (1990), Exploring how texts work. Sydney: Primary English Teaching Association.
Ennis R. H. (1996), Critical thinking dispositions: their nature and assessability (in) “Informal Logic”, No 18, pp. 165-183.
Halliday M. A. K. (1978), Language as social semiotic: the social interpretation of language and meaning. London: Edward Arnold.
Hamp-Lyons L. (2011), English for Academic Purposes (in) Hinkel E. (ed.), Handbook of research in second language teaching and learning. Vol. II. New York: Routledge, pp. 89-105.
Hughes R. (2002), Teaching and researching speaking. Harlow: Pearson Education.
Hyland K. (2002), Genre: language, context, and literacy (in) “Annual Review of Applied Linguistics”, No 22, pp. 113-135.
Hyland K. (2003), Genre-based pedagogies: A social response to process (in) “Journal of Second Language Writing”, No 12 (1), pp. 17-29.
Hyland K. (2007), Genre pedagogy: language, literacy and L2 writing instruction (in) “Journal of Second Language Writing”, No 16 (3), pp. 148-164.
Hyland K. (2016), General and Specific EAP (in) Hyland K., Show P. (eds.), The Roultledge handbook of English for academic purposes. Abingdon: Routledge, pp. 17-29.
Hyland K., Hamp-Lyons L. (2002), EAP: issues and directions (in) “Journal of English for Academic Purposes”, No 1, pp. 1-12.
Johns A. M. (1997), Text, role and context: developing academic literacies. Cambridge: Cambridge University Press.
Lillis T., Tuck J. (2016), Academic literacies: a critical lens on writing and reading in the academy (in) Hyland, K, Show, P. (eds.), The Routledge handbook of English for academic purposes. Abingdon: Routledge, pp. 30-43.
Lin B. (2006), Vygotskian principles in a genre-based approach to teaching writing (in) “NUCB JLCC”, No 8 (3), pp. 69-82.
McCarthy M. (1998), Spoken language & applied linguistics. Cambridge: Cambridge University Press.
Murray N. (2016), An academic literacies argument for decentralizing EAP provision (in) “ELT Journal”, No 70 (4), pp. 435-443.
Nowicka A., Wilczyńska W. (2011), Authenticity in oral communication of instructed L2 learners (in) Pawlak M., Waniek-Klimczak E., Majer J. (eds.), Speaking and instructed foreign language acquisition. Bristol: Multilingual Matters, pp. 24-41.
Paltridge B. (2001), Genre and the language learning classroom. Ann Arbor: University of Michigan Press.
Pérez-Llantada C., Swales J. M. (2017), English for academic purposes (in) Hinkel, E. (eds.), Handbook of research in second language teaching and learning. Vol. III. New York: Routledge, pp. 42-55.
Stewart T. (2003), Debate for ESOL students (in) “TESOL Journal”, No 12 (1), pp. 9-15.
Swales J. (1990), Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
Thornbury S. (2007), How to teach speaking. Harlow: Pearson Education Limited.
Vygotsky L. (1978), Mind in the society: the development of higher psychological processes. Cambridge: Harvard University Press.
License
Copyright (c) 2018 Neofilolog
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Authors
Authors of texts accepted for publication in Neofilolog are required to complete, sign and return to the Editorial team’s office the Agreement for granting a royalty-free license to works with a commitment to grant a CC sub-license.
Under the agreement, the authors of the texts published in Neofilolog grant Adam Mickiewicz University in Poznań a non-exclusive, royalty-free license and authorize the use of Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0) Creative Commons sub-license.
The authors retain the right to the free disposal of the work.
Users
Interested Internet users are entitled to use works that have been published in Neofilolog since 2017, under the following conditions:
▪ attribution – obligation to provide, together with the distributed work, information about the authorship, title, source (link to the original work, DOI) and the license itself.
▪ no derivatives – the work must be preserved in its original form. Without the author's consent, it is not possible to distribute the modified work in the form of translations, publications, etc.
Copyrights are reserved for all texts published since 2017.
Miscellaneous
Adam Mickiewicz University in Poznań retains the property right as a whole (layout, graphic form, title, cover design, logo etc.).