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Hyland, Ken. English for academic purposes: an advanced resource book. New Ed. Abingdon, UK ; New York, NY: : Routledge 2006.
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Alexander, Olwyn, Argent, Sue, Spencer, Jenifer. EAP essentials: a teacher’s guide to principles and practice. Reading: : Garnet 2008.
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Bruce, Ian, 1953-. Theory and concepts of English for academic purposes. Basingstoke, UK: : Palgrave Macmillan 2011.
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Jordan, R. R. English for academic purposes: a guide and resource book for teachers. Cambridge: : Cambridge University Press 1997.
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Hyland, Ken. Disciplinary discourses: social interactions in academic writing. Harlow: : Longman 2000.
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UEfAP: EAP Background Reading. http://www.uefap.com/bgnd/biblfram.htm
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Jordan RR. English for Academic Purposes (EAP). Language Teaching 1989;22. doi:10.1017/S026144480001483X
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Hyland K, Hamp-Lyons L. EAP: issues and directions. Journal of English for Academic Purposes 2002;1:1–12. doi:10.1016/S1475-1585(02)00002-4
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Hyland K, Hamp-Lyons L. EAP: issues and directions. Journal of English for Academic Purposes 2002;1:1–12. doi:10.1016/S1475-1585(02)00002-4
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Coffin C, Donohue JP. Academic Literacies and systemic functional linguistics: How do they relate? Journal of English for Academic Purposes 2012;11:64–75. doi:10.1016/j.jeap.2011.11.004
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Coffin C, Donohue JP. English for Academic Purposes: Contributions from systemic functional linguistics and Academic Literacies. Journal of English for Academic Purposes 2012;11:1–3.https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com./science/article/pii/S147515851100083X
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Lea MR, Street BV. Student writing in higher education: An academic literacies approach. Studies in Higher Education 1998;23:157–72. doi:10.1080/03075079812331380364
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BALEAP Competency Framework for Teachers of English for Academic Purposes. https://www.baleap.org/wp-content/uploads/2016/04/teap-competency-framework.pdf
14
Tudor I. Teacher roles in the learner-centred classroom. ELT Journal 1993;47:22–31. doi:10.1093/elt/47.1.22
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Benson P. Autonomy in language teaching and learning. Language Teaching 2007;40. doi:10.1017/S0261444806003958
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Alexander, Olwyn, Argent, Sue, Spencer, Jenifer. EAP essentials: a teacher’s guide to principles and practice. Reading: : Garnet 2008.
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Peacock, Matthew, Flowerdew, John. Research perspectives on English for academic purposes. Cambridge: : Cambridge University Press 2001.
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University of Glasgow :Graduate Attributes. http://www.gla.ac.uk/students/attributes/
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Dexter, Phil, Sheerin, Susan, International Association of Teachers of English as a Foreign Language. Learner independence worksheets 2. Whitstable: : IATEFL 1999.
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Ellis, Gail, Sinclair, Barbara. Learning to learn English: a course in learner training : learner’s book. Cambridge: : Cambridge University Press 1989.
21
Flowerdew J, editor. Academic listening: research perspectives. Cambridge: : Cambridge University Press 1994. https://ezproxy.lib.gla.ac.uk/login?url=https://doi.org/10.1017/CBO9781139524612
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Journal of English for Academic Purposes. ;10.https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/10/2
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Biber, Douglas. University language: a corpus-based study of spoken and written registers. Amsterdam: : J. Benjamins 2006.
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Academic Word List - School of Linguistics and Applied Language Studies - Victoria University of Wellington. http://www.victoria.ac.nz/lals/resources/academicwordlist/
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Hunston S. Corpora in applied linguistics. Cambridge: : Cambridge University Press 2002. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139524773
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Nesi, Hilary. Genres across the disciplines: student writing in higher education. Cambridge: : Cambridge University Press 2012.
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Badger R, White G. A process genre approach to teaching writing. ELT Journal 2000;54:153–60. doi:10.1093/elt/54.2.153
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Ferris D. Students’ Views of Academic Aural/Oral Skills: A Comparative Needs Analysis. TESOL Quarterly 1998;32. doi:10.2307/3587585
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Journal of English for Academic Purposes. ;2 (Spoken Academic English).https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/2/1
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Morita N. Discourse Socialization through Oral Classroom Activities in a TESL Graduate Program. TESOL Quarterly 2000;34. doi:10.2307/3587953
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Horowitz DM. What Professors Actually Require: Academic Tasks for the ESL Classroom. TESOL Quarterly 1986;20. doi:10.2307/3586294
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Banerjee J, Wall D. Assessing and reporting performances on pre-sessional EAP courses: Developing a final assessment checklist and investigating its validity. Journal of English for Academic Purposes 2006;5:50–69. doi:10.1016/j.jeap.2005.11.003
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Cooper A, Bikowski D. Writing at the graduate level: What tasks do professors actually require? Journal of English for Academic Purposes 2007;6:206–21. doi:10.1016/j.jeap.2007.09.008
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Green BA, Andrade MS. Guiding principles for language assessment reform: A model for collaboration. Journal of English for Academic Purposes 2010;9:322–34. doi:10.1016/j.jeap.2010.06.003
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BALEAP Can Do Framework for EAP syllabus design and assessment. https://www.baleap.org/wp-content/uploads/2016/04/Can_Do_Framework__with_sample_activities_April_2013.pdf
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Atkinson D. A Critical Approach to Critical Thinking in TESOL. TESOL Quarterly 1997;31. doi:10.2307/3587975
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Davidson BW. Comments on Dwight Atkinson’s ‘A Critical Approach to Critical Thinking in TESOL’: A Case for Critical Thinking in the English Language Classroom. TESOL Quarterly 1998;32. doi:10.2307/3587906
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Thompson C. Teaching Critical Thinking in EAP Courses in Australia. TESOL Journal 2011;11:15–20.https://ezproxy.lib.gla.ac.uk/login?url=https://onlinelibrary.wiley.com/doi/10.1002/j.1949-3533.2002.tb00104.x/pdf
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Journal of English for Academic Purposes. ;8.https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/8/2
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Sun Y-C. Do journal authors plagiarize? Using plagiarism detection software to uncover matching text across disciplines. Journal of English for Academic Purposes 2013;12:264–72. doi:10.1016/j.jeap.2013.07.002
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Hyland K, Bondi M, editors. Academic discourse across disciplines. Bern, Switzerland: : Peter Lang AG 2006. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1053948
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Hyland K. Disciplinary identities: individuality and community in academic discourse. Cambridge: : Cambridge University Press 2012.
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Groom N. Pattern and meaning across genres and disciplines: An exploratory study. Journal of English for Academic Purposes 2005;4:257–77. doi:10.1016/j.jeap.2005.03.002
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Nesi H, Gardner S. Genres across the disciplines: student writing in higher education. Cambridge: : Cambridge University Press 2012. https://ezproxy.lib.gla.ac.uk/login?url=https://doi.org/10.1017/9781009030199
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Dr Armin Krishnan. What are Academic Disciplines? Some observations on the Disciplinarity vs. Interdisciplinarity debate. http://www.forschungsnetzwerk.at/downloadpub/what_are_academic_disciplines2009.pdf
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Woodward-Kron R. More than just jargon – the nature and role of specialist language in learning disciplinary knowledge. Journal of English for Academic Purposes 2008;7:234–49. doi:10.1016/j.jeap.2008.10.004
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Tony Becher and Paul R. Trowler. Academic Tribes and Territories. https://www.mheducation.co.uk/openup/chapters/0335206271.pdf
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Becher T. Academic tribes and territories: intellectual enquiry and the cultures of disciplines. Buckingham: : Society for Research into Higher Education & Open University Press 1989. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780335230648
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Neumann R. Disciplinary Differences and University Teaching. Studies in Higher Education 2001;26:135–46. doi:10.1080/03075070120052071
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Becher T. The significance of disciplinary differences. Studies in Higher Education 1994;19:151–61. doi:10.1080/03075079412331382007
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Becher T. Towards a definition of disciplinary cultures. Studies in Higher Education 1981;6:109–22. doi:10.1080/03075078112331379362
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Woodward-Kron R. More than just jargon – the nature and role of specialist language in learning disciplinary knowledge. Journal of English for Academic Purposes 2008;7:234–49. doi:10.1016/j.jeap.2008.10.004
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Yakhontova T. Cultural and disciplinary variation in academic discourse: The issue of influencing factors. Journal of English for Academic Purposes 2006;5:153–67. doi:10.1016/j.jeap.2006.03.002
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Samraj B. Discourse features of the student-produced academic research paper: variations across disciplinary courses. Journal of English for Academic Purposes 2004;3:5–22. doi:10.1016/S1475-1585(03)00053-5
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Biglan A. The characteristics of subject matter in different academic areas. Journal of Applied Psychology 1973;57:195–203.https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1974-01819-001&site=ehost-live
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Morita N. Discourse Socialization through Oral Classroom Activities in a TESL Graduate Program. TESOL Quarterly 2000;34. doi:10.2307/3587953
57
Uhrig K. Business and legal case genre networks: Two case studies. English for Specific Purposes 2012;31:127–36. doi:10.1016/j.esp.2011.09.001
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Bruce I. Cognitive genre structures in Methods sections of research articles: A corpus study. Journal of English for Academic Purposes 2008;7:38–54. doi:10.1016/j.jeap.2007.12.001
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Bruce I. Results sections in sociology and organic chemistry articles: A genre analysis. English for Specific Purposes 2009;28:105–24. doi:10.1016/j.esp.2008.12.005
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Basturkmen, Helen. Ideas and options in English for specific purposes. Mahwah, NJ: : Lawrence Erlbaum Associates, Publishers 2006.
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Gillett AJ. Designing an EAP Syllabus: English Language Support for Further and Higher Education. Journal of Further and Higher Education 1989;13:92–104. doi:10.1080/0309877890130210
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Basturkmen H. Developing courses in English for specific purposes. Basingstoke, Hampshire: : Palgrave Macmillan 2010. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780230290518
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Benesch S. Needs Analysis and Curriculum Development in EAP: An Example of a Critical Approach. TESOL Quarterly 1996;30. doi:10.2307/3587931
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Flowerdew L. Integrating traditional and critical approaches to syllabus design: the ‘what’, the ‘how’ and the ‘why?’ Journal of English for Academic Purposes 2005;4:135–47. doi:10.1016/j.jeap.2004.09.001
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Breen MP. Contemporary Paradigms in Syllabus Design. Part I. Language Teaching 1987;20. doi:10.1017/S0261444800004365
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Flowerdew L. Integrating traditional and critical approaches to syllabus design: the ‘what’, the ‘how’ and the ‘why?’ Journal of English for Academic Purposes 2005;4:135–47. doi:10.1016/j.jeap.2004.09.001
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Bell, Roger T. An introduction to applied linguistics: approaches and methods in language teaching. London: : Batsford 1981.
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Biber, Douglas, Leech, Geoffrey N., Conrad, Susan. Longman student grammar of spoken and written English. Harlow: : Longman 2002.
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Robinson, Pauline C., British Council. Academic writing: process and product. Basingstoke: : Modern English Publications in association with the British Council 1988.
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Bourdieu, Pierre, Passeron, Jean-Claude, Saint Martin, Monique de, et al. Academic discourse: linguistic misunderstanding and professional power. Cambridge: : Polity 1994.
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Byram, Michael, Morgan, Carol. Teaching-and-learning language-and-culture. Clevedon: : Multilingual Matters 1994.
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Gillett A, Weetman C. Investigation of the perceived usefulness of a StudyNet group discussion facility by students in higher education. Journal for the Enhancement of Learning and Teaching 2005;2:36–43.https://uhra.herts.ac.uk/bitstream/handle/2299/2597/902908.pdf?sequence=1
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Gillett A, Wray L, British Association of Lecturers in English for Academic Purposes. Assessing the effectiveness of EAP programmes. London: : BALEAP 2006.
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Nunan, David, Carter, Ronald. The Cambridge guide to teaching English to speakers of other languages. Cambridge: : Cambridge University Press 2001.
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Hyland, Ken. Disciplinary discourses: social interactions in academic writing. Harlow: : Longman 2000.
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Principles and practices in second language aquisition. http://www.sdkrashen.com/content/books/principles_and_practice.pdf
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Lynch, Brian K. Language program evaluation: theory and practice. Cambridge [England]: : Cambridge University Press 1996.
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Musumeci, Diane. Breaking tradition: an exploration of the historical relationship between theory and practice in second language teaching. New York: : McGraw-Hill 1997.
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Nation P. The Four Strands. Innovation in Language Learning and Teaching 2007;1:2–13. doi:10.2167/illt039.0
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Subject benchmark statements: Languages and related studies. https://www.qaa.ac.uk/the-quality-code/subject-benchmark-statements/subject-benchmark-statement-languages-cultures-and-societies
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Robinson, Pauline C. ESP today: a practitioner’s guide. London: : Prentice Hall 1991.
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Robinson, Pauline C., British Council. Academic writing: process and product. Basingstoke: : Modern English Publications in association with the British Council 1988.
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SCHMIDT RW. The Role of Consciousness in Second Language Learning1. Applied Linguistics 1990;11:129–58. doi:10.1093/applin/11.2.129
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Gass SM, Madden CG, Conference on Applied Linguistics. Input in second language acquisition. Cambridge, MA: : Newbury House 1985.
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Swales, John M. Genre analysis: English in academic and research settings. Cambridge: : Cambridge University Press 1990.
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Watson Todd R. EAP or TEAP? Journal of English for Academic Purposes 2003;2:147–56. doi:10.1016/S1475-1585(03)00014-6
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Weissberg B. The graduate seminar: Another research-process genre. English for Specific Purposes 1993;12:23–35. doi:10.1016/0889-4906(93)90025-J
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Bloomsbury - Academic Writing. http://www.bloomsbury.com/uk/academic-writing-9781441112361/
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Pecorari D. Teaching to avoid plagiarism: how to promote good source use. Maidenhead, Berkshire: : Open University Press, McGraw-Hill Education 2013. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1336595
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Allwright D. Exploratory Practice: rethinking practitioner research in language teaching. Language Teaching Research 2003;7:113–41. doi:10.1191/1362168803lr118oa
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Dick Allwright. Developing Principles for Practitioner Research: The Case of Exploratory Practice. The Modern Language Journal;89:353–66.https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/3588663
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Allwright, Dick. The developing language learner: an introduction to exploratory practice. Houndmills, Basingst: : Palgrave Macmillan 2009.
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Gieve, Simon, Miller, Inés K. Understanding the language classroom. Basingstoke: : Palgrave Macmillan 2006.
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Zhang R. Using the principles of Exploratory Practice to guide group work in an extensive reading class in China. Language Teaching Research 2004;8:331–45. doi:10.1191/1362168804lr142xx
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de Almeida Soares D. Understanding class blogs as a tool for language development. Language Teaching Research 2008;12:517–33. doi:10.1177/1362168808097165
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Wright T. Second language teacher education: Review of recent research on practice. Language Teaching 2010;43:259–96. doi:10.1017/S0261444810000030
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Teachers’ beliefs. https://ezproxy.lib.gla.ac.uk/login?url=https://academic.oup.com/eltj/article/55/2/186/3114052
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Borg S. Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching 2003;36:81–109. doi:10.1017/S0261444803001903
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Wajnryb, Ruth. Classroom observation tasks: a resource book for language teachers and trainers. Cambridge: : Cambridge University Press 1992.
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Alexander, Olwyn, Argent, Sue, Spencer, Jenifer. EAP essentials: a teacher’s guide to principles and practice. Reading: : Garnet 2008.
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Cottrell, Stella. Teaching study skills and supporting learning. Basingstoke: : Palgrave 2001.
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Cottrell S. Critical thinking skills: developing effective analysis and argument. Third edition. London: : Palgrave 2017. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=6234915
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Cottrell S. The study skills handbook. Fifth edition. London: : Red Globe Press 2019. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=6234945
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Woodward-Kron R. Critical analysis versus description? Examining the relationship in successful student writing. Journal of English for Academic Purposes 2002;1:121–43. doi:10.1016/S1475-1585(02)00013-9
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Critical Thinking: Where to Begin. http://www.criticalthinking.org/pages/critical-thinking-where-to-begin/796
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Hyland, Ken, Hyland, Fiona. Feedback in Second Language Writing: Contexts and Issues. Cambridge: : Cambridge University Press 2006. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139524742
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Tribble, Chris. Writing. Oxford: : Oxford University Press 1996.
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Weigle, Sara Cushing. Assessing writing. Cambridge: : Cambridge University Press 2002.
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Alexander, Olwyn, Argent, Sue, Spencer, Jenifer. EAP essentials: a teacher’s guide to principles and practice. Reading: : Garnet 2008.
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Badger R, White G. A process genre approach to teaching writing. ELT Journal 2000;54:153–60. doi:10.1093/elt/54.2.153
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Bitchener J, Knoch U. The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation. Applied Linguistics 2010;31:193–214. doi:10.1093/applin/amp016
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Hyland K, Hyland F. Feedback on second language students’ writing. Language Teaching 2006;39. doi:10.1017/S0261444806003399
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Muncie J. Using written teacher feedback in EFL composition classes. ELT Journal 2000;54:47–53. doi:10.1093/elt/54.1.47
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O’Brien T. Writing in a foreign language: teaching and learning. Language Teaching 2004;37:1–28. doi:10.1017/S0261444804002113
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Rollinson P. Using peer feedback in the ESL writing class. ELT Journal 2005;59:23–30. doi:10.1093/elt/cci003
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Wilson JJ. How to teach listening. Harlow: : Pearson Longman 2008.
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Nuttall CE. Teaching reading skills in a foreign language. [2nd ed.]. Oxford: : Macmillan Education 2005.
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Alexander O, Argent S, Spencer J. EAP essentials: a teacher’s guide to principles and practice. Reading: : Garnet Publishing Ltd 2008.
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Jordan RR. English for academic purposes: a guide and resource book for teachers. Cambridge: : Cambridge University Press 1997.
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Peacock M, Flowerdew J. Research perspectives on English for academic purposes. Cambridge: : Cambridge University Press 2001.
