Bibliography for Teaching English for Academic Purposes BETA

‘Academic Word List - School of Linguistics and Applied Language Studies - Victoria University of Wellington’. n.d. http://www.victoria.ac.nz/lals/resources/academicwordlist/.

Alexander, Olwyn, Argent, Sue, and Spencer, Jenifer. 2008a. EAP Essentials: A Teacher’s Guide to Principles and Practice. Reading: Garnet.

———. 2008b. EAP Essentials: A Teacher’s Guide to Principles and Practice. Reading: Garnet.

———. 2008c. EAP Essentials: A Teacher’s Guide to Principles and Practice. Reading: Garnet.

———. 2008d. EAP Essentials: A Teacher’s Guide to Principles and Practice. Reading: Garnet.

Alexander, Olwyn, Sue Argent, and Jenifer Spencer. 2008. EAP Essentials: A Teacher’s Guide to Principles and Practice. Reading: Garnet Publishing Ltd.

Allwright, Dick. 2003. ‘Exploratory Practice: Rethinking Practitioner Research in Language Teaching’. Language Teaching Research 7 (2): 113–41. https://doi.org/10.1191/1362168803lr118oa.

Allwright, Dick. 2009. The Developing Language Learner: An Introduction to Exploratory Practice. Vol. Research and practice in applied linguistics. Houndmills, Basingst: Palgrave Macmillan.

Almeida Soares, Doris de. 2008. ‘Understanding Class Blogs as a Tool for Language Development’. Language Teaching Research 12 (4): 517–33. https://doi.org/10.1177/1362168808097165.

Atkinson, Dwight. 1997. ‘A Critical Approach to Critical Thinking in TESOL’. TESOL Quarterly 31 (1). https://doi.org/10.2307/3587975.

Badger, R., and G. White. 2000a. ‘A Process Genre Approach to Teaching Writing’. ELT Journal 54 (2): 153–60. https://doi.org/10.1093/elt/54.2.153.

———. 2000b. ‘A Process Genre Approach to Teaching Writing’. ELT Journal 54 (2): 153–60. https://doi.org/10.1093/elt/54.2.153.

‘BALEAP Can Do Framework for EAP Syllabus Design and Assessment’. n.d. https://www.baleap.org/wp-content/uploads/2016/04/Can_Do_Framework__with_sample_activities_April_2013.pdf.

‘BALEAP Competency Framework for  Teachers of English for  Academic Purposes’. n.d. https://www.baleap.org/wp-content/uploads/2016/04/teap-competency-framework.pdf.

Banerjee, Jayanti, and Dianne Wall. 2006. ‘Assessing and Reporting Performances on Pre-Sessional EAP Courses: Developing a Final Assessment Checklist and Investigating Its Validity’. Journal of English for Academic Purposes 5 (1): 50–69. https://doi.org/10.1016/j.jeap.2005.11.003.

Basturkmen, Helen. 2006. Ideas and Options in English for Specific Purposes. Vol. ESL and applied linguistics professional series. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Basturkmen, Helen. 2010. Developing Courses in English for Specific Purposes. Basingstoke, Hampshire: Palgrave Macmillan. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780230290518.

Becher, Tony. 1981. ‘Towards a Definition of Disciplinary Cultures’. Studies in Higher Education 6 (2): 109–22. https://doi.org/10.1080/03075078112331379362.

———. 1989. Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines. Electronic resource. Buckingham: Society for Research into Higher Education & Open University Press. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780335230648.

———. 1994. ‘The Significance of Disciplinary Differences’. Studies in Higher Education 19 (2): 151–61. https://doi.org/10.1080/03075079412331382007.

Bell, Roger T. 1981. An Introduction to Applied Linguistics: Approaches and Methods in Language Teaching. London: Batsford.

Benesch, Sarah. 1996. ‘Needs Analysis and Curriculum Development in EAP: An Example of a Critical Approach’. TESOL Quarterly 30 (4). https://doi.org/10.2307/3587931.

Benson, Phil. 2007. ‘Autonomy in Language Teaching and Learning’. Language Teaching 40 (01). https://doi.org/10.1017/S0261444806003958.

Biber, Douglas. 2006. University Language: A Corpus-Based Study of Spoken and Written Registers. Vol. Studies in corpus linguistics. Amsterdam: J. Benjamins.

Biber, Douglas, Leech, Geoffrey N., and Conrad, Susan. 2002. Longman Student Grammar of Spoken and Written English. Harlow: Longman.

Biglan, Anthony. 1973. ‘The Characteristics of Subject Matter in Different Academic Areas.’ Journal of Applied Psychology 57 (3): 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.

Bitchener, J., and U. Knoch. 2010. ‘The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation’. Applied Linguistics 31 (2): 193–214. https://doi.org/10.1093/applin/amp016.

‘Bloom’s Taxonomy’. n.d. http://www.learningandteaching.info/learning/bloomtax.htm.

‘Bloomsbury - Academic Writing’. n.d. http://www.bloomsbury.com/uk/academic-writing-9781441112361/.

Borg, Simon. 2003. ‘Teacher Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe, and Do’. Language Teaching 36 (2): 81–109. https://doi.org/10.1017/S0261444803001903.

Bourdieu, Pierre, Passeron, Jean-Claude, Saint Martin, Monique de, Baudelot, Christian, and Vincent, Guy. 1994. Academic Discourse: Linguistic Misunderstanding and Professional Power. Cambridge: Polity.

Breen, Michael P. 1987. ‘Contemporary Paradigms in Syllabus Design. Part I’. Language Teaching 20 (02). https://doi.org/10.1017/S0261444800004365.

Bruce, Ian. 2008. ‘Cognitive Genre Structures in Methods Sections of Research Articles: A Corpus Study’. Journal of English for Academic Purposes 7 (1): 38–54. https://doi.org/10.1016/j.jeap.2007.12.001.

———. 2009. ‘Results Sections in Sociology and Organic Chemistry Articles: A Genre Analysis’. English for Specific Purposes 28 (2): 105–24. https://doi.org/10.1016/j.esp.2008.12.005.

Bruce, Ian, 1953-. 2011. Theory and Concepts of English for Academic Purposes. Basingstoke, UK: Palgrave Macmillan.

Byram, Michael and Morgan, Carol. 1994. Teaching-and-Learning Language-and-Culture. Vol. Multilingual matters (Series). Clevedon: Multilingual Matters.

Coffin, Caroline, and James P. Donohue. 2012a. ‘Academic Literacies and Systemic Functional Linguistics: How Do They Relate?’ Journal of English for Academic Purposes 11 (1): 64–75. https://doi.org/10.1016/j.jeap.2011.11.004.

———. 2012b. ‘English for Academic Purposes: Contributions from Systemic Functional Linguistics and Academic Literacies’. Journal of English for Academic Purposes 11 (1): 1–3. https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com./science/article/pii/S147515851100083X.

Cooper, Amy, and Dawn Bikowski. 2007. ‘Writing at the Graduate Level: What Tasks Do Professors Actually Require?’ Journal of English for Academic Purposes 6 (3): 206–21. https://doi.org/10.1016/j.jeap.2007.09.008.

Cottrell, Stella. 2001. Teaching Study Skills and Supporting Learning. Vol. Palgrave study guides. Basingstoke: Palgrave.

Cottrell, Stella. 2017. Critical Thinking Skills: Developing Effective Analysis and Argument. Third edition. London: Palgrave. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=6234915.

———. 2019. The Study Skills Handbook. Fifth edition. London: Red Globe Press. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=6234945.

‘Critical Thinking: Where to Begin’. n.d. http://www.criticalthinking.org/pages/critical-thinking-where-to-begin/796.

Davidson, Bruce W. 1998. ‘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 32 (1). https://doi.org/10.2307/3587906.

Dexter, Phil, Sheerin, Susan, and International Association of Teachers of English as a Foreign Language. 1999. Learner Independence Worksheets 2. Whitstable: IATEFL.

Dick Allwright. n.d. ‘Developing Principles for Practitioner Research: The Case of Exploratory Practice’. The Modern Language Journal 89 (3): 353–66. https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/3588663.

Dr Armin Krishnan. n.d. ‘What Are Academic Disciplines?    Some Observations on the Disciplinarity vs.  Interdisciplinarity Debate’. http://www.forschungsnetzwerk.at/downloadpub/what_are_academic_disciplines2009.pdf.

Ellis, Gail and Sinclair, Barbara. 1989. Learning to Learn English: A Course in Learner Training : Learner’s Book. Cambridge: Cambridge University Press.

Ferris, Dana. 1998. ‘Students’ Views of Academic Aural/Oral Skills: A Comparative Needs Analysis’. TESOL Quarterly 32 (2). https://doi.org/10.2307/3587585.

Flowerdew, John, ed. 1994. Academic Listening: Research Perspectives. Cambridge: Cambridge University Press. https://ezproxy.lib.gla.ac.uk/login?url=https://doi.org/10.1017/CBO9781139524612.

Flowerdew, Lynne. 2005a. ‘Integrating Traditional and Critical Approaches to Syllabus Design: The “What”, the “How” and the “Why?”’ Journal of English for Academic Purposes 4 (2): 135–47. https://doi.org/10.1016/j.jeap.2004.09.001.

———. 2005b. ‘Integrating Traditional and Critical Approaches to Syllabus Design: The “What”, the “How” and the “Why?”’ Journal of English for Academic Purposes 4 (2): 135–47. https://doi.org/10.1016/j.jeap.2004.09.001.

Gass, Susan M., Carolyn G. Madden, and Conference on Applied Linguistics. 1985. Input in Second Language Acquisition. Vol. Series on Issues in Second Language Research. Cambridge, MA: Newbury House.

Gieve, Simon and Miller, Inés K. 2006. Understanding the Language Classroom. Basingstoke: Palgrave Macmillan.

Gillett, A.J. 1989. ‘Designing an EAP Syllabus: English Language Support for Further and Higher Education.’ Journal of Further and Higher Education 13 (2): 92–104. https://doi.org/10.1080/0309877890130210.

Gillett, Andy, and Claire Weetman. 2005. ‘Investigation of the Perceived Usefulness of a StudyNet Group Discussion Facility by Students in Higher Education’. Journal for the Enhancement of Learning and Teaching 2 (1): 36–43. https://uhra.herts.ac.uk/bitstream/handle/2299/2597/902908.pdf?sequence=1.

Gillett, Andy, Liz Wray, and British Association of Lecturers in English for Academic Purposes. 2006. Assessing the Effectiveness of EAP Programmes. London: BALEAP.

Green, Brent A., and Maureen Snow Andrade. 2010. ‘Guiding Principles for Language Assessment Reform: A Model for Collaboration’. Journal of English for Academic Purposes 9 (4): 322–34. https://doi.org/10.1016/j.jeap.2010.06.003.

Groom, Nicholas. 2005. ‘Pattern and Meaning across Genres and Disciplines: An Exploratory Study’. Journal of English for Academic Purposes 4 (3): 257–77. https://doi.org/10.1016/j.jeap.2005.03.002.

Horowitz, Daniel M. 1986. ‘What Professors Actually Require: Academic Tasks for the ESL Classroom’. TESOL Quarterly 20 (3). https://doi.org/10.2307/3586294.

Hunston, Susan. 2002. Corpora in Applied Linguistics. Vol. The Cambridge applied linguistics series. Cambridge: Cambridge University Press. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139524773.

Hyland, Ken. 2000a. Disciplinary Discourses: Social Interactions in Academic Writing. Vol. Applied linguistics and language study. Harlow: Longman.

———. 2000b. Disciplinary Discourses: Social Interactions in Academic Writing. Vol. Applied linguistics and language study. Harlow: Longman.

———. 2006. English for Academic Purposes: An Advanced Resource Book. New Ed. Vol. Routledge applied linguistics. Abingdon, UK ; New York, NY: Routledge.

Hyland, Ken. 2012. Disciplinary Identities: Individuality and Community in Academic Discourse. Vol. Cambridge applied linguistics. Cambridge: Cambridge University Press.

Hyland, Ken, and Marina Bondi, eds. 2006. Academic Discourse across Disciplines. Vol. Linguistic Insights : Studies in Language and Communication. Bern, Switzerland: Peter Lang AG. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1053948.

Hyland, Ken, and Liz Hamp-Lyons. 2002a. ‘EAP: Issues and Directions’. Journal of English for Academic Purposes 1 (1): 1–12. https://doi.org/10.1016/S1475-1585(02)00002-4.

———. 2002b. ‘EAP: Issues and Directions’. Journal of English for Academic Purposes 1 (1): 1–12. https://doi.org/10.1016/S1475-1585(02)00002-4.

Hyland, Ken and Hyland, Fiona. 2006. Feedback in Second Language Writing: Contexts and Issues. Electronic resource. Vol. Cambridge Applied Linguistics. Cambridge: Cambridge University Press. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139524742.

Hyland, Ken, and Fiona Hyland. 2006. ‘Feedback on Second Language Students’ Writing’. Language Teaching 39 (02). https://doi.org/10.1017/S0261444806003399.

Jordan, R. R. 1989. ‘English for Academic Purposes (EAP)’. Language Teaching 22 (03). https://doi.org/10.1017/S026144480001483X.

Jordan, R. R. 1997. English for Academic Purposes: A Guide and Resource Book for Teachers. Vol. Cambridge language teaching library. Cambridge: Cambridge University Press.

Jordan, R. R. 1997. English for Academic Purposes: A Guide and Resource Book for Teachers. Vol. Cambridge language teaching library. Cambridge: Cambridge University Press.

‘Journal of English for Academic Purposes’. n.d. 10 (2 (Listening in EAP)). https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/10/2.

‘———’. n.d. 2 (Spoken Academic English) (1). https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/2/1.

‘———’. n.d. 8 (2). https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/8/2.

Lea, Mary R., and Brian V. Street. 1998. ‘Student Writing in Higher Education: An Academic Literacies Approach’. Studies in Higher Education 23 (2): 157–72. https://doi.org/10.1080/03075079812331380364.

Lynch, Brian K. 1996. Language Program Evaluation: Theory and Practice. Vol. The Cambridge applied linguistics series. Cambridge [England]: Cambridge University Press.

Morita, Naoko. 2000a. ‘Discourse Socialization through Oral Classroom Activities in a TESL Graduate Program’. TESOL Quarterly 34 (2). https://doi.org/10.2307/3587953.

———. 2000b. ‘Discourse Socialization through Oral Classroom Activities in a TESL Graduate Program’. TESOL Quarterly 34 (2). https://doi.org/10.2307/3587953.

Muncie, J. 2000. ‘Using Written Teacher Feedback in EFL Composition Classes’. ELT Journal 54 (1): 47–53. https://doi.org/10.1093/elt/54.1.47.

Musumeci, Diane. 1997. Breaking Tradition: An Exploration of the Historical Relationship between Theory and Practice in Second Language Teaching. Vol. The McGraw-Hill second language professional series. New York: McGraw-Hill.

Nation, Paul. 2007. ‘The Four Strands’. Innovation in Language Learning and Teaching 1 (1): 2–13. https://doi.org/10.2167/illt039.0.

Nesi, Hilary. 2012. Genres across the Disciplines: Student Writing in Higher Education. Vol. (The Cambridge applied linguistics serie. Cambridge: Cambridge University Press.

Nesi, Hilary, and Sheena Gardner. 2012. Genres across the Disciplines: Student Writing in Higher Education. Cambridge: Cambridge University Press. https://ezproxy.lib.gla.ac.uk/login?url=https://doi.org/10.1017/9781009030199.

Neumann, Ruth. 2001. ‘Disciplinary Differences and University Teaching’. Studies in Higher Education 26 (2): 135–46. https://doi.org/10.1080/03075070120052071.

Nunan, David and Carter, Ronald. 2001. The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.

Nuttall, Christine E. 2005. Teaching Reading Skills in a Foreign Language. [2nd ed.]. Vol. Macmillan books for teachers. Oxford: Macmillan Education.

O’Brien, Teresa. 2004. ‘Writing in a Foreign Language: Teaching and Learning’. Language Teaching 37 (1): 1–28. https://doi.org/10.1017/S0261444804002113.

Peacock, Matthew and Flowerdew, John. 2001. Research Perspectives on English for Academic Purposes. Vol. Cambridge applied linguistics series. Cambridge: Cambridge University Press.

Peacock, Matthew, and John Flowerdew. 2001. Research Perspectives on English for Academic Purposes. Vol. Cambridge applied linguistics series. Cambridge: Cambridge University Press.

Pecorari, Diane. 2013. Teaching to Avoid Plagiarism: How to Promote Good Source Use. Maidenhead, Berkshire: Open University Press, McGraw-Hill Education. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1336595.

‘Principles and Practices in Second Language Aquisition’. n.d. http://www.sdkrashen.com/content/books/principles_and_practice.pdf.

Robinson, Pauline C. 1991. ESP Today: A Practitioner’s Guide. Vol. Language teaching methodology series. London: Prentice Hall.

Robinson, Pauline C. and British Council. 1988a. Academic Writing: Process and Product. Vol. ELT documents. Basingstoke: Modern English Publications in association with the British Council.

———. 1988b. Academic Writing: Process and Product. Vol. ELT documents. Basingstoke: Modern English Publications in association with the British Council.

Rollinson, P. 2005. ‘Using Peer Feedback in the ESL Writing Class’. ELT Journal 59 (1): 23–30. https://doi.org/10.1093/elt/cci003.

Samraj, Betty. 2004. ‘Discourse Features of the Student-Produced Academic Research Paper: Variations across Disciplinary Courses’. Journal of English for Academic Purposes 3 (1): 5–22. https://doi.org/10.1016/S1475-1585(03)00053-5.

SCHMIDT, R. W. 1990. ‘The Role of Consciousness in Second Language Learning1’. Applied Linguistics 11 (2): 129–58. https://doi.org/10.1093/applin/11.2.129.

‘Subject Benchmark Statements: Languages and Related Studies’. n.d. https://www.qaa.ac.uk/the-quality-code/subject-benchmark-statements/subject-benchmark-statement-languages-cultures-and-societies.

Sun, Yu-Chih. 2013. ‘Do Journal Authors Plagiarize? Using Plagiarism Detection Software to Uncover Matching Text across Disciplines’. Journal of English for Academic Purposes 12 (4): 264–72. https://doi.org/10.1016/j.jeap.2013.07.002.

Swales, John M. 1990. Genre Analysis: English in Academic and Research Settings. Vol. The Cambridge applied linguistics series. Cambridge: Cambridge University Press.

‘Teachers’ Beliefs’. n.d. https://ezproxy.lib.gla.ac.uk/login?url=https://academic.oup.com/eltj/article/55/2/186/3114052.

‘The University’s Student Guide to Assessment’. n.d. http://www.gla.ac.uk/media/media_106264_en.pdf.

Thompson, Celia. 2011. ‘Teaching Critical Thinking in EAP Courses in Australia’. TESOL Journal 11 (4): 15–20. https://ezproxy.lib.gla.ac.uk/login?url=https://onlinelibrary.wiley.com/doi/10.1002/j.1949-3533.2002.tb00104.x/pdf.

Tony Becher and Paul R. Trowler. n.d. ‘Academic Tribes and Territories’. https://www.mheducation.co.uk/openup/chapters/0335206271.pdf.

‘Towards Reflective Teaching’. n.d. http://www.tttjournal.co.uk/uploads/File/back_articles/Towards_Reflective_Teaching.pdf.

Tribble, Chris. 1996. Writing. Vol. Language teaching : a scheme for teacher education. Oxford: Oxford University Press.

Tudor, I. 1993. ‘Teacher Roles in the Learner-Centred Classroom’. ELT Journal 47 (1): 22–31. https://doi.org/10.1093/elt/47.1.22.

‘UEfAP: EAP Background Reading’. n.d. http://www.uefap.com/bgnd/biblfram.htm.

Uhrig, Karl. 2012. ‘Business and Legal Case Genre Networks: Two Case Studies’. English for Specific Purposes 31 (2): 127–36. https://doi.org/10.1016/j.esp.2011.09.001.

‘University of Glasgow :Graduate Attributes’. n.d. http://www.gla.ac.uk/students/attributes/.

‘UWF - Center for University Teaching, Learning, and Assessment - Assessment of Student Learning: Introduction to Bloom’s Taxonomy’. n.d. http://uwf.edu/cutla/assessstudent.cfm.

Wajnryb, Ruth. 1992. Classroom Observation Tasks: A Resource Book for Language Teachers and Trainers. Vol. Cambridge teacher training and development. Cambridge: Cambridge University Press.

Watson Todd, Richard. 2003. ‘EAP or TEAP?’ Journal of English for Academic Purposes 2 (2): 147–56. https://doi.org/10.1016/S1475-1585(03)00014-6.

Weigle, Sara Cushing. 2002. Assessing Writing. Vol. Cambridge language assessment series. Cambridge: Cambridge University Press.

Weissberg, Bob. 1993. ‘The Graduate Seminar: Another Research-Process Genre’. English for Specific Purposes 12 (1): 23–35. https://doi.org/10.1016/0889-4906(93)90025-J.

Wilson, J. J. 2008. How to Teach Listening. Vol. How to--. Harlow: Pearson Longman.

Woodward-Kron, R. 2002. ‘Critical Analysis versus Description? Examining the Relationship in Successful Student Writing’. Journal of English for Academic Purposes 1 (2): 121–43. https://doi.org/10.1016/S1475-1585(02)00013-9.

Woodward-Kron, Robyn. 2008a. ‘More than Just Jargon – the Nature and Role of Specialist Language in Learning Disciplinary Knowledge’. Journal of English for Academic Purposes 7 (4): 234–49. https://doi.org/10.1016/j.jeap.2008.10.004.

———. 2008b. ‘More than Just Jargon – the Nature and Role of Specialist Language in Learning Disciplinary Knowledge’. Journal of English for Academic Purposes 7 (4): 234–49. https://doi.org/10.1016/j.jeap.2008.10.004.

Wright, Tony. 2010. ‘Second Language Teacher Education: Review of Recent Research on Practice’. Language Teaching 43 (03): 259–96. https://doi.org/10.1017/S0261444810000030.

Yakhontova, Tatyana. 2006. ‘Cultural and Disciplinary Variation in Academic Discourse: The Issue of Influencing Factors’. Journal of English for Academic Purposes 5 (2): 153–67. https://doi.org/10.1016/j.jeap.2006.03.002.

Zhang, Ruwen. 2004. ‘Using the Principles of Exploratory Practice to Guide Group Work in an Extensive Reading Class in China’. Language Teaching Research 8 (3): 331–45. https://doi.org/10.1191/1362168804lr142xx.