English for Academic Purposes A人Anced Yesource book Ken Hyland ED
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. ential articles,sets them in context, on to the hel 8c的moo encourages them ext nded it understanding strengthened by tasks and w-up questions English for Academic Purpose aches and co es in the field hers tog ether e discipli John Swales.Alistair Per ook.G and Ann Johns e in students Written by an experienced teacher and researcher in the field.Enelish for Academi 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
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 UK.At Macquarie,he has been Chair of the Department of Linguistics;he established and ional Centre for Eng He has written or edited over 150 publications and co-edits the Joumal of Applied n1202 he Pnt of heonpp Ronald Carter is Professor of Modem Enolish Language in the School of English Studies at the Univ sity of Nottingham.He has published extensively in applied linguistics,literary studies and la age and d a hu and is editor of the Routledge Interface series and advisory editor to the Ro ledge Englis Association of Applied Linguistics(BAAL). TITLES IN THE SERIES day,Martin Hyde and John Kullmar ghtAnactancedresourcebok Second Langu ne Acquisition:An advanced resource book Kees de Bot,Wander Lowie and Marjolijin Verspoor ateErge5gi地7oegresouoeo Language and Gender:An advanced resource book Jane Sunderland
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 hundred 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 Routledge LONDON AND NEW YORK
English for Academic Purposes An advanced resource book Ken Hyland
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. Library of Congress Cataloguing in Publication Data cm 2006002498
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 SECTION A:INTRODUCTION 7 THEME 1:CONCEPTIONS AND CONTROVERSIES 8 Unit A3 franca or Tyran 91624 Unit A4 Pragmatism or critique? THEME 2:LITERACIES AND PRACTICES 37 UnitA5 Discourses,communities and cultures Unit A6 vsis and EAP THEME 3:DESIGN AND DELIVERY 72 Unit A9 Needs and rights Unit A10 velopment and implementation Unit A11 Method Unit A12 88 SECTION B:EXTENSION 107 THEME 1:CONCEPTIONS AND CONTROVERSIES 108 Unit B1 Specific or general academic purposes? 109 Spack,R., students into the academic discourse 198 Unit B2 118 and staff feedback in higher educ ie oach 118
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 8 Unit B4 Pragmatism or critique? 129 ulgar pragmatism,critical pragmatism,and THEME 2:LITERACIES AND PRACTICES 138 Unit B5 Dis 139 nature in popularising netics 139 Becher,T.Academic tribes and territories:intellectual inquiry and 143 economics terts 147 Unit B6 153 153 Chang,Y.Y.and Swales,.Informal elements in English academic wnting:threats or opportunities for advanced non-native speakers' 157 Unit B7 s analysis and academic texts 163 163 features of academic speech:the role of 168 Unit B8 ing'context'in research on writing 14 THEME 3:DESIGN AND DELIVERY 179 Unit B9 180 Rights analysis:studying power relations in an academic setting 180 Unit B10 Develop 186 themes and issues in a 186 Flowerdew,L.Using a genre-based framework to teach organisational 197 202 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
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
Contents SECTION C:EXPLORATION 215 THEME 1:CONCEPTIONS AND CONTROVERSIES 216 Unit C1 Unit C2 THEME 2:LITERACIES AND PRACTICES eean3seamaeemdetres 8 d analysis and EAP 82 THEME 3:DESIGN AND DELIVERY 。 Unit C9 Needs and rights Unit C11 ethoeolog6saarmiennaton Unit C12 Feedback and assessment Further reading References vil
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 Contents vii
Contents cross-referenced Section A:Introduction UnitA Sp 9 Unit A2 Study skills or academic literacy? CONTROVERSIES Unit A3 Lingua franca or Tyrannosaurus rex? Unit A4 Pragmatism or critique? ME 2 UnitA5 S AND Unit A6 Genre analysis and academic texts UnitA7 Corpus analysis and academic texts Unit A8 Ethnographically oriented analysis and EAP Needs and rights Development and implementatio Unit A11 Methodologies and materials Unit A12 Feedback and assessment Section B:Extension THEME 1: Unit B1 ctcmor c purposes? 109 CONCEPTIONS g ES into the academic discourse CONTROVERSIES 199 118 118 SJMngTyrannosaurex Unit B4 Unit B5 eeaem7sadeeindnaenpopuhningoleuar 139 139 143 147 Unit B6 153 153 s for advanced non-native Unit B7 n and certainty in L1 and L2 163 168 Unit B8
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
THEME 3: Unit B9 180 鸟 Unit B10 D and impleme antatio 8aS.acgamgancEAPhemendaueshd Unit B11 s and materials 18 ased framework to teach organisational 283 Unit B12 208 conveyed to s 208 Section C:Exploration THEME PTIONS Unit C1 Specific or general academic purposes? 217 Unit C2 Study skills or academic literacy? 22g CONTROVERSIES Unit C3 Lingua franca or Tyrannosaurus rex? 229 Unit C4 Pragmatism or critique? 235 THEME 2: Unit C5 Discourses,communities and cultures 240 PRACTICES Unit C6 Genre analysis and academic texts 246 Unit C7 Corpus analysis and Unit Ca THEME 3: Unit C9 Needs and rights 277 Unit C10 Unit C11 Methodologiesand materials Unit C12 Feedback and assessment 302
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