Background to EAP: Bibliography


Abasi, A. R., Akbari, N. & Graves, B. (2006). Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing, 15, 102-117

Abasi, A. R. & Graves, B. (2008). Academic literacy and plagiarism: Conversations with international graduate students and disciplinary professors. Journal of English for Academic Purposes, 7, 221-233.

Abdulkader, A. & Laugharne, J. (2009). Postgraduate students' perceptions of using English for their studies in Syria and Wales. In M. Whong (Ed.), EAP in a globalizing world: English as an academic lingua franca (Proceedings of the 2007 BALEAP conference, pp. 95-102). Reading: Garnet Education.

Aborisade, P. (2009). Nigerian EAP teachers and new knowledge technologies: What Competencies do we have? In M. Whong (Ed.), EAP in a globalizing world: English as an academic lingua franca (Proceedings of the 2007 BALEAP conference, pp. 39-45). Reading: Garnet Education.

Abbott, G. (1978). Motivation, materials, manpower and methods: Some fundamental problems in ESP. Individualisation in language learning (ELT Documents 103, pp. 98-104). London: The British Council.

Abo Mosallem, E. (1984). English for police officers in Egypt. English for Specific Purposes, 3, 171-182.

Achugar, M. & Carpenter, B. D. (2014). Tracking movement toward academic language in multilingual classrooms. Journal of English for Academic Purposes, 14, 60-71.

Ackermann, K. & Chen, Y.-H. (2013). Developing the academic collocation list (ACL): A corpus- driven and expert-judged approach. Journal of English for Academic Purposes, 12, 235-247.

Adam, C. & Artemeva, N. (2002). Writing instruction in English for academic purposes (EAP) classes: Introducing second language learners to the academic community. In A. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 179-196). Mahwah, NJ: Lawrence Erlbaum Associates.

Adams, P., Heaton, B. & Howarth, P. (Eds.). (1991). Socio-cultural issues in English for academic purposes. London: Macmillan.

Adamson, H. D. (1990. ESL students’ use of academic skills in content courses. English for Specific Purposes, 9, 67-87.

Adamson, H. D. (1991). Academic competence. Journal of Intensive English, 5(1), 55-79.

Ädel, A. (2014). Selecting quantitative data for qualitative analysis: A case study connecting a lexicogrammatical pattern to rhetorical moves. Journal of English for Academic Purposes, 16, 68-80.

Ädel, A. & Erman, B. (2012). Recurrent word combinations in academic writing by native and non-native speakers of English: A lexical bundle approach. English for Specific Purposes, 31, 81-92.

Afros, E. & Schryer, C. F. (2009). Promotional (meta)discourse in research articles in language and literary studies. English for Specific Purposes, 28, 58-68.

Afros, E. & Schryer, C. F. (2009). The genre of syllabus in higher education. Journal of English for Academic Purposes, 8, 224-237.

Aguilar, M. (2004). The peer seminar, a spoken research process genre. Journal of English for Academic Purposes, 3, 55-72.

Akbarian, I. (2010). The relationship between vocabulary size and depth for ESP/EAP learners. Atai, M. R. ( 391-401.

Aktas, R. N. & Costes, V. (2008). Shell nouns as cohesive devices in published and ESL student writing. Journal of English for Academic Purposes, 7, 3-14.

Alderson, J. C. (2001). Assessing reading. Cambridge: Cambridge University Press.

Alderson, J. C. (2000). Testing in EAP: Progress? Achievement? Proficiency? In G. M. Blue, J. Milton & J. Saville (Eds.), Assessing English for academic purposes (pp. 21-47). Oxford: Peter Lang.

Alderson, J. C. & Clapham, C. (1989, September). Applied linguistics and language testing: A case study of the ELTS test. Paper presented at the BAAL conference, Lancaster.

Alderson, J. C. & Hughes, A. (Eds.). (1981). Issues in language testing (ELT Documents 111). London: The British Council.

Alderson, J. C. & Urquhart, A. H. (1983). The effect of student background discipline on comprehension: A pilot study. In A. Hughes & D. Porter (Eds.), Current developments in language testing (pp. 121-127). London: Academic Press.

Alderson, J. C. & Urquhart, A. H. (1985). The effect of students’ academic discipline on their performance on ESP reading tests. Language Testing, 2, 192-204.

Alderson, J. C. & Waters, A. (1982). A course in testing and evaluation for ESP teachers or “How bad were my test?” Lancaster Practical Papers in English Language Teaching, 5, 39-61.

Alexander, O. (2012). Exploring teacher beliefs in teaching EAP at low proficiency levels. Journal of English for Academic Purposes, 11, 99-111.

Alexander, O., Argent, S. & Spencer, J. (2008). EAP essentials: A teacher's guide to principles and practice. Reading: Garnet Education.

AlHassan, L. & Wood, D. (2015).The effectiveness of focused instruction of formulaic sequences in augmenting L2 learners' academic writing skills: A quantitative research study. Journal of English for Academic Purposes, 17, 51-62.

Allison, D. (1995).  Assertions and alternatives:  Helping ESL undergraduates extend their choices in academic writing.  Journal of Second Language Writing,  4, 1-15.

Allison, D. (1996). Pragmatist discourse and English for academic purposes. English for Specific Purposes, 15, 85-103.

Allison, D. (2004). Creativity, students' academic writing, and EAP: Exploring comments on writing in an English language degree programme. Journal of English for Academic Purposes, 3, 191- 210.

Allison, D., Berry, V. & Lewkowicz, J. (1995). Reading-writing connections in EAP classes: A content analysis of written summaries produced under three mediating conditions. RELC Journal,  26,  25-43.

Allison, D., Cooley, L., Lewkowicz, J., & Nunan, D. (1998). Dissertation writing in action: the development of a dissertation writing support program for ESL graduate research students. English for Specific Purposes, 17, 199-217.

Allison, D. & Tauroza, S. (1995). The effect of discourse organisation on lecture comprehension. English for Specific Purposes, 14, 157-173.

Allwright, R. (1982). Perceiving and pursuing learners' needs. In M. Geddes & G. Sturtridge (Eds.), Individualisation (pp. 24-31). Oxford: Modern English Publications.

Allwright, J., Clark, R. & Marshall-Lee, A. (1996). Developing a critical approach to study. In M. Hewings & T. Dudley-Evans (Eds.), Evaluation and course-design in EAP (pp. 71-85). London: Prentice-Hall Macmillan.

Allwright, R. L., Woodley, M.-P. & Allwright, J. M. (1988). Investigating reformulation as a practical strategy for the teaching of academic writing. Applied Linguistics, 9, 236-256.

Alsop, S. & Nesi, H. (2009). Issues in the development of the British Academic Written English (BAWE) corpus. Corpora, 4, 71-84.

American Psychological Association (2001, August 1). APA style for electronic resources. Available from

American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

Anderson, K., Benson, C. & Lynch, T. (2004). Feedback on writing: Attitudes and uptake. In L. Sheldon (Ed.), Directions for the future (pp. 139-150). Oxford: Peter Lang.

Anderson, P. L. (1986). English for academic listening: Teaching the skills associated with listening to extended discourse. Foreign Language Annals, 19, 391-397.

Andrews, R. (2005). Models of argumentation in educational discourse. Text, 25, 107- 127.

Andrews, R. (2007). Argumentation, critical thinking and the postgraduate dissertation. Educational Review, 59, 1-18.

Angélil-Carter, S. (2000). Stolen language? Plagiarism in writing. Harlow: Longman.

Anokye, D. (2008). Teaching writing teachers to teach writing. In P. Friedrich (Ed.), Teaching academic writing (pp. 59-72). London: Continuum.

Ansary, H. & Baba, E. (2002).  Topic variable in narrow-scope EAP short-context reading tests. RELC Journal, 33, 55-74.

Anthony, L. (1999). Writing research articles introductions in software engineering: How accurate is a standard model? IEEE Transactions on Professional Communication, 42, 38-45.

Anthony, L. (2001). Characteristic features of research article titles in computer science. IEEE Transactions on Professional Communication, 44, 187-194.

Appleby, R. (2009). The spatial politics of gender in EAP classroom practice. Journal of English for Academic Purposes, 8, 100-110.

Arden-Close, C. (1993). Language problems in science lectures to non-native speakers. English for Specific Purposes, 12, 251-261.

Archer, A. (2008). 'The place is suffering': Enabling dialogue between students' discourses and acadmic literacy conventions in engineering. English for Specific Purposes, 27, 255-266.

Archibald, A. (2010). Patterns of revision in first language and second language writing. In G. Blue (Ed.), Developing academic literacy (pp.195-211). Oxford: Peter Lang.

Arnó-Macià, E. (2012). The role of technology in teaching languages for specific purposes courses. The Modern Language Journal, 96, Focus Issue, 89–104.

Arnó-Macià, E. & Rueda-Ramos, C. (2011). Promoting reflection on science, technology, and society among engineering students through an EAP online learning environment. Journal of English for Academic Purposes, 10, 19-31.

Atai, M. R. & Nazari, O. (2011). Exploring reading comprehension needs of Iranian EAP students of health information management (HIM): A triangulated approach. System, 39, 30-43.

Atkinson, D. (1999). Language and science. Annual Review of Applied Linguistics, 19, 193- 214.

Atkinson, D. & Ramanathan, V. (1995). Cultures of writing: An ethnographic comparison of L1 and L2 university writing/language programs. TESOL Quarterly, 29, 539-568.

Atherton, B. (2000). Developing accuracy in academic writing. In G. M. Blue, J. Milton & J. Saville (Eds.), Assessing English for academic purposes (pp. 259-269). Oxford: Peter Lang.

Atherton, B. (2006). Balancing needs: How successful can a Pre-Sessional course be? In A. J. Gillett & L. Wray (Eds.), Assessing the effectiveness of EAP programmes (pp. 12-23). London: BALEAP.

Aull, L. L., & Swales, J. M. (2015). Genre analysis: Considering the initial reviews. Journal of English for Academic Purposes, 19, 6-9.

Aull, L. L., Bandarage, D. & Miller, M. R. (2017). Generality in student and expert epistemic stance: A corpus analysis of first-year, upper-level, and published academic writing. Journal of English for Academic Purposes, 26, 29-41.

Ayres, G. (2008). The evolutionary nature of genre: An investigation of the short texts accompanying research articles in the scientific journal Nature.English for Specific Purposes, 27, 22-41.