EAP Bibliography

Background to EAP: Bibliography

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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. (2023).  Adopting a ‘move’ rather than a ‘marker’ approach to metadiscourse: A taxonomy for spoken student presentations. English for Specific Purposes, 69, 4-18.

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. System, 38(3) 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.

Al Hassan, 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.

Altinmakas, D. & Bayyurt, Y. (2019). An exploratory study on factors influencing undergraduate students’ academic writing practices in Turkey. Journal of English for Academic Purposes, 37, 88-103.

American Psychological Association (2001, August 1). APA style for electronic resources. Available from http://www.apastyle.org/.

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.

Anderson, T., Alexander, I. & Saunders, G. (2020). An examination of education-based dissertation macrostructures. Journal of English for Academic Purposes, 45.

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.

Ansarifar, A., Shahriari, H. & Pishghadam, R. (2018). Phrasal complexity in academic writing: A comparison of abstracts written by graduate students and expert writers in applied linguistics. Journal of English for Academic Purposes, 31, 58-71.

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.

Appleby, R. (2018). Academic English and elite masculinities. Journal of English for Academic Purposes, 32, 42-52.

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 academic 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., Aguilar-Pérez, M. & Tatzl, D. (2020). Engineering students’ perceptions of the role of ESP courses in internationalized universities. English for Specific Purposes, 58, 58–74.

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.

Asadnia, F. & Atai, M. R. 2022). Examining the effectiveness of an online EAP course in developing researchers’ virtual conference presentation skills. Journal of English for Academic Purposes, 60 (November).

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.

Atai, M. R. & Nejadghanbar, (2017). Exploring Iranian ESP teachers’ subject-related critical incidents. Journal of English for Academic Purposes, 29, 43-54.

Atai, M. R. & Taherkhani, R. (2018). Exploring the cognitions and practices of Iranian EAP teachers in teaching the four language skills. Journal of English for Academic purposes, 36, 108-118.

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.

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Bacha, N. N. (2002). Developing learners’ academic writing skills in higher education: A study for educational reform. Language and Education, 16, 161-177.

Bacha, N. N. (2005). Academic vocabulary: A corpus analysis approach. International Journal of Arabic-English Studies, 6, 123-146.

Bachman, L. F. (1981). Formative evaluation in specific purpose program development. In R. Mackay & J. D. Palmer (Eds.), Language for specific purposes: Program design and evaluation (pp. 106-119). Rowley, Mass.: Newbury House.

Badger, R. (1999). The student as linguist: A technique for helping students produce genre specific grammatical descriptions. In H. Bool & P. Luford (Eds.), Academic standards and expectations: The role of EAP (pp. 85-90). Nottingham: Nottingham University Press.

Badger, R. (2002, October). Note perfect. Research News, 12, (The newsletter of the IATEFL Research SIG), pp. 31-32.

Badger, R. (2003). Legal and general: Towards a genre analysis of newspaper law reports. English for Specific Purposes, 22, 249-264.

Badger, R. (2018). From input to intake: Researching learner cognition. TESOL Quarterly.

Badger, R. & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54, 153-160.

Badger, R., White, G., Sunderland, P. & Haggis, T. (2001). Note perfect: An investigation of how students view taking notes in lectures. System, 29, 405-417.

Baffy, M. (2017). Shifting frames to construct a Legal English class. Journal of English for Academic Purposes, 25,58-70.

Bahrami, V., Hosseini, M. & Atai, M. R. (2019), Exploring research-informed practice in English for academic purposes: A narrative study. English for Specific Purposes, 54, 152-165.

Bailey, R. & Sercombe, P. (2007). A contextual approach to course design. In O. Alexander (Ed.), New approaches to materials development for language learning (pp. 93-102). Oxford: Peter Lang.

Baker, W. & Boonkit, K. (2004).  Learning strategies in reading and writing: EAP contexts. RELC Journal, 35, 299-328.

Ballard, B. & Clanchy, J. (1988). Literacy in the university: An ‘anthropological’ approach. In G. Taylor, B. Ballard, V. Beasley, H. Bock, J. Clanchy & P. Nightingale (Eds.), Literacy by degrees (pp. 7-23). Milton Keynes: The Society of Research into Higher Education and The Open University Press.

Baltra, A. (1983). Learning how to cope with reading in English for academic purposes in 26 hours. Reading in a Foreign Language, 1, 20-34.

Bancroft-Billings, S. (2020). Identifying spoken technical legal vocabulary in a law school classroom. English for Specific Purposes, 60, 9–25.

Banegas, D. L. (2018). Learning subject-specific content through ESP in a geography teaching programme: An action research story in Argentina. English for Specific Purposes, 50, 1-13.

Banerjee, J. & Wall, D. (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, 50-69.

Barajas, E. D. (2007). Parallels in academic and nonacademic discursive styles. Written Communication, 24, 140-167.

Barber, C. (1962). Some measurable characteristics of modern scientific prose. In F. Behre (Ed.), Contributions to English syntax and philology (pp. 21-43). Gothenburg: Almqvist and Wiksell.

Barbieri, F. (2015). Involvement in university classroom discourse: Register variation and interactivity Applied Linguistics, 36, 151–173.

Bardovi-Harlig, K. & Hartford, B. S. (1993). Learning the rules of academic talk. Studies in Second Language Acquisition, 15, 279-304.

Barks, D. & Watts, P. (2001). Textual borrowing strategies for graduate-level ESL writers. In D. Belcher & A. Hirvela (Eds.), Linking literacies: Perspectives on L2 reading-writing connections (pp. 246-267). Ann Arbor, MI: University of Michigan Press.

Barnes, M. (2017). Washback: Exploring what constitutes “good” teaching practices. Journal of English for Academic Purposes, 30, 1-12.

Barron, C. (2002). Harmony of theory and practice: An engineering lesson for applied linguistics. In C. N. Candlin (Ed.), Research and practice in professional discourse (pp. 369-394). Hong Kong: City University of Hong Kong Press.

Barron, C. (2003). Problem solving and ESP: Themes and issues in a collaborative teaching venture. English for Specific Purposes, 22, 297-314.

Bardovi-Harlig, K. & Harford, B. A. (1992). Closing the conversation: Evidence from the academic advising session. Discourse Processes, 15, 93-116.

Bartholomae, D. (1985). Inventing the university. In M. Rose (Ed.), When a writer can’t write (pp. 134-165). New York: Guildford Press.

Barton, B. & Neville-Barton, P. (2010). Literacy and mathematics learning. In G. Blue (Ed.), Developing academic literacy (pp. 127-141). Oxford: Peter Lang.

Bartram, B. & Bailey, C. (2009). Different students, same difference?  Active Learning in Higher Education, 10, 172-184

Bartolic, L. (1981). Interpretation of ” information transfer” from a diagram. In L. Selinker, E. Tarone, & V. Hanzeli (Eds.), English for academic and technical purposes: Studies in honor of Louis Trimble (pp. 193-198). Rowley, MA: Newbury House.

Barton, D., Hamilton, M. & Ivanic, R. (Eds.). (2000). Situated literacies: Reading and writing in context. London: Routledge.

Basturkmen, H. (1998). Aspects of impoverished discourse in academic speaking: Implications for pedagogy from a mini-corpus. Asian Journal of English Language Teaching, 8, 81-91.

Basturkmen, H. (1999). Discourse in MBA seminars: Towards a description for pedagogical purposes. English for Specific Purposes, 18, 63-80.

Basturkmen, H. (2000). The organisation of discussion in university settings. Text, 20, 249-269.

Basturkmen, H. (2002). Negotiating meaning in seminar-type discussion and EAP. English for Specific Purposes, 21, 233-242.

Basturkmen, H. (2002). Clause relations and macro patterns: Cohesion, coherence and the writing of advanced ESOL students. English Teaching Forum, 40(1), 50-56.

Basturkmen, H. (2003).  Specificity and ESP course design. RELC Journal,  34, 48-63.

Basturkmen, H. (2006). Ideas and options in English for specific purposes. Malwah, NJ: Lawrence Erlbaum.

Basturkmen, H. (2007) Signalling the relationship between ideas in academic speaking: From language description to pedagogy. Prospect, 22(2), 61-71.

Basturkmen, H. (2009). Commenting on results in published research articles and masters dissertations in language teaching. Journal of English for Academic Purposes, 8, 241-251.

Basturkmen, H. (2010). Developing courses in English for specific purposes. London: Palgrave Macmillan.

Basturkmen, H. (2012). A genre-based investigation of discussion sections of research articles in dentistry and disciplinary variation. Journal of English for Academic Purposes, 11, 134- 144.

Basturkmen, H. (2012). Languages for specific purposes curriculum creation and implementation in Australasia and Europe. The Modern Language Journal, 96, Focus Issue, 59–70.

Basturkmen, H. (2019). ESP teacher education needs. Language Teaching, 52(3), 318–330.

Basturkmen, H. & Shackleford, N. (2015). How content lecturers help students with language: An observational study of language-related episodes in interaction in first year accounting classrooms. English for Specific Purposes, 37, 87-97.

Basturkmen, H. & von Randow, J. (2014. Guiding the reader (or not) to re-create coherence: Observations on postgraduate student writing in an academic argumentative writing task. Journal of English for Academic Purposes, 16, 14-22.

Basturkmen, H. & Bitchener, J. (2005). The text and beyond: Exploring the expectations of the academic community for the discussion of results section in Masters theses. New Zealand Studies in Applied Linguistics, 11, 1-19.

Basturkmen, H. & Lewis, M. (2002). Learner perspectives of success in an EAP writing course. Assessing Writing, 8, 31–46.

Baten, L. & Cornu, A.-M. (1984). Reading strategies for LSP texts: A theoretical outline on the basis of text function, with practical application. In A. K. Pugh & J. M. Ulijn (Eds.), Reading for professional purposes (pp. 190-201). London: Heinemann.

Bates, M. & Dudley-Evans, T. (1976). Nucleus – General Science. London: Longman.

Batstone, R. (1988). Teachers and course design: The case for a modular approach. ELT Journal, 42, 185-195.

Baugh, J. (2004). Standard English and academic English (dialect) learners in the African diaspora. Journal of English Linguistics, 32, 197-209.

Bavelas, J. B. (1978). The social psychology of citations. Canadian psychological Review, 19, 158-163.

Bax, S. (2011). Discourse and genre: Analysing language in context. London: Palgrave.

Baynham, M. (1999). Double-voicing and the scholarly “I”: On incorporating the words of others in academic discourse. Text, 19, 485-504.

Bazerman, C. (1981). What written knowledge does: Three examples of academic discourse. Philosophy of the Social Sciences, 11, 361-87.

Bazerman, C. (1989). Shaping written knowledge. Madison, WI: University of Wisconsin Press.

Bazerman, C. (2001). Distanced and refined selves: Educational tensions in writing with the power of knowledge. In M. Hewings (Ed.), Academic writing in context: Implications and applications (pp. 23-29). Birmingham: University of Birmingham Press.

Beaumont, S. & Gillett, A. J. (2013). An investigation into the role of spoken English competence in an assessed business discussion in an ELF context. In J. Wrigglesworth (Ed.), EAP within the higher education garden: Cross-pollination between disciplines, departments and research (pp. 171-179). Reading: Garnet Education.

Becher, T. (1981). Towards a definition of disciplinary cultures. Studies in Higher Education, 6, 109-122.

Becher, T. (1989). Academic tribes and territories: Intellectual enquiry and the culture of disciplines. Buckingham: The Society for Research into Higher Education and Open University Press.

Becker, A. L. (1965). A tagmemic approach to paragraph analysis. College Composition and Communication, 16, 237-42.

Becker, A. L. (1966). Symposium on the paragraph. College Composition and Communication, 17. 67-72.

Becker, H. S. (1983). Freshman English for graduate students: A memoir and two theories. The Sociology Quarterly, 24, 575-588.

Belcher, D. (1989). How professors initiate non-native speakers into their disciplinary discourse communities. Texas Papers in Foreign Language Education, 1, 207-225.

Belcher, D. (1994). The apprenticeship approach to advanced academic literacy: Graduate students and their mentors. English for Specific Purposes, 13, 23-34.

Belcher, D. (1995). Writing critically across the curriculum. In D. Belcher & G. Braine (Eds.), Academic writing in a second language (pp. 135-154). Norwood, NJ: Ablex.

Belcher, D. (2001). Cyberdiscourse, evolving notions of authorship, and the teaching of writing. In M. Hewings (Ed.), Academic writing in context: Implications and applications (pp. 140-149). Birmingham: University of Birmingham Press.

Belcher, D. D. (2004). Trends in teaching English for specific purposes. Annual Review of Applied Linguistics, 24, 165-186.

Belcher, D. D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study and everyday life. TESOL Quarterly, 40, 133-156.

Belcher, D. (2013). The future of ESP research: Resources for access and choice. In B. Paltridge & S. Starfield (Eds). The handbook of English for specific purposes (pp. 535-547). London: Wiley-Blackwell.

Belcher, D. (2023). Digital genres: What they are, what they do, and why we need to better understand them. English for Specific Purposes, 70, 33-43

Belcher, D. & Braine, G. (Eds.). (1995). Academic writing in a second language: Essays on research and pedagogy. Norwood, NJ: Ablex.

Belcher, D. & Hirvela, A. (Eds.). (2001). Linking literacies: Perspectives on L2 reading- writing connections. Ann Arbor, MI: University of Michigan Press.

Belcher, D. & Hirvela, A. (2005). Writing the qualitative dissertation: what motivates and sustains commitment to a fuzzy genre? Journal of English for Academic Purposes, 4, 187- 206.

Bell, D. (2007). Sentence-initial and and but in academic writing. Pragmatics, 17, 183- 201.

Bell. D. J., Foster, S. L. & Cone, J. D. (2019). Dissertations and theses from start to finish: Psychology and related fields (3rd ed). Washingtom, DC: American Psychological Association.

Bell, R. T. (1981). An introduction to applied linguistics. London: Batsford.

Bell, J. (1999). Doing your research project. Buckingham: Open University Press.

Bell, T. (October, 1999). Do EAP Teachers require knowledge of their students’ specialist academic subjects? The Internet TESL Journal. Available from http://iteslj.org/Articles/Bell-EAPRequireKnowledge.html

Bellingham, L. (1993). The relationship of language proficiency to academic success for international students. New Zealand Journal of Educational studies, 30, 229-232.

Benesch, S. (1996). Needs analysis and curriculum development in EAP: An example of a critical approach. TESOL Quarterly, 30, 723-738.

Benesch, S. (1999). Rights analysis: Studying power relations in an academic setting. English for Specific Purpose, 18, 313-328.

Benesch, S. (2001). Critical English for academic purposes. Malwah, NJ: Lawrence Erlbaum Associates.

Benesch, S. (2009). Theorising and practising critical English for academic purposes. Journal of English for Academic Purposes, 8, 81-85.

Benesch, S. (Ed.). (1988). Ending remediation: Linking ESL and content in higher education. Washington, DC: Teachers of English to Speakers of Other Languages.

Bennet, K. (2009). English academic style manuals: A survey. Journal of English for Academic Purposes, 8, 43-54.

Benson, C., Gollin. J. & Trappes-Lomax, H. (2007). Reporting strategies in academic writing: from corpus to materials. In O. Alexander (Ed.), New approaches to materials development for language learning (pp. 223-238). Oxford: Peter Lang.

Benson, M. J. (1989). The academic listening task: A case study. TESOL Quarterly, 23, 421- 425.

Benson, M. J. (1991). University ESL reading: A content analysis. English for Specific Purposes, 10, 75-88.

Benson, M. (1994). Lecture listening in an ethnographic perspective. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 181-198). Cambridge: Cambridge University Press.

Benson, P. & Voller, P. (Eds.). (1997). Autonomy and independence in language learning. Harlow: Addison Wesley Longman.

Bensoussan, M. & Golan, J. (1985). An advanced English course for students of mathematics. In J. M. Ulijn & A. K. Pugh (Eds.), Reading for professional purposes: Methods and materials in teaching language (pp. 185-194). Leuven, Belgium: ACCO.

Berkenkotter, C. & Huckin, T. N. (1993). You are what you cite: Novelty and intertextuality in a biologist’s experimental article. In N. R. Blyker & C. Thralls (Eds.), Professional communication: The social perspective (pp. 109-127). Newbury Park, CA: Sage.

Berkenkotter, C. & Huckin, T. N. (1995). Genre knowledge in disciplinary communities: Cognition, culture, power. Hillsdale, NJ: Lawrence Erlbaum.

Berkenkotter, C., Huckin, T. N. & Ackerman, J. (1991). Social context and socially constructed texts: The initiation of a graduate student into a writing research community. In C. Bazerman & J. Paradis (Eds.), Textual dynamics of the professions (pp. 191-215). Wisconsin, University of Wisconsin Press.

Berman, R. & Cheng, L. (2001). English academic language skills: Perceived difficulties by undergraduate and graduate students, and their academic achievement. Educational Linguistics, 4, 25-40.

Berman, R., Fox, J. & Cheng, L. (2007). International undergraduate students’ academic acculturation in Canada: the challenges ahead. In O. Alexander (Ed.), New approaches to materials development for language learning (pp. 49-60). Oxford: Peter Lang.

Bernales, C. (2016). Towards a comprehensive concept of willingness to communicate: Learners’ predicted and self-reported participation in the foreign language classroom. System, 56, 1-12.

Bex, T. (1996). Variety in written English. London: Routledge.

Bhatia, V. K. (1982). Simplification v. easification: The case of legal texts. Applied Linguistics, 4, 42-54.

Bharuthram, S. & Clarence, S. (2015). Teaching academic reading as a disciplinary knowledge practice in higher education. South African Journal of Higher Education, 29(2), 42–55.

Bhatia, V. K. (1984). Syntactic discontinuity in legislative writing and its implications for academic legal purposes. In A. K. Pugh and J. M. Ulijn (Eds.), Reading for professional purposes – Studies and practices in native and foreign languages (pp. 90-96). London: Heinemann.

Bhatia, V. K. (1987). Language of the law. Language Teaching, 20, 227-234.

Bhatia, V. K. (1987). Textual mapping in British legislative writing. World Englishes, 6, 1-10.

Bhatia, V. K. (1989). Legislative writing: A case of neglect in EA/OLP courses. English for Specific Purposes, 8, 223-238.

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References