本书作者R. R. Jordan是英国EAP（English for Academic Purposes）学派有名学者，是上世纪70年提倡EAP概念的主要人物。本书为学术英语教师提供全面深入的阐述。不仅关注学术英语的教学技巧，同时涉及有关EAP的其他诸多核心理念，如需求分析、教学大纲与课程设计、教学法、教学资源、学习风格、测评与考试、学术风格与体裁分析，等等。除了通用学术英语，本书作者还关注特定学科的语言和教学资源。 本书的读者对象是EFL教师（母语或二语）、ELT/ESP教师和应用语言学者，旨在为读者提供EAP理论研究基础及有关实践指导。
目录
总序 出版前言 中文导读（何佳佳） List of figures List of abbreviations Acknowledgements Introduction PartⅠ English forAcademic Purposes and study skills Chapter1EAPand study skills: definitions and scope 1 1.1 What is English for Academic Purposes (EAP)? 1.2 What are study skills? 1.3 The native speaker and study skills 1.4 Study skills books for native speakers of English 1.5 Introspect and discuss Chapter 2 Needs analysis 2.1 An imaginary case study (1) 2.2 Analysis 2.3 Questions 2.4 Approaches to needs analysis 2.5 Summary 2.6 An imaginary case study (2) 2.7 Introspcct and discuss Chapter 3 Surveys: students difficulties 3.1 Surveys: a note of caution 3.2 Overview 3.3 Spoken English and seminars 3.4 Academic writing 3.5 Lectures and note-taking 3.6 Reading 50 3.7 Experience and expectations 3.8 Introspect and discuss Chapter 4 EAP syllabus and course design 4.1EAP syllabus 4.2Types of syllabus 4.3Conclusion 4.4EAP course design 4.5An alternative course design: projects 4.6Pre-sessional EAP courses 4.7In-sessional, part-time courses 4.8Long EAP courses 4.9EAP course components 4.10 Content of EAP components 4.11 Non-EAP components 4.12 Timetabling: priorities, balance and structure 4.13 Timetable examples 4.14 International EAP courses 4.15 Introspect and discuss Chapter 5 Evaluation: students and courses 5.1Test' and `examination' 5.2Tests: differences 5.3Tests: types 5.4Tests: general features 5.5Feedback 5.6Introspect and discuss Chapter 6 Learning styles and cultural awareness 6.1An imaginary case study (3) 6.2Learning styles and strategies 6.3Academic culture 6.4General culture 6.5British studies 6.6Conclusion 6.7Introspect and discuss Chapter 7 Methodology and materials 7.1Methodological principles 7.2Principles of learning 7.3Principles of communicative methodology 7.4Communicative activities 7.5Authenticity 7.6Case studies, role-play and simulations 7.7Individualisation and autonomy 7.8Awareness-raising and learner training 7.9Team-reaching 7.10 The role of the teacher 7.11 Some pedagogical principles 7.12 Conclusion 7.13 Introspect and discuss Chapter 8 Evaluating materials 8.1Choice of books 8.2Integrated study skills books: comparative content 8.3Factors to compare 8.4Listening and note-taking 8.5Writing 8.6Dictionaries 8.7Evaluation: some questions 8.8Criteria: checklists 8.9Conclusion 8.10 Introspect and discuss Part Ⅱ Study skills and practice (EGAP) Chapter 9 Academic reading 9.1Strategies and skills 9.2Categorising reading courses 9.3Reading for information 9.4Reading speed 9.SReading comprehension and vocabulary 9.6Introspect and discuss Chapter1O Vocabulary development 10.1 Which vocabulary? 10.2 Second language vocabulary acquisition 10.3 Semantic field theory and componential analysis 10.4 Teaching/learning vocabulary 10.5 Concordancing 10.6 Memory and mnemonics 10.7 Conclusion 10.8 Introspect and discuss Chapter11 Academic writing 11.1 The product approach 11.2 The process approach 11.3 Summarising, paraphrasing and synthesising 11.4 Feedback and evaluation 11.5 Conclusion 11.6 Introspect and discuss Chapter12 Lectures and note-taking 12.1 Lecturing styles and lecture structure 12.2 Listening cues 12.3 Informal language 12.4 Taking notes 12.5 Lecture length 12.6 Conclusion 12.7 Introspect and discuss Chapter13 Speaking for academic purposes 13.1 Lectures 13.2 Seminars 13.3 Oral presentations 13.4 Verbalising data 13.5 Individual speech diffculties 13.6 Conclusion 13.7 Introspect and discuss Chapter14 Reference/research skills 14.1 Dictionaries 14.2 Books 14.3 Using the library 14.4 References 14.5 Conclusion 14.6 Introspect and discuss Chapter15 Examination skills 15.1 Question analysis 15.2 Writing practice 15.3 Revision 15.4 Conclusion 15.5 Introspect and discuss PartⅢEnglish for Specific Academic Purposes Chapter16 Academic discourse and style 16.1 Register analysis 16.2 Discourse analysis 16.3 Genre analysis 16.4 Hedging/vague language 16.5 Appropriacy 16.6 Conclusion 16.7 Introspect and discuss Chapter 17Subject-specific language 17.1 Students' inadequacy in the specialist subject 17.2 The EAP tutor and the subject specialist 17.3 Other concerns 17.4 Suggestions for teaching 17.5 ESAP books 256 17.6 Example of economics 17.7 Introspect and discuss Chapter18 Materials design and production 18.1 Against and for 18.2 Team writing 18.3 Recommended background reading 18.4 The need 18.5 Variables 18.6 Materials: suggestions 18.7 Possible problems in materials writing 18.8 Conclusion 18.9 Introspect and discuss Chapter19 Concerns and research 19.1 Concerns 19.2 What is research? 19.3 Action research 19.4 Research methods 19.5 EAP research areas 19.6 Conclusion 19.7 Introspect and discuss Appendices Index of appendices I Recommended books and jurnals 2 Educational technology 3 BALEAP, and the Survey 4 EAP exams and examining bodies References Subject index Author index
