English for Specific Purposes (Journal)

English For Specific Purposes is an international peer-reviewed journal that welcomes submissions from across the world. Authors are encouraged to submit articles and research/discussion notes on topics relevant to the teaching and learning of discourse for specific communities: academic, occupational, or otherwise specialized. Topics such as the following may be treated from the perspective of English for specific purposes: second language acquisition in specialized contexts, needs assessment, curriculum development and evaluation, materials preparation, discourse analysis, descriptions of specialized varieties of English, teaching and testing techniques, the effectiveness of various approaches to language learning and language teaching, and the training or retraining of teachers for the teaching of ESP. In addition, the journal welcomes articles and discussions that identify aspects of ESP needing development, areas into which the practice of ESP may be expanded, possible means of cooperation between ESP programs and learners’ professional or vocational interests, and implications that findings from related disciplines can have for the profession of ESP. The journal also carries reviews of scholarly books on topics of interest to the profession.

 

http://www.journals.elsevier.com/english-for-specific-purposes/

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Remember that you can read this journal freely through UNED library.

http://8q8yy6pb7j.search.serialssolutions.com/?tab=JOURNALS&V=1.0&N=100&L=gq8yy6pb7j&S=T_W_A&C=english+for+specific+purposes

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Using the Academic Word List

This site will help you expand your academic vocabulary using the Academic Word List (the AWL). All students, home students and overseas students, need to learn the technical vocabulary of their field. As learners of English preparing for academic study you also need to learn general academic vocabulary, words such as: feature, illustrate, regulate, strategy. This core academic vocabulary is used by writers in many different subject areas. Learning vocabulary from the AWL will help you improve your comprehension of academic texts. It will also help you write assignments in an academic style.

Of course the basic vocabulary of English is also important for academic learners. To check if you know this basic vocabulary, look at Word Lists.

http://www.nottingham.ac.uk/alzsh3/acvocab/index.htm

 

The website has some interesting tools such as the AWL Highlighter:

The AWL Highlighter

This program will identify core academic vocabulary in a text, using the Academic Word List. Type or paste your text into the box below. Select the sublist level you want to use. In this program each level includes all the previous levels i.e. level 5 includes levels 1 to 4 as well. Click on submit. The text will be returned as a new web page with words from the Academic Word List, at the levels selected, highlighted in bold type.

http://www.nottingham.ac.uk/alzsh3/acvocab/awlhighlighter.htm

read what you want to write

Very good recommendation!!

patter

One of the common pieces of advice given to creative writers is to read widely, work out what you like and then write like those you admire. This writing-like-admirable-others requires the aspiring creative writer to analyse various aspects of the admired texts – ranging from the way in which an author manages plot, character, dialogue and description to their technical construction of sentences, paragraphs and use of adverbs and adjectives.

Now this also seems like pretty good advice to academic writers too. Read what you want to write. The problem is of course how the doctoral researcher decides what is good academic writing. Is it simply something that they like? Is it something that is easy to read? Or is it something that has a particular style – say for example something written in the third person and in the passive voice? Is ‘academic’ necessarily densely packed with inter-textual references?…

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The genre of research articles: The literature review section

Great article!

Pros Write

Photo Credit: Lost in Scotland via Compfight cc Photo Credit: Lost in Scotland via Compfightcc

This post continues the series I’ve done over the past year or so on writing research articles (RAs) based on John Swale’s Create-A-Research-Space (CARS) model. See my first post for an overview of RAs published in peer-reviewed journals. This time the focus is on the section of an RA social science researchers call the literature review (LR).  As I’ve written before, RAs in “harder” science journals normally incorporate their review of related literature in the introduction section. But “softer” science journals require more elaborate justification of their research focus so an additional section is the norm.

There’s relatively little empirical work on the rhetorical structure of LRs. I believe it’s because the CARS model has been applied primarily to RAs in the “harder” sciences. A 2012 study (see bottom of this post for details) is a notable exception because it involved…

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Do you speak science?

As easy as pie

Hello everybody!

I know many of you have a deep interest in scientific subjects and in science in general, so I thought this might interest you!

World Science U has recently been started by the World Science Festival (NY), together with Tracy Day and Brian Green. It’s a website where you will be able to find answer to your own scientific dilemmas, follow introductory courses lasting 2 or 3 weeks, or enroll into university-level courses that last 8 to 10 weeks.
You can sign up or not, it’s your choice! Everything is in English of course, so you’ll be practicing quite a lot if you get involved in any of the courses, but even if you don’t feel up to it yet you can explore the “science unplugged” section and enjoy science videos on a wide variety of topics.

The project also has a Facebook page and here is the…

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English for Academic Purposes – 7 Myths and Realities

Thanks Pilar for recommend! Yoy will dinf a whole category on Business & ESP as well! 😉

Oxford University Press

Ahead of his talk at IATEFL 2012 about integrating skills, language, tasks, and critical thinking, Edward de Chazal talks about some of the myths and realities about English for Academic Purposes.

English for Academic Purposes (EAP) is one of the fastest-growing areas of English Language Teaching (ELT). You may have come across a few myths and misconceptions flying around. It’s dry and dull, right? Actually no. I’ve come up with seven myths like these, and I’ll argue against them all.

1. EAP is dry, serious, and dull

It’s certainly serious, but it needn’t be dry and dull – is studying your chosen subject dry and dull? And do you find listening to people talk about their fields dry and dull? EAP is serious because it is all about gaining and researching new knowledge, making new connections, and communicating these ideas. Communication is at the heart of EAP, and the EAP…

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5 ways to use a dictionary for academic writing

A good choice to consult or buy if your aim is improving your EAP…;)

Oxford University Press

Oxford Learner's Dictionary of Academic English book cover Julie Moore, a lexicographer for the new Oxford Learner’s Dictionary of Academic English, shares her top 5 ways to use a dictionary to teach academic writing skills.

With my background in lexicography, I’m a big fan of encouraging dictionary skills in the classroom. And as a teacher of English for Academic Purposes (EAP), I’m really looking forward to using the new Oxford Learner’s Dictionary of Academic English with my students.

Rather than teach planned dictionary skills lessons, I tend to slip in dictionary usage at every possible opportunity. In particular, I’ll often send students to the dictionary in a writing skills lesson. Here are my top five areas of academic vocabulary to focus on:

Collocation

One thing that can make student writing sound awkward is an odd choice of collocation. Sometimes a choice that would be fine in everyday English or spoken academic contexts, such as do research

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Webinar: Integrating academic study skills from A1

Welcome to this blog! thought this could be your your interest 😉

Oxford University Press

Students in lecture theatreSarah Philpot, Headway Academic Skills co-author, discusses the issue of addressing academic needs as early as possible in language learning. You can join Sarah for her upcoming webinar “Integrating academic study skills from A1” on 18th February.

During my 30-year teaching career I have, like many of you, no doubt, taught, a range of different class types: General English, English for Exams, IELTS, Business English, English for Medics, English for Academic Purposes, etc.

Obviously, during those years, a lot of things have changed. Typically in the past, adult students would do General English until they reached a certain level of competence, around B1, at which point many of them would chose a ‘special’ course to help them in their work or studies. This would entail learning different and new lexis, functions and skills.

However, with English being more and more a core requisite for Higher Education and for work in…

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