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In this brief piece, I aim to argue for and emphasise the need and opportunities for ESP professionals to play a more proactive and leading part in responding to the growing worldwide demand for courses and workshops on writing for academic and professional publication. Academics, professionals, and practitioners are increasingly encouraged and expected to share and disseminate ideas worth sharing within their professional or scholarly communities of practice and beyond. From another perspective, in today's communication era, the communicative needs and demands of academics and professionals are continually changing and expanding. Changing times have ushered in new communicative needs and demands, an important one being writing for publication in English—which is the de facto language of academic and professional publication. The mounting importance of, and burgeoning interest in, publication preparation pedagogy has been increasingly recognized and has even resulted in the introduction of a new term in English for Academic Purposes (EAP): English for research publication purposes (ERPP), leading to a special issue on ERPP in the Journal of English for Academic Purposes in 2008. Since then, references to ERPP (as a subfield of EAP) seem to have gained increasing currency. ERPP was originally defined by Cargill and Burgess (2008) as follows: English for Research Publication Purposes (ERPP) can be thought of as a branch of EAP addressing the concerns of professional researchers and postgraduate students who need to publish in peer-reviewed international journals…While EAP programs in universities can address some of these needs in a general way, the real-life, specific issues for academics whose L1 is not English wishing to publish in English are often broader and more complex. (p. 75) As indicated in the quote above, the chief, though not the sole, clientele of ERPP courses comprises EAP academic writers. Some pedagogically sound initiatives in this area include ERPP programs by Cargill and O'Connor (2013) as well as Corcoran and Englander (2016), among others. The point that I would like to drive home in this paper, though, is that more attention needs to be paid—particularly by ESP professionals—to pedagogical support geared toward both academic and professional spheres. Needless to say, academic and
The European English Messenger
The 'other English': thoughts on EAP and academic writing2006 •
English for Academic Purposes is generally regarded as a hand-maiden to those ‘proper’ disciplines which are more directly engaged in the serious business of constructing knowledge or discovering truth. EAP, in fact, has come to be regarded as an almost mercantile activity and attracted to itself negatively evaluative concepts such as pragmatic, cost-effective and functional, untroubled by theoretical issues or questions of power as it seeks to accommodate students to the faceless and impersonal prose of their disciplines. While this picture is probably familiar, I want to sketch how the reality is more complex.
Language Teaching
Some thoughts on english for research publication purposes (ERPP) and related issues2013 •
Academic writing for research publication takes place around the globe, involving, according to a recent account, 5.5 million scholars, 2,000 publishers and 17,500 research/higher education institutions (Lillis & Curry 2010: 1). Because so many scholars whose first language is not English are now using English for publication purposes and because of the research interest that has developed in the field, a specialist term has been coined, ENGLISH FOR RESEARCH PUBLICATION PURPOSES (ERPP). This paper presents an overview of some issues relating to ERPP.
Issues in language instruction at the Applied English Center
EAP and the Status of the ESL Professional at the University of Kansas2013 •
2019 •
Central to the entire discipline of ESP is the process of needs analysis and identification. In this sense, whatever the learners' requirements and their target discourse community, ESP practitioners go beyond teaching to providing and designing suitable ESP courses that better meet the demands of their global age. However, being trained for general language teaching, ESP practitioners are teaching with limited knowledge in the students' field of study. This article sheds light on this challenging task that requires sharing roles and responsibilities between language, subject teachers, learners, and institutions to bridge the existing gap between research and education.
Зборник радова Филозофског факултета у Приштини
Current tendencies in ESP didactics: Insights of an ESP journal editor2019 •
Journal of Teaching English for Specific and Academic Purposes
Possible Reasons Why Esp is Under Recognized in Academia2019 •
Hereby the claim is presented that among adult population of learners of English language in academia and life-long learning formats, the predominant approach in English Language Teaching (ELT) needs to be English for Specific Purposes (ESP), since General English has mostly been mastered by then, and because those learners then need linguistic training that would enable them to upgrade their professional efficacy and so remain competitive as demanded by contemporary professional/scientific global community. Nonetheless, such relevance of ESP for adult learners has not yet been recognized by main stakeholders in the field of ELT, namely academia and most famous ELT textbooks and reference books publishing houses, leaving ESP practitioners still on their own regarding professional development. This general overview is an attempt to rationalize the reasons for this paradoxical situation.
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"Apprendere da Raffaello. Modelli, funzione e ricezione nelle Accademie e nella teoria dell'arte", a cura di V. Rotino, S, Ventra, F. Moschini
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