EAP/ESP

Games have always been a staple of ELT, but their use has been concentrated at elementary levels; in contrast, EAP is often thought of as too serious to warrant games in class. At the same time, “gamification” has become a buzzword in education, business and social activism. This paper draws on the practice of gamification to show, not only that games have a place in the EAP class, but more importantly, to demonstrate how we can learn from games to make learning more game-like. In particular I show how certain characteristics of online games make them addictive - notably clear long- and short-term goals, constant feedback, enhanced self-image, “flow”, and the balance of collaboration and competition – and how we can try to introduce these qualities to EAP courses.

Driving research questions from the prevailing issues and interests and developing from them new theories, formulas, algorithms, methods, and designs, and linking them to the interests of the larger audience is a vital component of scientific research papers. The present article discusses outlining purposes or stating the nature of the present research, and listing research questions or hypotheses in the introduction of academic papers. This corpus-based genre study focuses particularly on Move 3 of the model " occupying the niche. " The results indicating disciplinary variation show that the writers of Computer Science (CS) research articles, over the years have developed an increased use of outlining purpose/stating the nature of the present research, having the characteristics of purposive, descriptive, extension of the previous work, contrast to the existing work, brevity, complexity , and a description of methodology. It also shows that listing research questions or hypothesis may have distinctively different functions in developing genres as compared to the established ones such as physics.

This paper looks into the issues affecting students of English as a second language (L2) in their writing of academic level English reports and the difficulties that lecturers face in teaching and preparing students for quality assessment of their writing abilities. Consideration of the important features of academic writing must be worked into quality assessment rubrics and student guidance to provide consistency and equality.“Holistic” evaluation of essays in the literature seems to be a substitute for detailed scoring rubrics meaning that students are unclear on how to perform optimally. Logical structure of ideas, critical thinking, demonstrating understanding, clarity of expression and quality of argument are just some of the features which should be considered. Evidence of research, originality, individual effort, correct referencing, grammar, spelling, vocabulary and communication during the process all need to be further investigated.

Scholars who use English as an additional language confront challenges
when disseminating their research in the global market of knowledge production dominated by English. English for Research Publication Purposes analyses the experiences and practices of these scholars across the globe and presents “critical plurilingual pedagogies” as a theoretically and empirically informed means of supporting them. This book:
• Draws on an empirical study of a Latin American university’s effort
to mount a course that provides support to emerging and established
scholars who use English as an additional language;
• Brings theoretically informed discussions of critical pedagogies,
plurilingualism and identity affi rmation to better serve plurilingual
scholars who seek to publish their research in English- language journals;
• Provides examples of classroom activities that can be adapted and
adopted to local contexts and realities in a curriculum based on critical
plurilingual pedagogies;
• Proposes future directions for research into the internationally urgent,
growing concerns of global scholars who produce English- medium academic knowledge for the world stage.

Incisive and cutting- edge , English for Research Publication Purposes will bekey reading for academics and upper- level students working in the areas of ESP, EAP, ERPP and Applied Linguistics.

Karen Englander is an applied linguist with a focus on the policies, practices and pedagogies that affect plurilingual scholars seeking to publish their research in English. She is a former professor at the Universidad Autónoma de Baja California, Mexico, and York University in Toronto, Canada.

James N. Corcoran is an Assistant Professor of Applied Language and English Language Studies at Renison University College/ University of Waterloo. He has been an EAP/ ESP/ EFL teacher and teacher educator for the past 15 years.

Abstract
Nowadays authentic reading matter is extensively used in the teaching of English for academic purposes. However choosing and deploying such materials is not as straightforward as it might at first seem. In this paper, the pros and cons of authentic materials are assessed and difficulties in their deployment are discussed, together with suggestions for their successful utilisation.

According to the recent study, a huge number of college and university academicians are found to be using social networking sites (SNSs) in their classroom (Dane, 2013). SNSs, previously developed for social interactions and discourse and enhancing knowledge sharing between the users, are now being used and practiced as powerful tools for creating, managing and practicing knowledge (Boyd & Ellison, 2007). It is important to note that there are many SNSs and each site requires its own unique application for the knowledge acquisition (Stanciu, Mihai, and Aleca, 2012). They are considered as one of the most effective means of supporting and enhancing learning experiences for students and their benefits are not exclusive to their implementation in instructional methodologies but their capabilities in providing wide-range of applications for teachers to administer knowledge acquisition process, organizational responsibilities, evaluations and feedback on performances make them an ideal choice for their usage as LMSs (Dalsgard, 2006). For the purpose of this study, Facebook has been chosen as a case study to indicate its usage as a learning management system while to describe the application of SNSs for instructional purposes, Twitter, Linkedln and YouTube have been chosen.

This study reviews the current trends of research in English for Academic Purposes (EAP) as a subfield of Applied Linguistics. Through an extensive review of literature and an undertaking process of data collection, 15 books, 6 book chapters, and 347 research articles (RAs) were analyzed for identifying the major issues in EAP. Drawing upon the grounded approach, it was found that Academic Writing, Curriculum Development, and Critical EAP were the most challenging issues in EAP studies. Each of the research themes subsumed important issues such as genre analysis and approaches to teaching academic writing for Academic Writing; discussions on standard variety of English in academic contexts and practice of EAP among local students and teachers for Curriculum Development; and, critical thinking and pragmatism for Critical EAP. These issues and challenges explained in this paper hoped to be helpful for EAP to be matured as a field, and see itself in charge of preparing students to hold new roles both in academic and cultural contexts. However, it is acknowledged that, the concerns and issues are still unresolved and further research is needed for responding to them.

Intertextuality in its broadest sense—the relationship between two texts—is a pervasive feature of academic writing, as manifested by features such as citations to earlier texts and the sets of features such as structure and organisation which are shared by texts in a given genre and/or academic discipline.

Many of the intertextual features of academic writing, such as the choice of reporting verb and verb form, have been thoroughly researched and described (e.g., Charles, 2006; Shaw, 1992). Much is also know about a specific, highly problematic form of intertextuality: plagiarism (e.g., Pecorari & Shaw, 2012). However, less attention has been given to the ways in which novice academic writers become aware of conventional intertextual practices, and less still to the transferability of this feature to writing in the workplace.

This paper will present the results of a corpus-based investigation of intertextuality in two domains: the leisure-time reading which lower-division undergraduates do, and a common workplace genre.  By triangulating the results from these two corpora with existing findings about the intertextual features of academic texts it will be possible to describe the extent to which these features overlap with, or diverge from, each other.  This will thus provide an indication of the features which can reasonably be expected to transfer from one domain to another, and which cannot, and should therefore be the subject of explicit instruction in the English for Specific Academic Purposes classroom.

References
Charles, M. (2006). The Construction of Stance in Reporting Clauses: A Cross-disciplinary Study of Theses. Applied Linguistics, 27, 492–518.
Pecorari, D. & Shaw, P. (2012). Types of student intertextuality and faculty attitudes. Journal of Second Language Writing, 21, 149–164.
Shaw, P. (1992). Reasons for the correlation of voice, tense and sentence function in reporting verbs. Applied Linguistics, 13, 302–319.

Stance in general and metadiscourse markers, in particular, have attracted the interest of several studies. Therefore, this study explores the use of metadiscourse in the second language (L2) academic writing by English as a foreign language (EFL) postgraduates in one of the Malaysian public universities. We analyzed the frequency and wordings of modality within the citations of the literature review chapters of 20 Ph.D. theses employing the Systemic Functional Linguistics. Data were analyzed manually utilizing the technique of quantifying the findings to highlight the similarities and differences in using metadiscourse markers. The findings revealed the dominance of full declarative clauses in both Applied Linguistics and Information Technology. Besides the Finite Modal Operators, Mood Adjuncts and Comment Adjuncts were also used to demonstrate modality with a variety in their stance, degrees, and frequencies. Pedagogically, these findings could help supervisors in identifying the implications of their students' writings. In addition, students can be directed towards reading EAP textbooks and materials that are dedicated to areas of academic writing, metadiscourse markers, and citations.

This paper presents a rhetorical analysis of the Introductions of Computer Science (CS) research articles from a specialized corpus with reference to " Announcement of Principal Findings " and " Statement of Value " steps within the framework of the " Create A Research Space " (CARS) model (Swales, 2004), conducted through corpus-based techniques. The results show that discoursal practices in CS are result-oriented and in various ways highlight the writers' contribution. The results are explicitly described with embedded " value " statements in the elaborate explanations of the nature of the present research. The common linguistic indicators used for this purpose are " contribution " , " efficient " and " novel ". The discussion concludes with the suggestion to amend the CARS model for CS writers. Resumen En el presente trabajo se realiza un análisis retórico de los apartados de introducción que figuran en los artículos de investigación del área de informática, partiendo de un corpus especializado, y haciendo hincapié en los pasos " anuncio de los hallazgos principales " y " declaración del valor de una aportación " contenidos en el ya conocido modelo CARS (Create a Research Space) de Swales (2004). Los resultados demuestran que las prácticas discursivas en el área de informática están orientadas a los resultados, resaltándose de diversos modos la contribución que realizan los autores de los correspondientes artículos. Se describen de forma explícita los resultados entre los que destacan las

Wireless LAN technologies implemented on controller-based wireless LAN design not to mention their critical evaluation is an issue which causes a great deal of debate. Entering into a new era that the needs of technology optimization grow rapidly, Enterprise wireless networking is meaningful to be achieved not to mention that it is considered a basic topic to be analyzed. This research is particularly outstanding for the reader because it will analyze the most important standards and protocols of wireless technology, distinctly 802.11 network tailored  o business needs. It must be stressed that the wireless LAN controller-based WLAN design, and autonomous AP based wireless LAN design will be compared and contrasted. Furthermore, there will be critically evaluated related technologies including WLAN controller, CAPWAP and DTLS, user authentication - EAP and EAP methods not to mention 802.11n and 802.11ac. All the above, will be adopted and implemented on a medium company with 265 employees. There will also be provided floor plans for the two buildings and two floors that the company owes not to mention a logical diagram where all will be connected wirelessly based on national and international communication standards. Considering the factors related to this topic, the question of what specific consequences arise when addressing this theme must be elaborated.

Discount code ECFALLT or ADC21 from Routledge.com - https://www.routledge.com/Problem-Questions-for-Law-Students-A-Study-Guide/Brown/p/book/9780367646707 and other good bookshops

Law students rarely have experience of answering problem questions before university, and lecturers concentrate on teaching content rather than the exam skills needed. This book bridges the gap on how to transpose knowledge and research into structured and coherent answers to problem questions during a Law degree.

Aimed at undergraduates, international students, foundation and SQE candidates, the book gives a step-by-step study guide on how to navigate what a problem question is asking you to do. It deconstructs the process using examples from a range of different fields of law, providing essential guidance from research and critical thinking to style and tone.

Including a range of examples to test yourself against, this is an indispensable resource for any Law student who wants to tackle problem questions with confidence.

ISBN: 9780367646714

In order to make a coherent statement or an accurate description, linguists have to focus on one
aspect of a language and preclude the others according to a process called selected focusing, but it is
believed that such an act of isolation is only an artificial practice. Although a naïve or a child is not aware
of the various levels of language, he/she is well knowledgeable about the grammatical, structural, and
semantic tools that make him/her easily and instantly spot the ill-formed or meaningless sentences of
his/her native language.
Two opposite mainstreams discovered in the study of syntax-semantics interface. The 1st is the
syntactically-oriented perspective established by Chomsky and his followers, which is later modified and
supported by the Optimal Theory Approach, and the 2nd is the semantically-oriented one in its two facetsthe
generative and the interpretive.
The early generative transformational approach went too far in insisting that the syntactic aspect
has an autonomous characteristic and should be dealt with in isolation from semantics, whereas others
argue that they are interrelated and cannot be separated.
The main objective of this study is to arrive at some general outlines that might help linguists,
second/foreign language teachers as well as students and tries to shed light on this linguistic controversy
in order to establish a scientific scheme in language studies.

Genre Analysis Genres consist of the demands to which their users rhetorically respond 'so that the genre function does not simply precede independently of us but is rather something we reproduce as we function within it'. (Bawarshi, 2000:354-55). 'Academic genres have regular repeatable patterns of organization and language' Dudley-Evans (1998:10) informs. Corpus linguistics not only provides opportunities to investigate the stylistic and linguistic preferences of individuals but also helps in exploring the ways in which genres favor some words, structure and patterns over others. 'Strong linguistic associations in one register often represent only weak associations in other registers', Biber, et al. (1996) point out. Whereas purposes of genres are 'recognized by the expert members of the parent discourse community, and thereby constitute the rationale for the genre' (Lewin et al. 2001).

Today, researchers and practitioners in the fields of English for Academic Purposes (EAP), English for Specific Purposes (ESP), and first and second language writing research overwhelmingly acknowledge that knowledge about just discoursal forms and disciplinary genres is not enough for students to become proficient in their disciplines (Beaufort 1999; Ivanič 1998; Prior 1998; Swales 2004; Tardy 2009).
Even so, many studies continue to focus on surface-level analyses, limited either to the text that is explicitly identifiable on the page, or to describing the context alongside the text. As discussed by Lillis (2008), and Starfield (2011), many such studies examine context as though it were “talk around text” (Lillis 2008). By positioning their research from the outside looking in, researchers are methodologically comforted in maintaining a more narrow and limited understanding of the nature of social context by adopting methods which on the surface seem to ‘get at’ social context, but in truth remain on the ‘outside’ of meaning. Such studies fail to bridge the gap between text and context, by not examining more closely “how discourse and text ‘index’ social structure” (Starfield 2011: 176).
The purpose of this chapter is to explore how indexes bridge the gap between a discipline’s visible genres and its embodied knowledge and practices. Disciplinary newcomers are only able to participate fully in a discipline’s activities by gaining access to all aspects of practice via its indexical system. To become proficient writers and participants in their discipline, students must thus learn about its indexes, in addition to the overt discoursal and linguistic patterns typically taught in the ESP/EAP and L2 writing classroom.

Contemporary accounts of academic discourse increasingly stress the interactive nature of knowledge construction. The conception of science as an irrefutable, objective and reliable representation of Nature, not requiring human mediation, is now largely superseded. Consequently, for readers to bestow their ratification of propositions, writers have to show their deference to the discourse community, meticulously measuring the veracity of their claims, tapping the disciplinary heritage and displaying appropriate appraisal of their status as researchers. Equally, they must create bonds with their readers, explicitly addressing them as peers and interlocutors and appealing to disciplinary schemata. Utilizing a slightly modified version of Hyland's (2005) typology of academic interaction, this study explores patterns of stance and engagement within the discipline of Environmental Sciences. The intra-disciplinary corpus comprises 16 Ph.D. theses written by Sudanese scholars, 8 of which representing Environmental Sustainability and the other half Environmental Chemistry. Overall results indicate that pervasive interaction in Environmental Sciences is largely dictated by the discursive nature of the field as embodied in the high densities of evaluative and affective markers, though some categories such as the employment of the first pronoun were intentionally shunned. More significantly, statistically significant variations were found between the two subfields, with Environmental Sustainability deploying more intertextual ties, attitudinal markers and alignment with readers. It is argued that the disciplinary synergy characterizing Environmental Sustainability is a contributing factor. On the other hand, the empirical nature of Environmental Chemistry is more manifest in the subtle subcategories of such features as hedging, citation and directives. This is balanced by the more socially-oriented strands of the subfield that render Environmental Chemistry disciplinarily ambivalent. The implications for teaching academic discourse within the postgraduate scene in Sudan are discussed.

The idea that written communication is an autonomous transmission of messages has now been largely replaced by
a constructivist view which sees it as a dialogic interaction between the writer and readers. In this textual interaction,
the writer attempts to step into texts and express authorial stance, predicting possible objections from readers and
guiding them to particular interpretations. Thus the dialogic interaction in texts has been likened to “ballroom
dancing” (Hoey, 2001) and “hand clapping” (Thompson & Thetela, 1995) where each party builds sense from the
interaction by anticipating what the other is likely to do. The dialogic and interactive aspect of communication plays a
key role in the construction of discourse and knowledge, and thus has doubtless become a fundamental issue in EAP
discourse studies. This book brings together a collection of articles which focus on the issue of writer-reader interaction in texts across the academic and professional genres. Although the articles take different perspectives and
approaches to the issue of dialogicity, they all remain interrelated and make a coherent contribution to the field of
social interaction studies.

It is argued that learners' metacognitive awareness of strategy use is significantly associated with their achievement in reading comprehension. In order to ascertain this association, the present researchers carry out the investigation to substantiate the existing findings. This study is a partial replication of Carrell (1989) and Vogely (1995) with regard to their methods and objectives. The objective of this research is to explore the higher secondary-level EFL learners' metacognitive awareness of strategy use in EFL reading comprehension, and its relationship with their reading comprehension, if any. For this investigation, quantitative data collected from 148 higher secondary-level EFL learners via a modified Metacognitive Awareness Strategy Questionnaire (MASQ; Carrell, 1989) and a reading comprehension test were analyzed through statistical tools available in SPSS. The results reveal that learners possess moderate awareness of reading strategies, and their perceptions of effective strategies and of difficulty of strategy use are significantly and positively related to their reading comprehension. Based on the findings, pedagogical implications are discussed and scope for future studies is recommended.

Dikatakan bahwa kesadaran metakognitif peserta didik tentang penggunaan strategi secara signifikan terkait dengan pencapaian mereka dalam pemahaman bacaan. Untuk memastikan asosiasi ini, para peneliti saat ini melakukan penyelidikan untuk membuktikan temuan yang ada. Penelitian ini merupakan replikasi parsial Carrell (1989) dan Vogely (1995) berkenaan dengan metode dan tujuan mereka. Tujuan dari penelitian ini adalah untuk mengeksplorasi kesadaran metakognitif siswa EFL tingkat menengah yang lebih tinggi tentang penggunaan strategi dalam pemahaman

This paper aims to explore the influence of the use of Instagram alongwith in-class instruction on the EAP skills of second language students in tertiary education. It specifically considers the learners' writing productions to see whether one academic year of instruction by using Instagram as a supplementary tool with traditional language teaching fetches any improvement in the academic writing competencies of the target leanrers. It is anticipated that the current study will clarify the different viewpoints pertaining to the possible, advantageous impact of the use of Instagram on English for Academic Purposes (EAP) learners' writing productions and the related benefits. The study starts with the discussion of the young adult language learners, followed by the outlines of their various functions and characteristics within the context of Polish tertitiary education. The subsequent part of the study is centred on the interpretations and role of Social Network Sites (SNSs), in general, and the incorporation of Instagram as a supplementary EAP instructional tool for improving the academic writing for second language students in particular. The last part of the paper is related with the specific study executed for the purpose of this research. It offers a comprehensive explanation of the design of the research and elaborates the impact of the use Instagram on the EAP learners' writing competencies, gauged by the their written productions in the asssignments that the students completed during and at the end of the "Academic Writing". In the end, the discussion and the outcomes of the study are summarised, followed by the concluson which states that the use of Instagram along with the in-class instruction may prove to be benefical for improving the academic writing competencies of the learners.

This paper presents a rhetorical analysis of the Introductions of Computer Science (CS) research articles from a specialized corpus with reference to "Announcement of Principal Findings" and "Statement of Value" steps within the framework of the "Create A Research Space" (CARS) model (Swales, 2004), conducted through corpus-based techniques. The results show that discoursal practices in CS are result-oriented and in various ways highlight the writers' contribution. The results are explicitly described with embedded "value" statements in the elaborate explanations of the nature of the present research. The common linguistic indicators used for this purpose are "contribution", "efficient" and "novel". The discussion concludes with the suggestion to amend the CARS model for CS writers.

Argument construction is an important aspect of academic writing. Although literature presents a number of theoretical and pedagogical models of argument, research is lacking into authentic argument construction in expert writing. Moreover, it is not clear how disciplinary variation affects the construction of argument. Therefore, this paper analyses argument in four disciplines – philosophy, literature, chemistry, and computational science. The results show a degree of variation among disciplines. Three models of argument have been found, called here premise-based argument (found in philosophy and literature), hypothesis-based argument (found in computational science and to a lesser degree in literature) and exposition-based argument (in chemistry). These models differ from the theoretical and/or pedagogical models proposed in the literature, suggesting that EAP students might be asked to produce arguments very different from arguments encountered in the reading in their discipline. Given the disciplinary variation observed, the paper supports applying English for Specific Academic Purposes (ESAP) as well as English for General Academic Purposes (EGAP) approach to teaching argument construction.

This article reviews English for Professional and Academic Purposes, which represents the new developments and trends of EAP and ESP research and pedagogy in Europe, America and Asia. The book consists of three sections: discourse analysis of English for academic purposes, discourse analysis of professional English and pedagogy in ESP and EAP.

Статията представя резултатите от изследване върху влиянието на интегрирането на уеббазирани технологии в обучението по Академично писане (на английски език) за студенти от хуманитарни специалности. Данните получени от участници в магистърска програма демонстрират предпочитанията към предложените инварианти на дизайна на дейности и отчитат факта, че студентите поставят традиционното обучение и неизползването на технологии на последно място като възможност. На базата на анализа са указани потенциално ефективните технологии за представяне на: учебно съдържание, последователност на дейностите (занятие), дейности за групова и за индивидуална работа и оценяване.

Кременска, А. (2011). Изследване на влиянието на инвариантни уеббазирани дейности за целите на обучение по чужд език в Софийския университет. Международна конференция „Електронно, дистанционно...или обучението на 21-ви век”, 6-8.04.2011, София. Сборник научни доклади, стр. 260-268. Достъпно на http://journal.e-center.uni-sofia.bg/page.php?23

It is argued that learners’ metacognitive awareness of strategy use is significantly associated with their achievement in reading comprehension. In order to ascertain this association, the present researchers carry out the investigation to substantiate the existing findings. This study is a partial replication of Carrell (1989) and Vogely (1995) with regard to their methods and objectives. The objective of this research is to explore the higher secondary-level EFL learners’ metacognitive awareness of strategy use in EFL reading comprehension, and its relationship with their reading comprehension, if any. For this investigation, quantitative data collected from 148 higher secondary-level EFL learners via a modified Metacognitive Awareness Strategy Questionnaire (MASQ; Carrell, 1989) and a reading comprehension test were analyzed through statistical tools available in SPSS. The results reveal that learners possess moderate awareness of reading strategies, and their perceptions of effe...

English-medium instruction (EMI) has exponentially been used in higher education worldwide. Recently, EMI has been increasingly used in higher education institutions in the region of the Middle East and North Africa (see e.g. Macaro et al. 2018; Dearden 2015). As a result, a growing number of EMI programmes of study have been offered in various disciplines of knowledge including business. However, students require preparation to cope effectively with these English-medium programmes. Previous EAP studies (e.g. Cooper and Bikowski 2007) have predominantly focused on business classroom written genres and ignored students’ overall learning needs on EMI business programmes. The study reported in my presentation attempted to fill this gap by moving beyond written genres and investigating business students’ learning needs on an English-medium MBA programme in Sudan from the perspectives of both teachers and students. The main objective of the study was to inform the design, development, delivery and evaluation of both EMI business education and EAP.

The current investigation sought to examine the learning and target needs of mechanical engineering (ME) students based on the learners and instructors’ attitudes though an explanatory mixed-method design. To elicit learners’ perceptions of English for Science and Technology (EST), 114 ME undergraduate students and 13 EST instructors from four Iranian state universities took part in a large quantitative phase followed by a smaller qualitative enquiry. The data were gathered from two sets of questionnaires, semi-structured oral interviews, and focus group discussions. Descriptive statistics including mean and standard deviation as well as qualitative interpretations were employed for data analysis. Quantitative and qualitative results revealed that ME learners and instructors had comparatively diverse opinions about leaning and target needs of EST students. They agreed that reading skills were the most essential EST learning and target needs. Learners supported the essentialness and ...

The current investigation sought to examine the learning and target needs of mechanical engineering (ME) students based on the learners and instructors' attitudes though an explanatory mixed-method design. To elicit learners' perceptions of English for Science and Technology (EST), 114 ME undergraduate students and 13 EST instructors from four Iranian state universities took part in a large quantitative phase followed by a smaller qualitative enquiry. The data were gathered from two sets of questionnaires, semi-structured oral interviews, and focus group discussions. Descriptive statistics including mean and standard deviation as well as qualitative interpretations were employed for data analysis. Quantitative and qualitative results revealed that ME learners and instructors had comparatively diverse opinions about leaning and target needs of EST students. They agreed that reading skills were the most essential EST learning and target needs. Learners supported the essentialness and prominence order of speaking, listening, and writing skills; while instructors stated that writing, listening and speaking were the most significant language skills after reading. Such an inconsistency was also witnessed for the inevitability and importance of the target needs of mechanical engineering students among the learners' and instructors' perceptions. The findings of this study can aid EST learners, instructors, and curriculum developers to better cope with teaching and learning concerns in EST courses.

The text discusses the position of local academic traditions in the modern context of global academic discourse dominated by the Anglo-American rhetorical style that represents the standard for modern international academic communication. After reviewing some of the central notions attached to the discipline of genre analysis of written academic discourse, the paper argues for an extension of the traditional research agenda by calling for a broad sociolinguistics of genre. It is suggested that sociological, ethnographic, cross-cultural, translatological,  pedagogical and critical approaches may enrich the current understanding of written academic genres. They can do so by revealing some of the ideologies and implicit norms on which particular disciplines rely in the discursive production and reproduction of knowledge, as well as the textual practices present in the transformation, recontextualization, translation, editing, etc., that may affect the eventual form of the academic texts produced, in particular, by non-native scholars coming from other cultural and academic backgrounds than the dominant global English-language model.

In the field of computer science, specific English language skills are needed to facilitate the students' academic progress. Needs analysis is generally believed to be an important element in ESP/EAP context because it enables the practitioners and curriculum designers determine the learners' needs in a particular academic context. In this regard, this paper, adopting a quantitative research design, reports on a survey conducted to investigate the English language needs of the female students studying in the Faculty of Computing and Information Technology (FCIT) at King Abdulaziz University (KAU). The study aims at identifying the students' perceptions about the importance of the English language skills, the frequency of using those skills, their ability levels in performing such skills, and their preferences regarding the English language course. The participants in this study are 135 female undergraduates who are studying at the third, fourth, and fifth year at the FCIT, during the academic year 2013-2014. The study identifies the students' English language necessities, lacks, wants, and their perceptions of the current English course. The paper concludes with several pedagogical implications which seek to improve the current course structure and contents so as to cater for the students' academic English language needs.

... Studies of the scholars such as Williams (1999), Hopkin and Dudley Evans (1988), Hozayen (1994), Dudley Evans (1995), Salager-Mayer (1990), Ayers (1993), Postiguillo (1996 ... Still there are genres in which variation exists among its different members, (Ayer, 1993). ...

Notwithstanding the obligation of courses such as English for Academic Purposes (EAP) in the Iranian university curriculum, exploring the language academic needs and abilities of students of social and natural sciences has been untouched. Focused on the students’ perspectives, this study aims to identify the present and target situation academic language needs of Iranian undergraduate students of social vs. natural sciences in a comparative manner. A total of 260 undergraduate students studying natural sciences (n=117) and social sciences (n=143) at Sharif University of Technology and Shahid Beheshti University participated in this study by responding to a validated questionnaire on language needs self-assessment. Regarding the present language abilities, the natural sciences students considered themselves as much more competent in the English language compared to the social sciences students. However, the target language needs of both groups were roughly similar. Besides, both groups believed that the EAP courses should be oriented more towards English for Specific Purposes (ESP). Finally, while the majority of the natural sciences students asserted that the number of credits offered for the EAP courses was not enough, the comments made by the social sciences students were contrary. The paper concludes with a suggestion to revise the present program in order to boost the effectiveness of the EAP course and a discussion of implications for instructors and material designers.

Teachers often struggle to bring a communicative approach to the English for Academic Purposes (EAP) classroom, yet the fundamental goal of EAP is to cultivate in students the communicative skills they need to study in an English-medium university environment. Curriculum development and course design are essential elements of a successful academic English program. This poster outlines the design, development, and implementation of a 1st-year academic English course at a Japanese university. The presenters took a project-based approach with a focus on designing materials that encourage active learning. The poster will overview the process of course design and provide examples of two communicative group projects which incorporated academic genres. Specific examples of course material and student output will be shown. The presenters will conclude with some recommendations for educators who are involved in curriculum development, course design, and material creation.