學術英語導論（簡體書）

《學術英語導論》從宏觀到微觀系統地描繪了學術英語領域的概貌，包括學術英語的定義、學科定位、課程設計、教材選取與編寫、話語特徵、詞匯特徵、評估與反饋等內容，旨在引導初涉學術英語教學領域的教師開展教學實踐，或進行科學研究。

全書共12章，分為三部分。第一部分介紹學術英語這一領域的基本情況，包括學術英語的定義和研究範圍、學術英語使用及教學的全球背景、學校教育視角下的學術英語。第二部分介紹學術英語課程規劃，包括學術英語教學與研究方法、學術英語課程設計、學術英語教材選取與編寫。第三部分結合教學實例，介紹學術英語的具體特點及其教學方法，以及測評手段，涉及學術英語話語特徵、學術英語詞匯、專家作者書面語體裁、學習者書面語體裁、學術英語口頭體裁、學術英語測評與反饋。

瑪吉•查爾斯（Maggie Charles）是英國牛津大學語言中心學術英語導師。

黛安娜•佩科拉裡（Diane Pecorari）是瑞典林奈大學英語語言學教授。兩位作者皆具有多年在世界不同情境中進行學術英語教學與研究的經驗。

《學術英語導論》從宏觀到微觀系統地描繪了學術英語領域的概貌，包括學術英語的定義、學科定位、課程設計、教材選取與編寫、話語特徵、詞匯特徵、評估與反饋等內容，旨在引導初涉學術英語教學領域的教師開展教學實踐，或進行科學研究。

《學術英語導論》論述系統、案例豐富，每章配有閱讀文獻與反思活動，在學科理論、啟示教學、研究參考方面具有重要價值，可作為應用語言學相關方向碩博士研究生的入門教材，也可供廣大學術英語教師及研究者參考。

Introduction: How to use this book xxviii

1 Learning with this book xxviii

2 The contents xxviii

3 Teaching with this book xxx

4 Defining our terms xxxi

SECTION I The field of EAP 1

Chapter 1 The scope of EAP 3

1 What does EAP practice involve? 5

2 What is academic English like? 6

3 What do we research in academic English? 8

4 On being a reflective practitioner 10

5 Profiles of practice 12

6 Further reading and resources 14

Chapter 2 The global context of EAP 16

1 English as a lingua franca 17

2 English-medium instruction 17

3 EAP settings and participants: Implications for EAP teaching 19

4 Problematizing global EAP 21

5 Profiles of practice 25

6 Further reading and resources 27

Chapter 3 The institutional contexts of EAP 29

1 EAP provision 30

2 Who are the students in EAP classes? 32

3 Who are the EAP teachers? 33

4 How is EAP teaching funded? 34

5 Who ‘owns’ EAP? 36

6 The status of EAP 37

7 Profiles of practice 39

8 Further reading and resources 41

SECTION II Planning for EAP 43

Chapter 4 Approaches informing EAP 45

1 Corpus-based approaches to EAP 45

2 Genre-based approaches to EAP 49

3 Social context-based approaches to EAP 55

4 Choosing approaches 57

5 Profiles of practice 57

6 Further reading and resources 60

Chapter 5 Planning EAP provision 61

1 Needs analysis 61

2 Learning objectives 67

3 Curriculum and syllabus design 69

4 Profiles of practice 72

5 Further reading and resources 75

Chapter 6 EAP materials 77

1 Authenticity of materials 78

2 Working with published materials 81

3 Developing your own materials 86

4 Technology and materials 89

5 Profiles of practice 91

6 Further reading and resources 92

SECTION III Teaching and assessing EAP 95

Chapter 7 Academic discourse 97

1 Variation in academic discourse 98

2 Key features of academic discourse 103

3 Teaching and learning features of academic discourse 110

4 Profiles of practice 112

5 Further reading and resources 114

Chapter 8 Academic vocabulary 116

1 What kinds of vocabulary are there? 117

2 Multi-word units 120

3 Teaching and learning vocabulary 123

4 What vocabulary do EAP learners need? 124

5 How is vocabulary taught and learned? 125

6 Testing vocabulary 126

7 Profiles of practice 128

8 Further reading and resources 130

Chapter 9 Written expert genres 132

1 What are the research genres? 133

2 Disciplinary differences 138

3 Teaching the expert genres 139

4 Profile of practice 145

5 Further reading and resources 146

Chapter 10 Written learner genres 148

1 Undergraduate genres 149

2 Graduate genres: Thesis and dissertation 152

3 Teaching and learning academic writing 156

4 Profiles of practice 162

5 Further reading and resources 164

Chapter 11 Spoken genres 165

1 Academic listening 166

2 Academic speaking 174

3 Profiles of practice 178

4 Further reading and resources 180

Chapter 12 Assessment and feedback in EAP 182

1 Purposes of assessment 182

2 Quality criteria in assessment 183

3 Giving and using diagnostic tests 186

4 Forms of assessment 189

5 Response and feedback 192

6 Cheating and plagiarism 193

7 Profile of practice 195

8 Further reading and resources 197

Conclusion: Moving forward into practice 198

1 EAP exists to serve the learner 198

2 Discourse and the disciplinary conversation 198

3 Professional development 199

Glossary 200

References 207

Index 220