《學術英語教師指南與資源(中國專門用途英語
專業委員會重點推薦參考書)(英文版)》作者喬丹是
英國EAP（English for Academic Purposes）學派
著名學者，是上世紀70年提倡EAP概念的主要人物。
本書為學術英語教師提供全面深入的闡述。不僅關注
學術英語的教學技巧，同時涉及有關EAP的其他諸多
核心理念，如需求分析、教學大綱與課程設計、教學
法、教學資源、學習風格、測評與考試、學術風格與
體裁分析，等等。除了通用學術英語，本書作者還關
注特定學科的語言和教學資源。
本書的讀者對像是EFL教師（母語或二語）、
ELT/ESP教師和應用語言學者，旨在為讀者提供EAP理
論研究基礎及有關實踐指導。

Contents
List of figures
List of abbreviations
Acknowledgements
Introduction
PartⅠ English forAcademic Purposes and study skills
Chapter1 EAPand 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
4.1 EAP syllabus
4.2 Types of syllabus
4.3 Conclusion
4.4 EAP course design
4.5 An alternative course design: projects
4.6 Pre-sessional EAP courses
4.7 In-sessional, part-time courses
4.8 Long EAP courses
4.9 EAP 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
5.1 Test' and `examination'
5.2 Tests: differences
5.3 Tests: types
5.4 Tests: general features
5.5 Feedback
5.6 Introspect and discuss
Chapter 6 Learning styles and cultural awareness
6.1 An imaginary case study (3)
6.2 Learning styles and strategies
6.3 Academic culture
6.4 General culture
6.5 British studies
6.6 Conclusion
6.7 Introspect and discuss
Chapter 7 Methodology and materials
7.1 Methodological principles
7.2 Principles of learning
7.3 Principles of communicative methodology
7.4 Communicative activities
7.5 Authenticity
7.6 Case studies, role-play and simulations
7.7 Individualisation and autonomy
7.8 Awareness-raising and learner training
7.9 Team-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
8.1 Choice of books
8.2 Integrated study skills books: comparative content
8.3 Factors to compare
8.4 Listening and note-taking
8.5 Writing
8.6 Dictionaries
8.7 Evaluation: some questions
8.8 Criteria: checklists
8.9 Conclusion
8.10 Introspect and discuss
Part Ⅱ Study skills and practice (EGAP)
Chapter 9 Academic reading
9.1 Strategies and skills
9.2 Categorising reading courses
9.3 Reading for information
9.4 Reading speed
9.S Reading comprehension and vocabulary
9.6 Introspect 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
PartⅢ English 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 17 Subject-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