In Sections I and II of this book, we considered general issues regarding


TASK 4 Debate on the place of grammar in EAP



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7. Academic Discourse

TASK 4 Debate on the place of grammar in EAP
Think about your experience of teaching grammar so far, in both general and 
EAP contexts and discuss the following questions. Explain the reasons for 
your opinions and give examples to support them.

Compared with general English students, do you think EAP students need 
more grammar, less grammar or the same amount?
2 What about the content of grammar teaching? Do EAP students need to 
focus on the same grammar points as general English students or different 
ones? What are the main differences and similarities?
3 Would EAP students benefit from using the same approaches to learning 
grammar as general English students or should EAP courses approach 
grammar differently? What are the main differences and similarities?
REFLECTION
In this chapter we have seen some of the sources of variation in academic 
discourse. What implications does this have for your own teaching practice? 
To what extent do you already deal with the features of academic discourse 
described above, i.e. theme and information structure; cohesion; nominaliza-
tion; stance; source use? If you do not deal with them all, which features are 
you most likely to incorporate into your teaching in future? Is what you have 
read likely to change any aspects of the way you teach academic discourse?
Further reading and resources
Biber, D. (2006). University language: A corpus-based study of spoken and written 
registers. Amsterdam: Benjamins.
This book provides an in-depth account of spoken and written university regis-
ters. Chapter 1 gives an overview of university language, while Chapters 4 and 5 
deal with grammatical variation and stance respectively.
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman 
grammar of spoken and written English. Harlow: Pearson Education.


Academic discourse 107
This is an excellent corpus-based reference grammar, which distinguishes between 
academic writing and other registers like conversation.
Biber, D., Leech, G., & Conrad, S. (2002). Longman student grammar of spoken 
and written English. Harlow: Pearson Education.
This is the more concise student version of the grammar above.
Musgrave, J., & Parkinson, J. (2014). Getting to grips with noun groups. ELT Jour-
nal68, 145–154.
This article describes and illustrates tasks for teaching noun phrases in EAP.
Swales, J. M. (1998). Other floors, other voices: A textography of a small university 
building. Mahwah, NJ: Erlbaum.
In this book, Swales presents a number of engaging case studies of the textual 
practices of scholars in several different academic disciplines.

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