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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- Further reading and resources
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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. 1 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- nal, 68, 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. Document Outline
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