{"id":701,"date":"2014-07-05T11:10:05","date_gmt":"2014-07-05T10:10:05","guid":{"rendered":"http:\/\/www.uefap.net\/blog\/?p=701"},"modified":"2014-07-05T11:10:05","modified_gmt":"2014-07-05T10:10:05","slug":"history-of-eap-through-textbooks","status":"publish","type":"post","link":"https:\/\/uefap.org\/blog\/history-of-eap-through-textbooks\/","title":{"rendered":"History of EAP through textbooks"},"content":{"rendered":"<p>I have been collecting old EAP textbooks for a while now and have quite a good collection.<\/p>\n<p>You can see a summary of them at:<\/p>\n<p><a href=\"http:\/\/www.uefap.net\/materials\/materials-history\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.uefap.net\/materials\/materials-history<\/a><\/p>\n<p>I&#8217;ve been trying for\u00a0some time to come up with an analysis of trends in EAP as shown through these books. It needs more work, but this is what I have come up with so far, with some examples:<!--more--><\/p>\n<p>Early 1960s &#8211; Pre Linguistic Analysis &#8211; Mainly literary texts from eminent scientists with comprehension questions and grammar exercises.<\/p>\n<ul>\n<li>Clarke &#8211; <i>English studies series 1: History, sociology, politics, economics<\/i>\u00a0(1964)<\/li>\n<li>Clarke &#8211; <i>English studies series 2: Anthropology, psychology, education, language, philosophy<\/i>\u00a0(1966)<\/li>\n<li>Hawkins &amp; Mackin &#8211; <i>English studies series 3: Physics, mathematics, biology, applied science<\/i>\u00a0(1966)<\/li>\n<li>Close \u2013 <i>The English we use for science<\/i> (1965)<\/li>\n<\/ul>\n<p>1960s &#8211; Register Analysis \u2013 Barber (1962) \u2013 early linguistic analysis, mainly EST<\/p>\n<ul>\n<li>Thornley \u2013 <i>Scientific English practice<\/i> (1964)<\/li>\n<li>Herbert \u2013 <i>The structure of technical English<\/i> (1965)<\/li>\n<li>Ewer &amp; Latorre \u2013 <i>A course in basic scientific<\/i> <i>English<\/i> (1969)<\/li>\n<li>Swales \u2013 <i>Writing scientific English<\/i> (1971)<\/li>\n<\/ul>\n<p>1970s &#8211; Rhetorical\/Discourse Analysis \u2013 Widdowson (1978), Selinker, Todd Trimble &amp; Trimble (1976);\u00a0\u00a0Functions\/Notions \u2013 Wilkins (1976), van Ek &amp; Alexander (1975), Munby (1978)<\/p>\n<ul>\n<li>Bates &amp; Dudley-Evans &#8211; <i>Nucleus<\/i> (1976)<\/li>\n<li>Glendinning \u2013 <i>English in mechanical engineering<\/i> (1973)<\/li>\n<li>Jordan \u2013 <i>Academic writing course<\/i> (1980)<\/li>\n<\/ul>\n<p>1980s \u2013 Skills:\u00a0Reading, writing, speaking, listening &#8211; moving away from specific language<\/p>\n<ul>\n<li>Jordan \u2013 <i>Academic writing course<\/i> (1980)<\/li>\n<li>James, Jordan &amp; Matthews \u2013 <i>Listening comprehension and note-taking course<\/i> (1979)<\/li>\n<li>Sim &amp; Laufer-Dvorkin &#8211; <i>Reading comprehension course<\/i> (1982)<\/li>\n<li>James &#8211; <i>Speak to learn<\/i> (1984)<\/li>\n<li>Wallace \u2013 <i>Study skills in English<\/i> (1980)<\/li>\n<\/ul>\n<p>Late 1980s\/ Early 1990s \u2013 Strategies;\u00a0Process approach to writing (Robinson, 1988); Listening strategies (Anderson &amp; Lynch, 1988)<\/p>\n<ul>\n<li>Hamp-Lyons &amp; Heasley \u2013 <i>Study writing<\/i> (1987)<\/li>\n<li>Lynch &#8211;\u00a0<i>Study listening<\/i> (1983)<\/li>\n<li>Glendinning &amp; Holmstr\u00f6m &#8211;\u00a0<i>Study reading<\/i> (1992)<\/li>\n<li>Waters &amp; Waters \u2013 <i>Study tasks in English<\/i> (1995<\/li>\n<\/ul>\n<p>1990s\/2000s \u2013 Genre approaches;\u00a0Swales (1990), Bhatia (1993), Paltridge (2001), Johns (2002), Hyland (2004)<\/p>\n<ul>\n<li>Weissberg &amp; Buker \u2013 W<i>riting up research<\/i> (1990)<\/li>\n<li>Dudley-Evans &#8211; <i>Writing laboratory reports<\/i> (1985)<\/li>\n<li>Swales &amp; Feak &#8211;\u00a0<i>Academic writing for graduate students<\/i> (1994\/2004)<\/li>\n<li>McCormack &amp; Slaght &#8211;\u00a0<i>Extended writing and research skills<\/i> (2005)<\/li>\n<\/ul>\n<p>1990s\/2000s \u2013 Vocabulary, Corpus studies;\u00a0Coxhead (2000), Cobb (2006)<\/p>\n<ul>\n<li>Zwier \u2013 <i>Building academic vocabulary<\/i> (2002)<\/li>\n<li>Schmitt &amp; Schmitt \u2013 <i>Focus on vocabulary<\/i> (2005)<\/li>\n<\/ul>\n<p>2000s \u2013 Disciplinary differences &#8211; ESAP;\u00a0Hyland (2000)<\/p>\n<ul>\n<li>Manning &#8211; <i>English for language and linguistics in higher education studies<\/i> (2008)<\/li>\n<li>McLisky &#8211; <i>English for banking in higher education studies<\/i> (2008)<\/li>\n<li>Walker &#8211;<i> English for business studies in higher education<\/i> (2008)<\/li>\n<li>Wallen &#8211; <i>English for law in higher education studies<\/i> (2008)<\/li>\n<li>Lee &#8211; <i>English for environmental science in higher education studies<\/i> (2009)<\/li>\n<li>\u00a0McCullagh, Wright &amp; Fitzgerald &#8211; <i>English for medicine in higher education studies<\/i> (2009)<\/li>\n<li>Short &#8211; <i>English for psychology in higher education studies<\/i> (2010)<\/li>\n<\/ul>\n<p>2010s &#8211; Graduate attributes &#8211;<\/p>\n<ul>\n<li>Argent &amp; Alexander &#8211; Access EAP: Foundations (2010<\/li>\n<li>Argent &amp; Alexander &#8211; Access EAP: Frameworks (2014)<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>I have been collecting old EAP textbooks for a while now and have quite a good collection. You can see a summary of them at: http:\/\/www.uefap.net\/materials\/materials-history I&#8217;ve been trying for\u00a0some time to come up with an analysis of trends in &hellip; <a href=\"https:\/\/uefap.org\/blog\/history-of-eap-through-textbooks\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[3,4,6,7],"tags":[17,18,19,22,34],"class_list":["post-701","post","type-post","status-publish","format-standard","hentry","category-eap-general","category-egap","category-esap","category-esp","tag-coursebook","tag-eap","tag-egap","tag-esap","tag-materials"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/uefap.org\/blog\/wp-json\/wp\/v2\/posts\/701","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/uefap.org\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/uefap.org\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/uefap.org\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/uefap.org\/blog\/wp-json\/wp\/v2\/comments?post=701"}],"version-history":[{"count":0,"href":"https:\/\/uefap.org\/blog\/wp-json\/wp\/v2\/posts\/701\/revisions"}],"wp:attachment":[{"href":"https:\/\/uefap.org\/blog\/wp-json\/wp\/v2\/media?parent=701"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/uefap.org\/blog\/wp-json\/wp\/v2\/categories?post=701"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/uefap.org\/blog\/wp-json\/wp\/v2\/tags?post=701"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}