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Background to EAP: Bibliography

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Abasi, A. R., Akbari, N. & Graves, B. (2006). Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing, 15, 102-117.

Abasi, A. R. & Graves, B. (2008). Academic literacy and plagiarism: Conversations with international graduate students and disciplinary professors. Journal of English for Academic Purposes, 7, 221-233.

Abdulkader, A. & Laugharne, J. (2009). Postgraduate students' perceptions of using English for their studies in Syria and Wales. In M. Whong (Ed.), EAP in a globalizing world: English as an academic lingua franca (Proceedings of the 2007 BALEAP conference, pp. 95-102). Reading: Garnet Education.

Aborisade, P. (2009). Nigerian EAP teachers and new knowledge technologies: What Competencies do we have? In M. Whong (Ed.), EAP in a globalizing world: English as an academic lingua franca (Proceedings of the 2007 BALEAP conference, pp. 39-45). Reading: Garnet Education.

Abbott, G. (1978). Motivation, materials, manpower and methods: Some fundamental problems in ESP. Individualisation in language learning (ELT Documents 103, pp. 98-104). London: The British Council.

Abo Mosallem, E. (1984). English for police officers in Egypt. English for Specific Purposes, 3, 171-182.

Ackermann, K. & Chen, Y-H. (2013). Developing the academic collocation list (ACL): A corpus- driven and expert-judged approach. Journal of English for Academic Purposes, 12, 235-247.

Adam, C. & Artemeva, N. (2002). Writing instruction in English for academic purposes (EAP) classes: Introducing second language learners to the academic community. In A. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 179-196). Mahwah, NJ: Lawrence Erlbaum Associates.

Adams, P., Heaton, B. & Howarth, P. (Eds.). (1991). Socio-cultural issues in English for academic purposes. London: Macmillan.

Adamson, H. D. (1990. ESL students’ use of academic skills in content courses. English for Specific Purposes, 9, 67-87.

Adamson, H. D. (1991). Academic competence. Journal of Intensive English, 5(1), 55-79.

Ädel, A. & Erman, B. (2012). Recurrent word combinations in academic writing by native and non-native speakers of English: A lexical bundle approach. English for Specific Purposes, 31, 81-92.

Afros, E. & Schryer, C. F. (2009). Promotional (meta)discourse in research articles in language and literary studies. English for Specific Purposes, 28, 58-68.

Afros, E. & Schryer, C. F. (2009). The genre of syllabus in higher education. Journal of English for Academic Purposes, 8, 224-237.

Aguilar, M. (2004). The peer seminar, a spoken research process genre. Journal of English for Academic Purposes, 3, 55-72.

Aktas, R. N. & Costes, V. (2008). Shell nouns as cohesive devices in published and ESL student writing. Journal of English for Academic Purposes, 7, 3-14.

Alderson, J. C. (2001). Assessing reading. Cambridge: Cambridge University Press.

Alderson, J. C. (2000). Testing in EAP: Progress? Achievement? Proficiency? In G. M. Blue, J. Milton & J. Saville (Eds.), Assessing English for academic purposes (pp. 21-47). Oxford: Peter Lang.

Alderson, J. C. & Clapham, C. (1989, September). Applied linguistics and language testing: A case study of the ELTS test. Paper presented at the BAAL conference, Lancaster.

Alderson, J. C. & Hughes, A. (Eds.). (1981). Issues in language testing (ELT Documents 111). London: The British Council.

Alderson, J. C. & Urquhart, A. H. (1983). The effect of student background discipline on comprehension: A pilot study. In A. Hughes & D. Porter (Eds.), Current developments in language testing (pp. 121-127). London: Academic Press.

Alderson, J. C. & Urquhart, A. H. (1985). The effect of students’ academic discipline on their performance on ESP reading tests. Language Testing, 2, 192-204.

Alderson, J. C. & Waters, A. (1982). A course in testing and evaluation for ESP teachers or “How bad were my test?” Lancaster Practical Papers in English Language Teaching, 5, 39-61.

Alexander, O. (2012). Exploring teacher beliefs in teaching EAP at low proficiency levels. Journal of English for Academic Purposes, 11, 99-111.

Alexander, O., Argent, S. & Spencer, J. (2008). EAP essentials: A teacher's guide to principles and practice. Reading: Garnet

Allison, D. (1995).  Assertions and alternatives:  Helping ESL undergraduates extend their choices in academic writing.  Journal of Second Language Writing,  4, 1-15.

Allison, D. (1996). Pragmatist discourse and English for academic purposes. English for Specific Purposes, 15, 85-103.

Allison, D. (2004). Creativity, students' academic writing, and EAP: Exploring comments on writing in an English language degree programme. Journal of English for Academic Purposes, 3, 191-210.

Allison, D., Berry, V. & Lewkowicz, J. (1995). Reading-writing connections in EAP classes: A content analysis of written summaries produced under three mediating conditions. RELC Journal,  26,  25-43.

Allison, D., Cooley, L., Lewkowicz, J., & Nunan, D. (1998). Dissertation writing in action: the development of a dissertation writing support program for ESL graduate research students. English for Specific Purposes, 17, 199-217.

Allison, D. & Tauroza, S. (1995). The effect of discourse organisation on lecture comprehension. English for Specific Purposes, 14, 157-173.

Allwright, R. (1982). Perceiving and pursuing learners' needs. In M. Geddes & G. Sturtridge (Eds.), Individualisation (pp. 24-31). Oxford: Modern English Publications.

Allwright, J., Clark, R. & Marshall-Lee, A. (1996). Developing a critical approach to study. In M. Hewings & T. Dudley-Evans (Eds.), Evaluation and course-design in EAP (pp. 71-85). London: Prentice-Hall Macmillan.

Allwright, R. L., Woodley, M. -P. & Allwright, J. M. (1988). Investigating reformulation as a practical strategy for the teaching of academic writing. Applied Linguistics, 9, 236-256.

Alsop, S. & Nesi, H. (2009). Issues in the development of the British Academic Written English (BAWE) corpus. Corpora, 4, 71-84.

American Psychological Association (2001, August 1). APA style for electronic resources. Available from http://www.apastyle.org/.

American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

Anderson, K., Benson, C. & Lynch, T. (2004). Feedback on writing: Attitudes and uptake. In L. Sheldon (Ed.), Directions for the future (pp. 139-150). Oxford: Peter Lang.

Anderson, P. L. (1986). English for academic listening: Teaching the skills associated with listening to extended discourse. Foreign Language Annals, 19, 391-397.

Andrews, R. (2005). Models of argumentation in educational discourse. Text, 25, 107-127.

Andrews, R. (2007). Argumentation, critical thinking and the postgraduate dissertation. Educational Review, 59, 1-18.

Angélil-Carter, S. (2000). Stolen language? Plagiarism in writing. Harlow: Longman.

Anokye, D. (2008). Teaching writing teachers to teach writing. In P. Friedrich (Ed.), Teaching academic writing (pp. 59-72). London: Continuum.

Ansary, H. & Baba, E. (2002).  Topic variable in narrow-scope EAP short-context reading tests. RELC Journal, 33, 55-74.

Anthony, L. (1999). Writing research articles introductions in software engineering: How accurate is a standard model? IEEE Transactions on Professional Communication, 42, 38-45.

Appleby, R. (2009). The spatial politics of gender in EAP classroom practice. Journal of English for Academic Purposes, 8, 100-110.

Arden-Close, C. (1993). Language problems in science lectures to non-native speakers. English for Specific Purposes, 12, 251-261.

Archer, A. (2008). 'The place is suffering': Enabling dialogue between students' discourses and acadmic literacy conventions in engineering. English for Specific Purposes, 27, 255-266.

Archibald, A. (2010). Patterns of revision in first language and second language writing. In G. Blue (Ed.), Developing academic literacy (pp.195-211). Oxford: Peter Lang.

Arnó-Macià, E. (2012). The role of technology in teaching languages for specific purposes courses. The Modern Language Journal, 96, Focus Issue, 89–104.

Arnó-Macià, E. & Rueda-Ramos, C. (2011). Promoting reflection on science, technology, and society among engineering students through an EAP online learning environment. Journal of English for Academic Purposes, 10, 19-31.

Atkinson, D. (1999). Language and science. Annual Review of Applied Linguistics, 19, 193-214.

Atkinson, D. & Ramanathan, V. (1995). Cultures of writing: An ethnographic comparison of L1 and L2 university writing/language programs. TESOL Quarterly, 29, 539-568.

Atherton, B. (2000). Developing accuracy in academic writing. In G. M. Blue, J. Milton & J. Saville (Eds.), Assessing English for academic purposes (pp. 259-269). Oxford: Peter Lang.

Atherton, B. (2006). Balancing needs: How successful can a Pre-Sessional course be? In A. J. Gillett & L. Wray (Eds.), Assessing the effectiveness of EAP programmes (pp. 12-23). London: BALEAP.

Ayres, G. (2008). The evolutionary nature of genre: An investigation of the short texts accompanying research articles in the scientific journal Nature. English for Specific Purposes, 27, 22-41.

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Bacha, N. N. (2002). Developing learners' academic writing skills in higher education: A study for educational reform. Language and Education, 16, 161-177.

Bacha, N. N. (2005). Academic vocabulary: A corpus analysis approach. International Journal of Arabic-English Studies, 6, 123-146.

Bachman, L. F. (1981). Formative evaluation in specific purpose program development. In R. Mackay & J. D. Palmer (Eds.), Language for specific purposes: Program design and evaluation (pp. 106-119). Rowley, Mass.: Newbury House.

Badger, R. (1999). The student as linguist: A technique for helping students produce genre specific grammatical descriptions. In H. Bool & P. Luford (Eds.), Academic standards and expectations: The role of EAP (pp. 85-90). Nottingham: Nottingham University Press.

Badger, R. (2002, October). Note perfect. Research News, 12, (The newsletter of the IATEFL Research SIG), pp. 31-32.

Badger, R. (2003). Legal and general: Towards a genre analysis of newspaper law reports. English for Specific Purposes, 22, 249-264.

Badger, R. & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54, 153-160.

Badger, R., White, G., Sunderland, P. & Haggis, T. (2001). Note perfect: An investigation of how students view taking notes in lectures. System, 29, 405-417.

Bailey, R. & Sercombe, P. (2007). A contextual approach to course design. In O. Alexander (Ed.), New approaches to materials development for language learning (pp. 93-102). Oxford: Peter Lang.

Baker, W. & Boonkit, K. (2004).  Learning strategies in reading and writing: EAP contexts. RELC Journal, 35, 299-328.

Baltra, A. (1983). Learning how to cope with reading in English for academic purposes in 26 hours. Reading in a Foreign Language, 1, 20-34.

Banerjee, J. & Wall, D. (2006). Assessing and reporting performances on pre-sessional EAP courses: Developing a final assessment checklist and investigating its validity. Journal of English for Academic Purposes, 5, 50-69.

Barajas, E. D. (2007). Parallels in academic and nonacademic discursive styles. Written Communication, 24, 140-167.

Barber, C. (1962). Some measurable characteristics of modern scientific prose. In F. Behre (Ed.), Contributions to English syntax and philology (pp. 21-43). Gothenburg: Almqvist and Wiksell.

Bardovi-Harlig, K. & Hartford, B. S. (1993). Learning the rules of academic talk. Studies in Second Language Acquisition, 15, 279-304.

Barks, D. & Watts, P. (2001). Textual borrowing strategies for graduate-level ESL writers. In D. Belcher & A. Hirvela (Eds.), Linking literacies: Perspectives on L2 reading-writing connections (pp. 246-267). Ann Arbor, MI: University of Michigan Press.

Barron, C. (2002). Harmony of theory and practice: An engineering lesson for applied linguistics. In C. N. Candlin (Ed.), Research and practice in professional discourse (pp. 369-394). Hong Kong: City University of Hong Kong Press.

Barron, C. (2003). Problem solving and ESP: Themes and issues in a collaborative teaching venture. English for Specific Purposes, 22, 297-314.

Bardovi-Harlig, K. & Harford, B. A. (1992). Closing the conversation: Evidence from the academic advising session. Discourse Processes, 15, 93-116.

Bartholomae, D. (1985). Inventing the university. In M. Rose (Ed.), When a writer can’t write (pp. 134-165). New York: Guildford Press.

Barton, B. & Neville-Barton, P. (2010). Literacy and mathematics learning. In G. Blue (Ed.), Developing academic literacy (pp. 127-141). Oxford: Peter Lang.

Bartram, B. & Bailey, C. (2009). Different students, same difference?  Active Learning in Higher Education, 10, 172-184

Bartolic, L. (1981). Interpretation of " information transfer" from a diagram. In L. Selinker, E. Tarone, & V. Hanzeli (Eds.), English for academic and technical purposes: Studies in honor of Louis Trimble (pp. 193-198). Rowley, MA: Newbury House.

Barton, D., Hamilton, M. & Ivanic, R. (Eds.). (2000). Situated literacies: Reading and writing in context. London: Routledge.

Basturkmen, H. (1998). Aspects of impoverished discourse in academic speaking: Implications for pedagogy from a mini-corpus. Asian Journal of English Language Teaching, 8, 81-91.

Basturkmen, H. (1999). Discourse in MBA seminars: Towards a description for pedagogical purposes. English for Specific Purposes, 18, 63-80.

Basturkmen, H. (2000). The organisation of discussion in university settings. Text, 20, 249-269.

Basturkmen, H. (2002). Negotiating meaning in seminar-type discussion and EAP. English for Specific Purposes, 21, 233-242.

Basturkmen, H. (2002). Clause relations and macro patterns: Cohesion, coherence and the writing of advanced ESOL students. English Teaching Forum, 40(1), 50-56.

Basturkmen, H. (2003).  Specificity and ESP course design. RELC Journal,  34, 48-63.

Basturkmen, H. (2006). Ideas and options in English for specific purposes. Malwah, NJ: Lawrence Erlbaum.

Basturkmen, H. (2007) Signalling the relationship between ideas in academic speaking: From language description to pedagogy. Prospect, 22(2), 61-71.

Basturkmen, H. (2009). Commenting on results in published research articles and masters dissertations in language teaching. Journal of English for Academic Purposes, 8, 241-251.

Basturkmen, H. (2010). Developing courses in English for specific purposes. London: Palgrave Macmillan.

Basturkmen, H. (2012). A genre-based investigation of discussion sections of research articles in dentistry and disciplinary variation. Journal of English for Academic Purposes, 11, 134-144.

Basturkmen, H. (2012). Languages for specific purposes curriculum creation and implementation in Australasia and Europe. The Modern Language Journal, 96, Focus Issue, 59–70.

Basturkmen, H. & Bitchener, J. (2005). The text and beyond: Exploring the expectations of the academic community for the discussion of results section in Masters theses. New Zealand Studies in Applied Linguistics, 11, 1-19.

Basturkmen, H. & Lewis, M. (2002). Learner perspectives of success in an EAP writing course. Assessing Writing, 8, 31–46.

Baten, L. & Cornu, A.-M. (1984). Reading strategies for LSP texts: A theoretical outline on the basis of text function, with practical application. In A. K. Pugh & J. M. Ulijn (Eds.), Reading for professional purposes (pp. 190-201). London: Heinemann.

Bates, M. & Dudley-Evans, T. (1976). Nucleus - General Science. London: Longman.

Batstone, R. (1988). Teachers and course design: The case for a modular approach. ELT Journal, 42, 185-195.

Baugh, J. (2004). Standard English and academic English (dialect) learners in the African diaspora. Journal of English Linguistics, 32, 197-209.

Bavelas, J. B. (1978). The social psychology of citations. Canadian psychological Review, 19, 158-163.

Bax, S. (2011). Discourse and genre: Analysing language in context. London: Palgrave.

Baynham, M. (1999). Double-voicing and the scholarly "I": On incorporating the words of others in academic discourse. Text, 19, 485-504.

Bazerman, C. (1981). What written knowledge does: Three examples of academic discourse. Philosophy of the Social Sciences, 11, 361-87.

Bazerman, C. (1989). Shaping written knowledge. Madison, WI: University of Wisconsin Press.

Bazerman, C. (2001). Distanced and refined selves: Educational tensions in writing with the power of knowledge. In M. Hewings (Ed.), Academic writing in context: Implications and applications (pp. 23-29). Birmingham: University of Birmingham Press.

Beaumont, S. & Gillett, A. J. (2013). An investigation into the role of spoken English competence in an assessed business discussion in an ELF context. In J. Wrigglesworth (Ed.), EAP within the higher education garden: Cross-pollination between disciplines, departments and research (pp. 171-179). Reading: Garnet Education.

Becher, T. (1981). Towards a definition of disciplinary cultures. Studies in Higher Education, 6, 109-122.

Becher, T. (1989). Academic tribes and territories: Intellectual enquiry and the culture of disciplines. Buckingham: The Society for Research into Higher Education and Open University Press.

Becker, A. L. (1965). A tagmemic approach to paragraph analysis. College Composition and Communication, 16, 237-42.

Becker, A. L. (1966). Symposium on the paragraph. College Composition and Comrnunication, 17. 67-72.

Belcher, D. (1989). How professors initiate non-native speakers into their disciplinary discourse communities. Texas Papers in Foreign Language Education, 1, 207-225.

Belcher, D. (1994). The apprenticeship approach to advanced academic literacy: Graduate students and their mentors. English for Specific Purposes, 13, 23-34.

Belcher, D. (1995). Writing critically across the curriculum. In D. Belcher & G. Braine (Eds.), Academic writing in a second language (pp. 135-154). Norwood, NJ: Ablex.

Belcher, D. (2001). Cyberdiscourse, evolving notions of authorship, and the teaching of writing. In M. Hewings (Ed.), Academic writing in context: Implications and applications (pp. 140-149). Birmingham: University of Birmingham Press.

Belcher, D. D. (2004). Trends in teaching English for specific purposes. Annual Review of Applied Linguistics, 24, 165-186.

Belcher, D. D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study and everyday life. TESOL Quarterly, 40, 133-156.

Belcher, D. & Braine, G. (Eds.). (1995). Academic writing in a second language: Essays on research and pedagogy. Norwood, NJ: Ablex.

Belcher, D. & Hirvela, A. (Eds.). (2001). Linking literacies: Perspectives on L2 reading-writing connections. Ann Arbor, MI: University of Michigan Press.

Belcher, D. & Hirvela, A. (2005). Writing the qualitative dissertation: what motivates and sustains commitment to a fuzzy genre? Journal of English for Academic Purposes, 4, 187-206.

Bell, D. (2007). Sentence-initial and and but in academic writing. Pragmatics, 17, 183-201.

Bell, R. T. (1981). An introduction to applied linguistics. London: Batsford.

Bell, J. (1999). Doing your research project. Buckingham: Open University Press.

Bell, T. (October, 1999). Do EAP Teachers require knowledge of their students' specialist academic subjects? The Internet TESL Journal. Available from http://iteslj.org/Articles/Bell-EAPRequireKnowledge.html

Bellingham, L. (1993). The relationship of language proficiency to academic success for international students. New Zealand Journal of Educational studies, 30, 229-232.

Benesch, S. (1996). Needs analysis and curriculum development in EAP: An example of a critical approach. TESOL Quarterly, 30, 723-738.

Benesch, S. (1999). Rights analysis: Studying power relations in an academic setting. English for Specific Purpose, 18, 313-328.

Benesch, S. (2001). Critical English for academic purposes. Malwah, NJ: Lawrence Erlbaum Associates.

Benesch, S. (2009). Theorising and practising critical English for academic purposes. Journal of English for Academic Purposes, 8, 81-85.

Benesch, S. (Ed.). (1988). Ending remediation: Linking ESL and content in higher education. Washington, DC: Teachers of English to Speakers of Other Languages.

Bennet, K. (2009). English academic style manuals: A survey. Journal of English for Academic Purposes, 8, 43-54.

Benson, C., Gollin. J. & Trappes-Lomax, H. (2007). Reporting strategies in academic writing: from corpus to materials. In O. Alexander (Ed.), New approaches to materials development for language learning (pp. 223-238). Oxford: Peter Lang.

Benson, M. J. (1989). The academic listening task: A case study. TESOL Quarterly, 23, 421-425.

Benson, M. J. (1991). University ESL reading: A content analysis. English for Specific Purposes, 10, 75-88.

Benson, M. (1994). Lecture listening in an ethnographic perspective. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 181-198). Cambridge: Cambridge University Press.

Benson, P. & Voller, P. (Eds.). (1997). Autonomy and independence in language learning. Harlow: Addison Wesley Longman.

Bensoussan, M. & Golan, J. (1985). An advanced English course for students of mathematics. In J. M. Ulijn & A. K. Pugh (Eds.), Reading for professional purposes: Methods and materials in teaching language (pp. 185-194). Leuven, Belgium: ACCO.

Berkenkotter, C. & Huckin, T. N. (1993). You are what you cite: Novelty and intertextuality in a biologist’s experimental article. In N. R. Blyker & C. Thralls (Eds.), Professional communication: The social perspective (pp. 109-127). Newbury Park, CA: Sage.

Berkenkotter, C. & Huckin, T. N. (1995). Genre knowledge in disciplinary communities: Cognition, culture, power. Hillsdale, NJ: Lawrence Erlbaum.

Berkenkotter, C., Huckin, T. N. & Ackerman, J. (1991). Social context and socially constructed texts: The initiation of a graduate student into a writing research community. In C. Bazerman & J. Paradis (Eds.), Textual dynamics of the professions (pp. 191 - 215). Wisconsin, University of Wisconsin Press.

Berman, R. & Cheng, L. (2001). English academic language skills: Perceived difficulties by undergraduate and graduate students, and their academic achievement. Educational Linguistics, 4, 25-40.

Berman, R., Fox, J. & Cheng, L. (2007). International undergraduate students' academic acculturation in canada: the challenges ahead. In O. Alexander (Ed.), New approaches to materials development for language learning (pp. 49-60). Oxford: Peter Lang.

Bex, T. (1996). Variety in written English. London: Routledge.

Bhatia, V. K. (1982). Simplification v. easification: The case of legal texts. Applied Linguistics, 4, 42-54.

Bhatia, V. K. (1984). Syntactic discontinuity in legislative writing and its implications for academic legal purposes. In A. K. Pugh and J. M. Ulijn (Eds.), Reading for professional purposes - Studies and practices in native and foreign languages (pp. 90-96). London: Heinemann.

Bhatia, V. K. (1987). Language of the law. Language Teaching, 20, 227-234.

Bhatia, V. K. (1987). Textual mapping in British legislative writing. World Englishes, 6, 1-10.

Bhatia, V. K. (1989). Legislative writing: A case of neglect in EA/OLP courses. English for Specific Purposes, 8, 223-238.

Bhatia, V. K. (1993). Analysing genre: Language use in professional settings. London: Longman.

Bhatia, V. K. (1997). Genre-mixing in academic introductions. English for Specific Purposes, 16, 181-195.

Bhatia, V. K. (1999). Integrating products, processes, purposes and participants in professional writing. In C. N. Candlin & K. Hyland (Eds.), Writing: Texts, processes and practices (pp. 21-39). London: Longman.

Bhatia, V. K. (2001). Analysing genre: Some conceptual issues. In M. Hewings (Ed.), Academic writing in context: Implications and applications (pp. 79-92). Birmingham: University of Birmingham Press.

Bhatia, V. K. (2004). Worlds of written discourse: A genre based view. London: Continuum.

Bhatia, V. K.  (2008). Genre analysis, ESP and professional practice. English for Specific Purposes, 27, 161-174.

Biber, D. (1989). A typology of English texts. Linguistics, 27, 3-43.

Biber, D. (2006). Stance in spoken and written university registers. Journal of English for Academic Purposes, 5, 97-116.

Biber, D. (2006). University language: A corpus-based study of spoken and written registers. Amsterdam: John Benjamins.

Biber, D. & Barbieri, F. (2007). Lexical bundles in university spoken and written registers. English for Specific Purposes, 26, 263-286.

Biber, D., Conrad, S., & Cortes, V. (2004). If you look at ...: Lexical bundles in university teaching and textbooks. Applied Linguistics, 25, 371-405.

Biber, D., Conrad, S., Reppen, R., Byrd, P. & Helt, M. (2002). Speaking and writing in the university: A multidimensional comparison. TESOL Quarterly, 36, 9-48.

Biber, D., Johansson, S., Leech, G., Conrad, S. & Finegan, E. (1999). Longman grammar of spoken and written English. Harlow: Longman.

Biber, D. & Finegan, E. (1994). Intra-textual variation in medical research articles. In N. Oostdijk and P. de Haan. (Eds.), Corpus-based research into language (pp. 202-221). Amsterdam: Rodopi.

Biggs, J. (1988). Approaches to learning and essay writing. In R. R. Schmeck (Ed.), Learning strategies and learning styles (pp. 185-228). New York: Plenum Press.

Bird, R. (2000). Academic lectures and the EAP classroom: Bridging the gap. In J. Cutting (Ed.), The grammar of spoken English and EAP teaching (pp. 85-98). Sunderland: University of Sunderland Press.

Bitchener, J. (2010). Writing an applied linguistics thesis or dissertation. London: Palgrave.

Bitchener, J. & Basturkmen, H.  (2006). Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5, 4-18.

Björkman, B. (2009). English as a lingua franca at a Swedish technical university: An effective medium? In M. Whong (Ed.), EAP in a globalizing world: English as an academic lingua franca (Proceedings of the 2007 BALEAP conference, pp. 11-17). Reading: Garnet Education.

Björkman, B. (2011). The pragmatics of English as a lingua franca in the international university: Introduction. Journal of Pragmatics, 43, 923-925.

Björkman, B. (2011). Pragmatic strategies in English as an academic lingua franca: Ways of achieving communicative effectiveness? Journal of Pragmatics, 43, 950-964.

Björkman, B. (2011). English as a lingua franca in higher education: Implications for EAP. Ibérica, 22, 79-100.

Blackhurst, A. (2007). Computer-based and paper-based versions of IELTS. In O. Alexander (Ed.), New approaches to materials development for language learning (pp. 265-274). Oxford: Peter Lang.

Blanton, L. L. (2001). Discourse, artefacts, and the Ozarks: Understanding academic literacy. In V. Zamel & R. Spack (Eds.), Negotiating academic literacies (pp. 219-236). Mahwa, NJ: Lawrence Erlbaum.

Blau, E. (1990). The effect of syntax, speed and pauses on listening comprehension. TESOL Quarterly, 24, 746-753.

Bloch, J. (2001). Plagiarism and the ESL student. In D. Belcher & A. Hirvela (Eds.), Linking literacies: Perspectives on L2 reading-writing connections (pp. 209-228). Ann Arbor, MI: University of Michigan Press.

Bloch, J. & Chi, L. (1995). A comparison of the use of citations in Chinese and English academic discourse. In D. Belcher & G. Braine (Eds.), Academic writing in a second language (pp. 231-274). Norwood, NJ: Ablex.

Bloor, M. (1984). Identifying the components of a language syllabus: a problem for designers of courses in ESP or communication studies. In R. Williams, J. Swales, & J. Kirkman (Eds.), Common ground - shared interests in ESP and communication studies (ELT Documents 117, pp. 15-24). Oxford: Pergamon Press.

Bloor, M. (1985). Some approaches to the design of reading courses in English as a Foreign Language. Reading in a Foreign Language, 3, 341-361.

Bloor, M. (1994). English language proficiency in British universities: Monitoring quality and raising standards. Journal of international Education, 5(1), 22-32.

Bloor, M. (1996).  Academic writing in computer science: a comparison of genres. In E. Ventola & A. Mauranen (Eds.), Academic writing: Intercultural and textual issues (pp. 59-88). Amsterdam: John Benjamins.

Bloor, M. (1999). Variation in the methods sections of research articles across disciplines: The case of fast and slow text. In P. Thompson (Ed.), Issues in EAP writing research and instruction (pp. 84-105). Reading: Centre for Applied language Study, University of Reading.

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