ENGLISH FOR ACADEMIC PURPOSES

English for Academic Purposes

English for Academic Purposes

Hewings (2007, p.228) describes Academic English (henceforth known as AE) as the language used by the learners and learning facilitators of higher education. The use of AE is most dominant within the English speaking, inner circle countries of the world. Outer circle countries? including most of the former British Empire also use AE as a result of English standing as an official language. Lastly, expanding circle countries increasingly use English as English for Academic Purposes (EAP). (Kachru, 1995, p.11-30). Hewings (2007, p.227) also states that English functions as a lingua franca amongst scholars of different language backgrounds and is therefore the neutral language used. Due to its relative dominance, AE stands as a hugely important feature of academic discourse.

By having knowledge of AE, a learner possesses a key tool in reaching the highest possible level of success. Specifically, learning AE can give students knowledge and understanding of the behaviours and practices required or expected within their specific discourse community or discipline. Essentially, learners simply cannot function in academic settings without the use of and understanding of AE. On researching the use of AE, I discovered a multitude of courses and programmes designed specifically to equip learners with AE knowledge and skills. These courses are particularly useful for those who have not studied at a higher level or have been away from study for some time. Also, to foreign learners, the concept of AE can be somewhat alien, so pre study AE courses can help to make the transition into an English-medium learning environment easier.

Swales (1990, p.24) described the term discourse community? as groups focused on a particular academic subject or area of research. Commonly, scholars in each discipline establish their own language conventions, practices and discourse, which new members have to acquire knowledge of. Hewings (2007, p. 232) states that communities or disciplines are grouped together according to whether they are perceived as hard or soft and pure? or applied?. There are different uses and varieties of AE within these different disciplines and a learner must fully identify the in depth conventions used. For example, in relation to writing conventions, students of English are likely to write essays and linguistic analyses, whereas students of Physics are likely to write differing types of texts such as lab reports. The conventions for these different types of text are the core-learning basis needed for effective teaching of AE.

When entering higher education, it is important that a student possesses basic knowledge of literacy and the nature of a study environment, but further advanced teaching of AE is required for the best academic success. AE teaching must be purely based on and relevant to the discipline that the student is part of. A new learner may have a basic knowledge of the general values, key terms, conventions, rules, forms and methods of academic discourse at a higher education level. However, learners may not have the AE knowledge required for a discourse community of physics ...