Robert Godwin-Jones, 2008

Language Learning & Technology, February 2008, Volume 12, Number 1, pp. 12-18

• ' ....how to make practical use of large amounts of data for language learning, given storage and data processing demands.'

Background TO EAP: bibliography

• An extensive EAP bibliography has been prepared by A. Gillet

George M. Chinnery, 2008

ON THE NET
You’ve Got some GALL: Google-Assisted Language Learning

Language Learning & Technology

Vol.12, No.1, February 2008, pp. 3-11

• A very interesting piece exploring pedgogical uses of google for language learning 

Andreea Cervatiuc, 2008

ESL Vocabulary Acquisition: Target and Approach

The Internet TESL Journal, Vol. XIV, No. 1, January 2008

• 'This article looks at the average receptive vocabulary size of adult native English speakers, inquires into whether non-native speakers can acquire a receptive vocabulary size comparable to that of native speakers, and discusses the amount and type of words needed for reading comprehension in a second language.'

Curado Fuentes, A. and P. Edwards Rokowski
Using Corpus Resources as Complementary Task Material in ESP

English for Specific Purposes World - Web-based journal 

• 'This paper describes a particular situation where Business English is taught by incorporating corpus-driven knowledge and communicative task feedback.'

Zhu, W. and J. Flaitz, 2005 

Using Focus Group Methodology to Understand International Students' Academic Language Needs: A Comparison of Perspectives

TESL EJ Vol 8/no 4

• from TESL-EJ
• Using Focus Group Methodology to Understand International Students' Academic Language Needs: A Comparison of Perspectives

Osman, H., 2004

Genre-Based Instruction for ESP

This paper explores the use of genre-based instruction (GBI) to teaching writing for specific purposes. The aim of the paper is primarily to illustrate the preparation required for GBI and the implementation of GBI in an ESP context. The paper also aims to highlight the significance of understanding the discursive practices and genre knowledge of the profession that ESP students will embark on in future, as this knowledge is essential to their professional success.

 Liyanage, I. and G. Birch 2001, QJER Vol 17

English for general academic purposes: Catering to discipline-specific needs
 

• Queensland Journal of Educational Research

Key Issues in English for Specific Purposes (ESP) Curriculum Development

• in Internet TESLJ October 2001

Kitao, K. and S. K.Kitao 1997

Selecting and Developing Teaching/Learning Materials  

• Internet TESL Journal 1V No 4

Krajka J. 2000

Some possibilities for using online newspapers in the ESL classroom

 

• Internet TESL Journal Vol V1 No 4  

Krajka J. 2000  

Using the Internet in ESL Writing Instruction  

 

• Internet TESL Journal Vol V1 No 11

McCabe R. V.

Tailoring EAP materials to the English second language needs of tertiary students from multilingual indigenous backgrounds

Sinclair Alice

When I say describe, i don't mean that you should just describe....

• Challenges that EAP students face at university

Kimball, J.

• Needs Analysis for Medical Students

Nist & Simpson

Overview of Individual Differences in EAP

'It is well accepted both in theory and in practice that academically successful college students know how to study. Research suggests, however, that many students enter postsecondary institutions unprepared to meet the studying demands placed on them (e.g., Pressley, Yokoi, van Meter, Van Etten, & Freebern, 1997). This lack of preparation can be traced, in part, to the “hidden curriculum” at the secondary level (Mayer, 1996). That is, study strategies are “hidden” because teachers at all levels assume that their students already have a repertoire of studying behaviors when they enter the classroom. As a result of this lack of preparation, most colleges and universities offer courses or programs that teach students to be efficient and active learners (Maxwell, 1997).

We begin this discussion of college studying by examining models and taxonomies that have guided researchers as they have investigated studying. Using one model, we will then review the research factors related to studying at the college level: course characteristics, learner characteristics, and learning strategies. Finally, we conclude our discussion with implications for practice and offer suggestions for future research'

• excellent materials from the British Council and the BBC

• EAP Resources

• English for Specific Purposes World - web based journal