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1、ResearchinEnglishforAcademicPurposesAbstract:EAPisthemainbranchofESPandEAPisdefinedas“anyEnglishteachingthatrelatestoastudypurpose”.FourtypesofEAPsituationshouldbeconsideredploysanumberofapproachestohighlightthelanguageanddiscourseofparticularacademicgenresrather
2、thanthatinacademictext.KeyicPurposes(EAP);EnglishforSpecificPurposes(ESP);EnglishforOccupationalPurposes(EOP);SettingsofEAP;studyskills.,1998).SoitisclearthatEAPisthemainbranchofESPandEAPisdefinedas“anyEnglishteachingthatrelatestoastudypurpose”(Dudley-EvansStJohn
3、,1998,p.34).Otherscholarsgavetheirdefinitions,too.Forexample,“EAPisconcernedunicativeskillsinEnglishaleducationalsystems”(Jordan,1997,p.1).ThehistoryanddevelopmentofEAPEAPteachingpracticehasost30years.EveryEnglishlanguageteacherofaroundnone-nativestudentsinacadem
4、iccontextsp-Lyons,2001,p.126).Theterm“EnglishforAcademicPurposes”eetingicpurposes(CoeBALEAP(BritishAssociationofLecturersinEnglishforAcademicPurposes)andtheprofessionalismintheteachingofEAPattertiaryleveloted.Besides,itisStrevens(1977,citedinHamp-Lyons,2001,p.126
5、)phasizedtheteachingforpracticalmandoflanguageandthatlanguageteachingshouldmeettheneedsoflanguagelearners(Hamp-Lyons,2001).DifferentfromgeneralEnglishcoursesbeginningostgeneralEnglishcoursesfocusonspeakingandlistening,p-Lyons,2001).eanbabeSouth-EastAsiancountries
6、suchasSingaporeandPhilippines(Dudley-EvansStJohn,1998).InthoseESLcountries,Englishismainlyusedintheeducationsystemofalllevelsthoughthenativelanguagestillplaysadominantroleineverydaylife.Sincestudentsofthosecountrieshaveoarkistheneedsofsuchstudents“spantheneedsofn
7、on-nativespeakersfolloediumcourseandthoseofnativespeakersinneedofdevelopingmunicationskills”(Dudley-EvansStJohn,1998,p.37).ThemostsuccessfulmunicationskillscourseinESLcountriesturnedouttobethebinationofthetraditionalideasofEAPandthemunicationskillsfornativespeake
8、rs(Dudley-EvansStJohn,1998).AsforEAPsituationsinple,inmanyMiddleEastcountries,thereisnoEnglish-mediumteachingtraditionasESLcountriesdo.Almostallthesubjectsaret
