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Journal articles on the topic 'English for Academic Purposes'

Author: Grafiati
Published: 4 June 2021
Last updated: 24 January 2023

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1

Murphy, Amanda C. "English for Academic Purposes." System 53 (October 2015): 167–68. http://dx.doi.org/10.1016/j.system.2015.07.011.

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2

Shaw, Philip. "English for academic purposes." English for Specific Purposes 20, no. 2 (2001): 197–200. http://dx.doi.org/10.1016/s0889-4906(00)00017-x.

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3

Flowerdew, John. "English for academic purposes." Journal of English for Academic Purposes 20 (December 2015): 56–57. http://dx.doi.org/10.1016/j.jeap.2015.05.010.

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4

Ramanathan, Vai, and Sarah Benesch. "Critical English for Academic Purposes." TESOL Quarterly 36, no. 1 (2002): 119. http://dx.doi.org/10.2307/3588370.

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Horst, Marlise. "Assessing English for Academic Purposes." System 30, no. 1 (March 2002): 127–29. http://dx.doi.org/10.1016/s0346-251x(01)00045-8.

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6

Eick, Tonya. "Introducing English for Academic Purposes." English for Specific Purposes 45 (January 2017): 112–14. http://dx.doi.org/10.1016/j.esp.2016.07.002.

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7

Jordan, R. R. "English for Academic Purposes (EAP)." Language Teaching 22, no. 3 (July 1989): 150–64. http://dx.doi.org/10.1017/s026144480001483x.

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8

Conrad, Susan. "Register in English for Academic Purposes and English for Specific Purposes." Register Studies 1, no. 1 (April 26, 2019): 168–98. http://dx.doi.org/10.1075/rs.18008.con.

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Abstract Susan Conrad, Professor of Applied Linguistics at Portland State University (USA), contributes this article on the applications of register research to English for Academic Purposes (EAP) and English for Specific Purposes (ESP). Her research focuses on topics including academic register variation, discipline-specific language, student and workplace writing, and grammar and writing pedagogy. Since the 1990s, her work has advocated for and exemplified the ways in which register-based descriptions can facilitate language teaching, including building awareness of register variation in learners and novice writers themselves. This focus is illustrated in her book Real Grammar: A Corpus-Based Approach to English (Conrad & Biber 2009, Pearson Longman), which takes many of the major register-based patterns of variation in English grammar (described in the Longman Grammar of Spoken and Written English, Biber et al. 1999) and translates them into practical grammar lessons for language learners, making explicit how grammar use is mediated by register. Her applied focus is also evident in her work as Principal Investigator for the Civil Engineering Writing Project <http://www.cewriting.org/>. The project, funded by the National Science Foundation, addresses the writing needs of Civil Engineering students through corpus-based register comparisons (of university student writing, practitioner workplace writing, and published academic writing), applying the results to the development and evaluation of pedagogical materials that improve students’ preparation for writing in the workplace.
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9

Stamer-Peterson, Melissa. "Math and English for Academic Purposes." Issues in Language Instruction 6 (January 10, 2018): 6. http://dx.doi.org/10.17161/ili.v6i0.7026.

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Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors will give instructions in class or give information on specific dates for exams, quizzes and homework which is sometimes given orally or written on the board. Asking questions during class and following transitions between activities can be another challenge for second language learners who struggle with language in a math class. Another aspect of language present in a math course is in the textbook. Students will often be assigned chapters or sections to read in order to prepare for an upcoming class. The textbook is written using the disciplinary language of math, which makes it difficult to follow especially because definitions of math words are often defined with other math jargon. With such rich language and classroom interaction, it is imperative to not overlook the subject of math when discussing English for Academic Purposes.
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10

Stamer-Peterson, Melissa. "Math and English for Academic Purposes." Issues in Language Instruction 6, no. 1 (January 10, 2018): 6–12. http://dx.doi.org/10.17161/ili.v6i1.7026.

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Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors will give instructions in class or give information on specific dates for exams, quizzes and homework which is sometimes given orally or written on the board. Asking questions during class and following transitions between activities can be another challenge for second language learners who struggle with language in a math class. Another aspect of language present in a math course is in the textbook. Students will often be assigned chapters or sections to read in order to prepare for an upcoming class. The textbook is written using the disciplinary language of math, which makes it difficult to follow especially because definitions of math words are often defined with other math jargon. With such rich language and classroom interaction, it is imperative to not overlook the subject of math when discussing English for Academic Purposes.
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11

Brânzilă, Carina. "TEACHING BUSINESS ENGLISH FOR ACADEMIC PURPOSES." Annals of the University of Oradea. Economic Sciences 30, no. 30 (1) (July 2021): 293–300. http://dx.doi.org/10.47535/1991auoes30(1)032.

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Research and experience have long indicated that the acquisition of the mother tongue is different from the acquisition of a non-native language. Also, the efforts and the cognitive impact of language learning are different in childhood compared to adulthood, whereas young people and adults differ in the way they learn and should be taught a foreign language. Learning a new language at the level of a native speaker is a dream all students share, but it may well be impossible and also irrelevant in the context of the ever-changing landscape of a living language. Furthermore, it is common knowledge that the acquisition of a foreign language due to natural exposure or immersion offers better results than its acquisition in a formal learning environment. To complicate matters even further, studies show that acquiring a second language is usually much more difficult than acquiring a third language, for example. Despite all these though, the job of a language teacher, especially of adult students, needs to serve its purpose as well as possible. This article will look into some of the modern trends of teaching not just a foreign language (English), but a specialized one (Business English) to undergraduates in the context of a Romanian university. How can a teacher better accomplish this task? How useful can Business English prove to be to students taking it as a compulsory subject, not by choice? Are there methods to improve its acquisition, especially in the context of the current pandemic? The article will take a closer look at all these, with practical examples of good practices.
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12

Manning, Katherine. "Book Review: English for Academic Purposes." Business Communication Quarterly 70, no. 2 (June 2007): 261–64. http://dx.doi.org/10.1177/1080569907301693.

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13

Jones, Martha. "Review of English for Academic Purposes." Journal of English for Academic Purposes 20 (December 2015): 215–17. http://dx.doi.org/10.1016/j.jeap.2015.03.009.

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14

Shelenkova, Irina, and Laula Zherebayeva. "Academic mobility development in Turkey via English for specific purposes." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 5 (September 30, 2019): 75–81. http://dx.doi.org/10.18844/prosoc.v6i5.4376.

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Special skills, abilities and knowledge, necessary for professional growth and/or education in a foreign academic environment can be developed by means of foreign language learning. English language training in the context of academic mobility development should be based on high educational quality; advanced level of English demonstrated by students and academics; their informational, social and cultural preadaptation. The aim of the research is to apply this concept in practice and make Turkey more attractive for academics and students from other countries. The main result of the research will be the creation of the coursebook ‘Study, Teach and Research in Turkey. English for Academic Mobility’ for Intermediate/Upper-Intermediate learners, including Students’ Book, Teachers’ Book, DVD with audio and video material. The course development involves several stages. The course can be useful for university students and academics and language courses in Turkey and abroad. Keywords: Academic mobility; cultural preadaptation; higher education; teaching English.
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15

Pandey, Gopal Prasad. "English for Academic Purposes: Theory, Trends and Practices." Education and Development 29 (December 1, 2019): 1–14. http://dx.doi.org/10.3126/ed.v29i0.32562.

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English for academic purpose (EAP) emerged as a branch of English for specific purposes in the early 1980s. EAP grounds English language teaching in the linguistic demands of academic context, tailoring instruction to specific rather than general purposes. There is a growth of interest in EAP in the recent years. The interest in EAP developed in response to the growing need for intercultural awareness and of English as a lingua franca (ELF). EAP has become a major area of research in applied linguistics and focus of the courses studied worldwide by a large number of students preparing for study in colleges and universities. The increase in students’ undertaking tertiary studies in English-speaking countries has led to a steady demand for the courses tailored to meet the immediate, specific vocational and professional needs. Thus, most universities in the present day world prioritize the role of academic skills. The aim of the paper is to examine the key approaches to the teaching of English for academic purposes, current trends in teaching EAP, and to argue the centrality and significance of EAP in the academia. The paper concludes by arguing that a greater emphasis needs to be placed on methodology in EAP.
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Bielialieva, O. M., Y. V. Lysanets, I. V. Znamenska, L. B. Slipchenko, and I. V. Rozhenko. "Developing Professional Communication Skills in Medical English for Academic Purposes." Bulletin of Luhansk Taras Shevchenko National University, no. 2 (325) (2019): 329–37. http://dx.doi.org/10.12958/2227-2844-2019-2(325)-329-337.

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17

Lysanets, Y. V., O. M. Bielialieva, I. V. Znamenska, L. B. Slipchenko, and N. M. Nikolaieva. "Mastering the Writing Skills in Medical English for Academic Purposes." Bulletin of Luhansk Taras Shevchenko National University, no. 2 (325) (2019): 352–60. http://dx.doi.org/10.12958/2227-2844-2019-2(325)-352-360.

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18

Flowerdew, John. "English for Specific Academic Purposes (ESAP) Writing." Writing & Pedagogy 8, no. 1 (February 23, 2016): 1–4. http://dx.doi.org/10.1558/wap.v8i1.30077.

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19

Duff, Patricia A. "Learning English for Academic and Occupational Purposes." TESOL Quarterly 35, no. 4 (2001): 606. http://dx.doi.org/10.2307/3588437.

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20

Moore, Nick. "Research Perspectives on English for Academic Purposes." English for Specific Purposes 23, no. 1 (January 2004): 96–100. http://dx.doi.org/10.1016/s0889-4906(02)00045-5.

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21

Tokmenko, O. P. "Teaching reading in English for academic purposes." Science and Education a New Dimension V(125), no. 25 (December 25, 2017): 30–32. http://dx.doi.org/10.31174/send-hs2017-147v25-07.

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22

Kilfoil, Wendy R. "Reading Outcomes in English for Academic Purposes." Southern African Journal of Applied Language Studies 6, no. 2 (June 1998): 46–55. http://dx.doi.org/10.1080/10189203.1998.9724684.

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23

Hamp-Lyons, Liz. "English for academic purposes: 2011 and beyond." Journal of English for Academic Purposes 10, no. 1 (March 2011): 2–4. http://dx.doi.org/10.1016/j.jeap.2011.01.001.

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24

McDonough, Jo. "English for academic purposes: A research base?" English for Specific Purposes 5, no. 1 (January 1986): 17–25. http://dx.doi.org/10.1016/0889-4906(86)90004-9.

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25

Allison, Desmond. "Pragmatist discourse and english for academic purposes." English for Specific Purposes 15, no. 2 (January 1996): 85–103. http://dx.doi.org/10.1016/0889-4906(96)00002-6.

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26

Sayed, Samah Thabet. "English for Academic Purposes: English for general skills Writing Course." Bulletin of Advanced English Studies 1, no. 1 (2018): 87–110. http://dx.doi.org/10.31559/baes2018.1.1.8.

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27

Yundayani, Audi. "ENGLISH WRITING NEEDS FOR ACADEMIC PURPOSES IN FORMAL HIGHER EDUCATION." Journal of English Language and Literature (JELL) 2, no. 01 (August 22, 2018): 1–8. http://dx.doi.org/10.37110/jell.v2i01.11.

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The study aimed to get the understanding about the learners’ needs of English writing skill for academic purposes in formal higher education. As a part of English for Specific Purposes (ESP), English for Academic Purposes (EAP) should play an important role in English teaching for non English program, specifically in higher formal education. This is a descriptive research that used observation, questionaire and interview. The data analysis and interpretation indicates that, 1) Learners’ proficiency in English writing for Academic Purposes in formal higher education is a must for use to enhance the learners’ academic performance. It is important for the lecturer to provide the suitable learning material and learning technique based on the requirement; 2) Learners’ English writing skill for academic purposes needs require ability in summarizing, paraphrasing, writing in academic genres like essays, reports and literature reviews, and writing in rhetorical-functional like explaining, defining and drawing conclusion
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28

Berardo, Marcellino, and Kellie Smith Herrod. "Teaching English for Academic Purposes in the KU Academic Accelerator Program." Issues in Language Instruction 4 (January 10, 2018): 20. http://dx.doi.org/10.17161/ili.v4i0.7008.

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The Kansas University Academic Accelerator Program (KUAAP) is new to the University and brings with it a reconceptualization of the first year experience for newly arrived international students who have not yet fulfilled the University’s English as a second language requirements. In their first two terms, international students in KUAAP take classes in English for academic purposes (EAP) alongside General Education (Gen Ed) courses. By their third term, students no longer take EAP classes.
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29

Berardo, Marcellino, and Kellie Smith Herrod. "Teaching English for Academic Purposes in the KU Academic Accelerator Program." Issues in Language Instruction 4, no. 1 (January 10, 2018): 20–24. http://dx.doi.org/10.17161/ili.v4i1.7008.

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The Kansas University Academic Accelerator Program (KUAAP) is new to the University and brings with it a reconceptualization of the first year experience for newly arrived international students who have not yet fulfilled the University’s English as a second language requirements. In their first two terms, international students in KUAAP take classes in English for academic purposes (EAP) alongside General Education (Gen Ed) courses. By their third term, students no longer take EAP classes.
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30

Dvoretskaya, E. V. "ENGLISH FOR ACADEMIC PURPOSES IN HIGHER EDUCATION CURRICULUM." Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo, no. 1(59) (2016): 147–52. http://dx.doi.org/10.17277/voprosy.2016.01.pp.147-152.

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31

Abramova, I. E., and A. V. Ananyina. "TEACHING ENGLISH FOR ACADEMIC PURPOSES TO ADULT LEARNERS." Science of the Person: Humanitarian Researches 3, no. 37 (October 2019): 140–46. http://dx.doi.org/10.17238/issn1998-5320.2019.37.140.

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32

Allison, D. "Review: Research Perspectives on English for Academic Purposes." Applied Linguistics 23, no. 2 (June 1, 2002): 270–72. http://dx.doi.org/10.1093/applin/23.2.270.

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33

Leung, Constant, Jo Lewkowicz, and Jennifer Jenkins. "English for Academic Purposes: A need for remodelling." Englishes in Practice 3, no. 3 (July 1, 2016): 55–73. http://dx.doi.org/10.1515/eip-2016-0003.

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AbstractEnglish for Academic Purposes (EAP) is an established domain of research, teaching, and assessment within additional/second language education. In this article we examine the conceptualisation of English that underpins much of its current thinking and pedagogic practice, and raise questions of validity and claims of ‘fit-for-purpose’. In particular we explore issues underpinning EAP assessment and argue that there is a need to reconceptualise the basis of the language model. We propose that given the complex and changing practices in academic communication, there is a good case for broadening the established understanding of Academic English to better reflect target language use. The principles and arguments underlying this discussion are relevant to assessment as well as to EAP more broadly.
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34

Lewis, Marilyn. "Book Review: English for Professional and Academic Purposes." Discourse Studies 13, no. 5 (October 2011): 665–66. http://dx.doi.org/10.1177/1461445611411687e.

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35

JARVIS, HUW. "Internet usage of English for Academic Purposes courses." ReCALL 13, no. 2 (November 2001): 206–12. http://dx.doi.org/10.1017/s0958344001000623a.

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This paper begins by documenting general usage of the Internet as a tool for delivery of English for Academic Purposes (EAP) courses. It then goes on to illustrate how a number of specific internet-based classroom activities might be integrated onto EAP courses in order to equip non-native speakers with the main skills that they are likely to need when following an academic course at a British university.
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36

Benesch, Sarah. "Theorizing and practicing critical english for academic purposes." Journal of English for Academic Purposes 8, no. 2 (June 2009): 81–85. http://dx.doi.org/10.1016/j.jeap.2008.09.002.

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37

Yakhontova, Tatyana. "Theory and Concepts of English for Academic Purposes." Journal of English for Academic Purposes 21 (March 2016): 135–37. http://dx.doi.org/10.1016/j.jeap.2015.08.009.

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38

Kohnke, Lucas, and Di Zou. "Reflecting on Existing English for Academic Purposes Practices: Lessons for the Post-COVID Classroom." Sustainability 13, no. 20 (October 18, 2021): 11520. http://dx.doi.org/10.3390/su132011520.

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This study explored the remote teaching experiences of a group of English-for-academic-purposes teachers during the COVID-19 pandemic, focusing on what was learned from the transition to identify which practices are worth keeping and which should be abandoned as well as how English-for-academic-purposes practitioners can move from emergency to sustainability. In this qualitative, interpretive study, a total of 15 teachers participated in semi-structured interviews investigating their experiences, challenges, and opportunities teaching English-for-academic-purposes during emergency remote teaching and their opinions on how this information could be leveraged to develop sustainable English-for-academic-purposes technology practices. The results indicated that the teachers understood the necessity of emergency remote teaching, were aware of their role in their students’ academic success, and believed in the importance of integrating technology into language teaching and learning. They also adopted various strategies for online English-for-academic-purposes delivery. It is suggested that effective professional development for English-for-academic-purposes teachers consider what teachers believe they need, the shifting educational landscape, and how to inculcate pedagogical practices that will enrich the language classroom by using technology in language teaching and learning. They also adopted various strategies for online English-for-academic-purposes delivery. It is suggested that effective professional development for English-for-academic-purposes teachers must consider what teachers believe they need, the shifting educational landscape, and how to inculcate pedagogical practices that will enrich the language classroom.
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39

Liashchenko, Olesia, Tetiana Pylypchuk, and Tetiana Vereshchahina. "BIOLOGY STUDENTS’ PERCEPTIONS OF INTERNET RESOURCES IN LEARNING ENGLISH FOR ACADEMIC PURPOSES." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 11(79) (September 29, 2021): 206–9. http://dx.doi.org/10.25264/2519-2558-2021-11(79)-206-209.

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The outbreak of Coronavirus disease (COVID-19) has accelerated the process of digitalization in higher education setting and the field of learning English for academic purposes is no exception. An adequate selection of available online resources of high didactic and pedagogical value that could facilitate EAP learning is an urgent issue. The aim of the article is to investigate biology students’ evaluation of 6 internet resources (FutureLearn, Khan Academy, tutorial channels on Youtube (namely, CrashCourse and RicochetScience), Quizlet, Kahoot, Crossword Labs) that were used during the academic year 2020-2021 as supplementary tools for achieving learning objectives in the framework of disciplinary course ‘English for Biologists (freshmen).’ In order to achieve the purpose of the research quantitative and qualitative surveys were conducted among first-year biology students. Collected data revealed their preferences regarding 3 sections in the evaluation of internet resources: design (user-friendly browsing, absence of technical errors), information reliability and accuracy, promotion of learners’ interaction and engagement. Also, the data showed students’ self-assessment of linguistic skills they improved by utilizing these resources. The study of students’ perceptions of internet resources helps to define useful internet tools to make distant learning of Academic English for Biology more meaningful and effective.
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Ilchenko, Olga, and Natalia Kramar. "ENGLISH FOR ACADEMIC PURPOSES: KEEPING UP WITH THE TIMES." Studia Linguistica, no. 16 (2020): 40–57. http://dx.doi.org/10.17721/studling2020.16.40-57.

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English language education, especially in light of the status of English as present-day lingua franca, has become a prolific field of research, and no less prolific area of practical application internationally. Through a critical literature review, the current study addresses one of its most prominent subfields – English for Academic Purposes – with special emphasis on academic writing. We briefly touch upon its evolution and identify the terminological ambiguities involved in EAP conceptualization within the broader framework of ESP (English for Specific Purposes). By examining the changes that academic English is undergoing today due to the overwhelming influence of L2 speakers’ varieties (termed “similects” by Anna Mauranen), we elucidate how English as a Lingua Franca movement can benefit and enrich EAP pedagogic practice. We also discuss how EAP fits within the latest CEFR guidelines, paying close attention to mediating skills, critical thinking and integrative thinking skills, which, as we argue, need to be more extensively incorporated into academic writing instruction. We discuss the rationale and the methodological principles of English for Research Publication Purposes as a new offshoot of EAP, which combines genre-based instruction with the exploration of multiple non-linguistic issues, involved in academic publishing, such as interaction with editors and gatekeepers, choosing a suitable journal, navigating the review process. We hope to demonstrate that EAP teaching, and especially academic writing instruction, is in need of major revision to overcome the yawning gap that currently exists between theory and practice.
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41

McGrath, Lisa, and Kathrin Kaufhold. "English for Specific Purposes and Academic Literacies: eclecticism in academic writing pedagogy." Teaching in Higher Education 21, no. 8 (June 27, 2016): 933–47. http://dx.doi.org/10.1080/13562517.2016.1198762.

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42

Coffin, Caroline, and James P. Donohue. "English for Academic Purposes: Contributions from systemic functional linguistics and Academic Literacies." Journal of English for Academic Purposes 11, no. 1 (March 2012): 1–3. http://dx.doi.org/10.1016/j.jeap.2011.11.008.

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43

Yundayani, Audi. "PRESENT SITUATION ANALYSIS: STUDENTS� EARLY CHARACTERISTICS IN WRITING FOR ACADEMIC PURPOSES." English Review: Journal of English Education 6, no. 2 (June 1, 2018): 119. http://dx.doi.org/10.25134/erjee.v6i2.1262.

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Present situation analysis is considered to be the umbrella that embraces students� lacks in language proficiencies. The aims of this study were to (1) find out current students� writing competence level; (2) identify students� entry behaviors and characteristics; (3) identify students� perception concerning with writing skill for academic purposes at non-English education study programs of STKIP Kusuma Negara Jakarta. The descriptive inquiry was used in identifying students� present situation. The respondents were non-English education study programs students of STKIP Kusuma Negara Jakarta in the academic year 2016-2017 and English lecturers. Non-English education study programs students of STKIP Kusuma Negara Jakarta had low-level writing competence for academic purposes, in the area of academic styles and genres based on their disciplines. Their previous experience in studying English was different with college requirement. They were not interested in studying writing for an academic purpose due to it was difficult and made them confusing. Most of them never practiced and learned it seriously but they realized the importance of having competence in writing for academic purposes, especially related with the learning process in the university level.Keywords: present situation analysis, writing for academic purposes, descriptive inquiry�
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44

Bakry, Heba. "Approaches to English for Academic Purposes for Non-native Speakers of English." Cairo Studies in English 2020, no. 1 (February 1, 2021): 180–94. http://dx.doi.org/10.21608/cse.2021.147196.

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45

Sánchez Hernández, Purificación, and Pascual Francisco Pérez Paredes. "Integrating English for Specific Academic Purposes (ESAP) skills into mainstream English courses." Revista Alicantina de Estudios Ingleses, no. 15 (2002): 229–40. http://dx.doi.org/10.14198/raei.2002.15.19.

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46

Labassi, Tahar. "On Responsible Uses of English: English for Emancipation, Correction and Academic Purposes." Changing English 15, no. 4 (December 2008): 407–14. http://dx.doi.org/10.1080/13586840802493050.

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47

Zohrabi, Mohammad, Parilah M. Shah, and Melor M. Yunus. "A Study of an English for Academic Purposes Course." Advances in Language and Literary Studies 3, no. 2 (July 1, 2012): 11–22. http://dx.doi.org/10.7575/aiac.alls.v.3n.2p.11.

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48

Torday Gulden, Ann. "English for Academic Purposes: A New Discipline in Norway?" Nordic Journal of English Studies 7, no. 3 (September 1, 2008): 207. http://dx.doi.org/10.35360/njes.111.

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49

Giampieri, Patrizia. "Data-driven learning in English for academic purposes class." Language Learning in Higher Education 10, no. 1 (July 31, 2020): 217–33. http://dx.doi.org/10.1515/cercles-2020-2006.

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Abstract:
AbstractThis paper will present a translation project with second-year bachelor students together with some observational data. The students firstly translated an academic abstract from Italian (their first language) to English by using the language resources they were acquainted with. Then they translated a second abstract by using a pre-compiled offline corpus of academic articles. The paper findings highlight that the second translations were better as regards grammar and word choices, while sentence structures still showed influences of the students’ first language. The students learnt that a corpus is a useful supplement to a dictionary, as a corpus may corroborate what the dictionary suggests. The report also highlights the importance of corpus analysis training in order to help users process corpus information, which otherwise might be perceived as “distracting”.
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50

Olaofe, Isaac. "Testing English for Academic Purposes (EAP) in Higher Education." Assessment & Evaluation in Higher Education 19, no. 1 (January 1994): 37–48. http://dx.doi.org/10.1080/0260293940190104.

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