ABSTRACT
Introduction The relationship between language and learning is at the core of English for academic purposes (EAP). Hyland and Hamp-Lyons (2002), in their editorial marking the inaugural issue of the Journal of English for Academic Purposes, see the aim of EAP as facilitating learners’ study or research in English. Following an English for specific purposes (ESP) approach, Hyland and Hamp-Lyons highlight the need to tailor EAP research and pedagogy to the particular requirements of specific academic disciplines. The last decade or so since their editorial has seen accounts of a great diversity of disciplinary and professional genres – in law (Price 2014), business (Bhatia 2008), and medicine (Sarangi and Roberts 1999) to name just a few. There have also been a smaller number of reports which discuss the development of EAP materials and curricula based on this type of research (e.g. Swales and Feak 2000). It should be noted that these materials, and the research upon which they are based, are primarily directed at a postgraduate rather than an undergraduate level.
