ABSTRACT
Introduction As this volume illustrates, today there is a wealth of research on English for academic purposes (EAP), much of which has focused on identifying the communication demands and challenges faced by those engaged in research writing and presentation. Importantly, this research can now serve as the foundation of our teaching and materials development for courses targeting post-graduates or research students. We are also in a very good position to incorporate into our teaching the notion of data-driven learning (DDL), exposing students to large amounts of authentic corpus data so that they can discern interesting and useful aspects of language on their own (Johns 1991, Johns 2002). Indeed, despite controversies and unresolved questions in our field (Hyland 2012), we have come quite far in our ability to offer EAP coursework that is data informed, relevant and well positioned to help students navigate their way through their degree programs and become full participants in their chosen own fields.
