Ken Hyland is Professor of Applied Linguistics in education at the University of East Anglia, UK, where he has recently moved following 9 years as a professor at Hong Kong university. He has published over 220 articles and 27 books on language education and academic writing and collected nearly 32,000 citations on Google scholar. A collected volume of his work, the Essential Hyland, has recently been published by Bloomsbury. He is an honorary professor at the university of Warwick and founding member of the Hong Kong academy of the Humanities. He was founding co-editor of the Journal of English for Academic Purposes and was co-editor of Applied Linguistics.
Working with writing: understanding texts, writers and readers
Writing has been a central topic in applied linguistics for over half a century is a central area of teaching and research. Its complex, many-sided nature, however, seems to constantly evade adequate description and explanation, and many forms of inquiry have been summoned to help clarify both how writing works and how it should best be taught.
Craig Thaine has been involved in ELT for 35 years. He is Cambridge DTEFLA qualified and also has an MA (Hons.) in Applied Linguistics. He has worked as a teacher and teacher trainer in many different countries including Canada, England, Italy, Egypt, Sweden and his native New Zealand. During that time, he has taught general and academic English to all levels and been involved in pre-service and in-service teacher education and professional development to both native speaker and non-native speaker teachers.
EAP and Language: What do learners want?
Research into the needs of English for Academic Purposes (EAP) learners has indicated that an explicit focus on language is a priority for them. While Second Language Acquisition research has not shown conclusively whether language instruction leads to acquisition, more attention is now being given to EAP learners’ self-perceived needs in relation to learning grammar and discourse.