Ken Hyland

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.  

In this presentation I will explore the main approaches to teaching and researching writing. Making a broad distinction between theories concerned with texts, with writers and with readers, I will show what each approach offers and neglects and what each means for teachers, examining what the research tells us and what this means for classroom practice.  While the categorisation implies no rigid divisions, I argue that this offers a useful way of comparing and evaluating the research each approach has produced and the pedagogic practices they have generated.  My own bias is towards reader-oriented theories of writing and I will use some of my own research to illustrate what this approach contributes to our understanding of writing and the advantages it offers in the classroom.


Craig Thaine 



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.

He is currently Director of Teacher Training at Languages International, Auckland. He is a Cambridge English Teaching Awards assessor for both the CELTA and Delta schemes as well as being a CELTA Joint Chief Assessor. Craig has published articles for The Teacher Trainer, English Language Teaching Journal  and most recently Modern English Teacher. He is author and co-author of the following Cambridge University Press publications:  Real Listening and Speaking Level 2 (2008), Teacher Training Essentials (2010), Cambridge Academic English Intermediate and Advanced (2012) and Cambridge English Empower Beginner to Advanced (2015).

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.

Learners consistently report that good language skills will allow them to express themselves more effectively when they move on to full-time tertiary study in English. This raises the question of what language these learners should study and how they should study it.

This presentation will look at examples of native speaker and non-native speaker academic writing and then look at the kind of grammar and discoursethat can help EAP learners produce written and spoken language that is more sophisticated and complex. It will also consider the issue of subject-specific EAP language. The presentation will also look at learners’ methodological preferences when they do engage with language and then explore approaches and principles that can lead to more effective noticing of language in authentic academic texts.