Genre analysis is the key area of expertise that EAP teachers have, and subject specialists do not (they have genre knowledge but not analytically). The chapter looks at the characteristics of genres as established outside applied linguistics in relation to how EAP researchers have viewed the concept. Then it looks at a variety of ways in which genres in EAP genres can be classified: subdomain (educational, research, institutional); degree of occlusion; degree of dependence on other genres; and degree of genrification. Genres have relations with other genres of a variety of types: diachronic when old genres give birth to new; intrapersonal, when an individual knows several genres and they influence one another; paradigmatic where genres in different domains have similar functions; syntagmatic, where genres presuppose others in long chains; and hierarchy where within a field some genres have higher status than others. Finally, the chapter examines the methods that can be used to analyze genres.

The fourth edition of World Englishes provides an engaging overview of the global variations in phonology, grammar, vocabulary, and pragmatics of English as it is used world-wide. This book introduces the principles of linguistic variation and provides coverage on the roots of English, the spread of English, variations of English as a second language, and trends for the future.

Thoroughly updated throughout in line with recent research, this new edition includes:

• Updated online support material including 58 audio examples of speakers of native (25) and of non-native (33) English reflecting the global variety of the language, available to download
• New sections on recent models of World Englishes and on vocabulary management dealing with inclusive language
• Improved and updated descriptions of foreign-language varieties, now including Arabic and Spanish English
• Additional exercises for the accompanying audio files and new reflective questions online

Offering a thorough and detailed descriptive account of all the main varieties of English across the globe, World Englishes also provides a balanced discussion of political issues and the sociolinguistic background to variation in English, spoken and written, face-to-face, on paper and online, in the twenty-first century. This book is essential reading for students approaching this topic for the first time.

In many contexts of English-medium instruction (EMI), the development of English language proficiency is an often-hoped-for outcome. Existing EMI research measuring English proficiency development reports gains in specific areas of English but not others. This study examines the growth of academic vocabulary knowledge among tertiary-level students studying in EMI. Academic vocabulary is crucial for effective academic communication, not least reading, and serves as a significant predictor of academic achievement. Hence, investigating its development is pertinent; however, development of academic vocabulary knowledge among EMI students has been largely neglected by previous research. The study was guided by three research questions: (i) What is the size of tertiary-level EMI students’ receptive (reading) academic vocabulary?; (ii) Does their academic vocabulary knowledge develop over time?; and (iii) If there is development, does initial academic vocabulary knowledge influence how much EMI students benefit? A small longitudinal sample of EMI students enrolled in MSc programs in Sweden took a test of receptive academic vocabulary knowledge during the first and second year of their studies. Considerable variation in academic vocabulary size was observed. Some students had small academic vocabulary sizes, potentially impacting their engagement in academic tasks. Significant gains in receptive academic vocabulary knowledge occurred. The greatest vocabulary development was observed for those students who initially had smaller academic vocabularies. Implications are discussed for EMI learning environments.

The undeniable importance of reading in higher education prompted this investigation into the reading skills of a group often overlooked in previous research: Master’s level students studying in English-medium instruction (EMI) environments. Participants (148 master's-level students of engineering) completed the Nelson-Denny Reading Test (Form G), a test of reading speed and reading comprehension. The results indicate that, at group level, these students attained levels of comprehension and rates of (silent) reading which are broadly comparable to those found for second-language users of English in better researched settings. However, a great deal of individual variation was observed, suggesting that some students may find it challenging to read for study purposes. The implications of these findings for various stakeholder groups in EMI are discussed.

Despite the central role of vocabulary in language learning, and the increasing interest in academic vocabulary, materials for testing academic vocabulary are not common. This paper reports on the development of a new test of academic vocabulary. Test items were based on a relatively recently developed list of academic vocabulary. They were then piloted, refined, and two comparable forms of the test were produced. The paper describes the approaches used to assess the validity and equivalence of the two forms of the test. Research and pedagogical implications and uses of the test are discussed. 

Communities and individuals often differ not so much in their values as in the priorities they set among values. In most writing which is neither creative nor academic, plagiarism is scarcely an issue at all. Broadly, this is because any unfairness in the advantage to be gained by text reuse is agreed by the community to be outweighed by improved speed, precision and efficiency of communication. This chapter investigates the factors that make plagiarism an important issue or otherwise in different circumstances and to provide evidence that we are currently concerned about student plagiarism because of the forms of assessment and associated educational ideologies we currently use. Educational systems in which plagiarism is irrelevant, and mimicry of research conventions in educational genres is unnecessary, can exist, although they are probably less than optimal. Less intensive grading within continuous assessment would allow plagiaristic practices where students found them useful or necessary, and hand responsibility for learning from writing back to students.