Magali Paquot is a post-doctoral researcher at the Centre for English Corpus Linguistics, Universite catholique de Louvain, Belgium

"One of the most controversial issues in EAP curriculum development is the question of whether the focus of instruction should be geared toward general academic instruction or toward discipline-specific features. The work of Magali Paquot shows that there exists a culture of academic literacy signalled by a range of non-technical vocabulary which can be used by undergraduate students in diverse disciplines, particularly those words or phrases for marking major academic functions, such as defining, exemplifying, classifying, and reporting the viewpoints of other scholars. This book holds important implications for teachers of academic writing to all novice writers, both native and non-native. The findings the author has presented should be incorporated into materials development for undergraduate teaching."

• Acknowledgements; Preface; Section 1: What is academic vocabulary?; 1.English for Academic Purposes (EAP); 2.Vocabulary needs in academic settings; 3.Corpus-based studies of vocabulary in EAP; 4.The selection of academic vocabulary; Section 2: Learners' use of academic vocabulary; 5.Investigating learner language; 6.EAP rhetorical functions; 7.Interlanguage features of academic vocabulary; Section 3: Implications and conclusions; 8.Pedagogical implications; 9.Remaining issues and directions; References; Appendix; Subject index; Author index.

Magali Paquot is a post-doctoral researcher at the Centre for English Corpus Linguistics, Universite catholique de Louvain, Belgium

"One of the most controversial issues in EAP curriculum development is the question of whether the focus of instruction should be geared toward general academic instruction or toward discipline-specific features. The work of Magali Paquot shows that there exists a culture of academic literacy signalled by a range of non-technical vocabulary which can be used by undergraduate students in diverse disciplines, particularly those words or phrases for marking major academic functions, such as defining, exemplifying, classifying, and reporting the viewpoints of other scholars. This book holds important implications for teachers of academic writing to all novice writers, both native and non-native. The findings the author has presented should be incorporated into materials development for undergraduate teaching."

• Acknowledgements; Preface; Section 1: What is academic vocabulary?; 1.English for Academic Purposes (EAP); 2.Vocabulary needs in academic settings; 3.Corpus-based studies of vocabulary in EAP; 4.The selection of academic vocabulary; Section 2: Learners' use of academic vocabulary; 5.Investigating learner language; 6.EAP rhetorical functions; 7.Interlanguage features of academic vocabulary; Section 3: Implications and conclusions; 8.Pedagogical implications; 9.Remaining issues and directions; References; Appendix; Subject index; Author index.

Magali Paquot is a post-doctoral researcher at the Centre for English Corpus Linguistics, Universite catholique de Louvain, Belgium

"One of the most controversial issues in EAP curriculum development is the question of whether the focus of instruction should be geared toward general academic instruction or toward discipline-specific features. The work of Magali Paquot shows that there exists a culture of academic literacy signalled by a range of non-technical vocabulary which can be used by undergraduate students in diverse disciplines, particularly those words or phrases for marking major academic functions, such as defining, exemplifying, classifying, and reporting the viewpoints of other scholars. This book holds important implications for teachers of academic writing to all novice writers, both native and non-native. The findings the author has presented should be incorporated into materials development for undergraduate teaching."

• Acknowledgements; Preface; Section 1: What is academic vocabulary?; 1.English for Academic Purposes (EAP); 2.Vocabulary needs in academic settings; 3.Corpus-based studies of vocabulary in EAP; 4.The selection of academic vocabulary; Section 2: Learners' use of academic vocabulary; 5.Investigating learner language; 6.EAP rhetorical functions; 7.Interlanguage features of academic vocabulary; Section 3: Implications and conclusions; 8.Pedagogical implications; 9.Remaining issues and directions; References; Appendix; Subject index; Author index.