The chapter deals with the role of textbooks in the development of EAP. Satarting with the nature and structure of textbooks, it focuses on corpus-based approaches and critical approaches to the study of textbooks as a genre and draws conclusions on the role of textbooks in EAP practice
Introduction Textbooks play a special role in the context of knowledge construction and communication, as they provide access to specialized knowledge and help readers construct a mental representation of specific disciplinary knowledge. Their nature has been variously investigated by discourse analysts (Halliday and Martin 1993; Swales 1990, 1995; Altienza and van Dijk 2011) and historians of science (Kuhn 1970; Bazerman 1988; Klamer 1990). The key role they play in learning contexts – both in secondary (Bezemer and Kress 2008, 2009) and tertiary education (Myers 1992; Swales 1995; Hyland 1999; Richardson 2004; Biber 2006) – has influenced the way they have been described as a genre, as well as their changing fortunes as learning materials in English for Academic Purposes (EAP).
Textbooks / Bondi, M. - In: The Routledge Handbook of English for Academic Purposes / Lillis, Theresa, TUCK, Jackie; MAURANEN, Anna; HYNNINEN, Niina; RANTA, Elina; TARDY, Christine; SWALES, John; AIREY, JOhn; PARKINSON, Jean; CHENG, An; SALAGER-MEYER, Francoise; LLOPIS DE SEGURA, Graciela mercedes; DE CASTRO GUERRA RAMOS, Rosinda; HIRVELA, Alan; Manchon, Rosa; BASTURKMEN, Helen; RODGERS, Michael; WEBB, Stuart; COXHEAD, Averil; HOOD, Susan; NESI, Hilary; PALTRIDGE, Brian; STARFIELD, Sue; PECORARI, Diane; O'HALLORAN, Kay; TAN, sabine; SMITH, bradley; CONNOR, Ulla; ENE, Estela; TRAVERSA, Ana; MACALLISAGILAR, Marta; Bjorkmann, Beyza; mTE etcR, Christopher; GRAVES, John; WHITE, Stephanie; CRAWFORD CAMICIOTTOLI; Belinda; QUEROL-JULIAN, mercedes; ; [a cura di] Hyland, Ken; Shaw, Philip. - STAMPA. - London : Routledge, 2016. - ISBN 9781138774711. - pp. 323-334 [10.4324/9781315657455]
Textbooks
BONDI, Marina
2016
Abstract
Introduction Textbooks play a special role in the context of knowledge construction and communication, as they provide access to specialized knowledge and help readers construct a mental representation of specific disciplinary knowledge. Their nature has been variously investigated by discourse analysts (Halliday and Martin 1993; Swales 1990, 1995; Altienza and van Dijk 2011) and historians of science (Kuhn 1970; Bazerman 1988; Klamer 1990). The key role they play in learning contexts – both in secondary (Bezemer and Kress 2008, 2009) and tertiary education (Myers 1992; Swales 1995; Hyland 1999; Richardson 2004; Biber 2006) – has influenced the way they have been described as a genre, as well as their changing fortunes as learning materials in English for Academic Purposes (EAP).
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