English for academic purposes (EAP)

Almost all students or novice researchers, upon entering the academic world, know that eventually they will be invited to prepare and present an academic poster. This task is often met with mixed feelings not only because it is often the entry point into academic life, but also because what the genre entails is not always clear to the novice author (Hay & Thomas, 1999). The poster session itself is often met with mixed reviews both from the participants as well as the viewers, because of several physical limitations, and the fact that still today it considered less prestigious to present at a poster session than at a paper session (Swales & Feak, 2000; Swales, 2004). De Simone et al. (2001), for example, have noted that the traditional poster presentation can at times be frustrating for authors and can leave them, as well as the audience, with a sense of incompleteness. This negative evaluation of the genre leads De Simone et al. (ibid.) to consider the academic poster as a communication tool that is frequently inadequate for the message it carries. Probably triggering this idea is the fact that each poster generally attracts a limited number of viewers and sometimes not enough attention is given to the poster session by conference organizers. A poster presenter does not have the advantage of having a committed audience and has to compete with other presenters for space, visibility and attention (Morin, 1996a, 1996b), and if poster presenters do manage to attract someone's attention, they have to accept the fact that in most cases, the interaction will be brief and superficial; a frustrating experience to say the least. Sometimes instead, the interaction might carry on longer than expected, which is at the same time rewarding and challenging. The possibility to interact personally with an author, with no time limitations, in fact means that viewers are given the chance to pose numerous questions and comments which, if particularly challenging, might put the poster presenter into difficulty. If paper presenters have to endure five or ten minutes of question time, poster presenters are asked to remain available and interact with viewers for one or two hours at a time, sometimes even longer. Staying alert and attentive for such a long time can be tiresome and stressful. Fortunately, as mentioned before, this smaller arena is also traditionally more informal than other sessions. This colloquial, almost intimate aspect of the poster presentation is what makes the genre so unique and challenging at the same time.

While a wealth of resources is available for teaching research writing of traditional IMRD research papers, instructors have little to draw on when working with graduate students in mathematics. The present study offers insight into recent mathematical research articles through an exploration guided by phrase-frames, recurring multiword units with a variable slot or blank. The paper introduces the concept of key phrase-frames. In doing so, the potential of phrase-frames for understanding subregisters and for teaching is shown. The starting point of this exploration is a 2,289,670-word corpus of 128 recent mathematics research articles collected from eight scholarly mathematics journals. Five-and six-gram phrase-frames were generated in KfNgram. Key phrase frames are identified as those with an occurrence of at least 20 per million words, occurring across 75% of journals and with a sMAPE of 1.95 cut off or higher when compared to the academic section of the Corpus of Contemporary American English as a reference. The 180 resulting frames were coded for open slot position and common pattern before being consolidated and functionally grouped. Core functions related to the aboutness, coherence and moves of the text. The discussion centers on how these groups reveal different aspects of mathematical texts

In the modern era, many methods for the instruction of language principles and skills have been proposed, developed, and implemented to assist language learners with their advancement. In this paper, the unique concept of formulaic sequences is presented and examined to demonstrate its practical utility for instruction and furtherance of the skills of English language learners in the classroom. This language concept, while relatively novel and currently underutilized within contemporary instructional situations, has the capacity to provide a clear and engaging framework to accelerate language learning, and qualify students to an exceptional level. The idea has gained considerable momentum as studies in linguistics, neuroscience, and psychology have contributed to its recognition as a logical and legitimate base from which to bolster the development of new and sensible methods for students. A presentation of the history and theories underlying the concept of formulaic sequences is provided, along with a practical component and suggestions for its use in the instructional context.

This chapter presents a multi-method qualitative study of an active blended learning (ABL) activity in an undergraduate English for academic purposes program at a North American university. The purpose of the study was to understand how instructors facilitated ABL in five online book clubs. The community of inquiry (CoI) framework is used to analyze the comments and posts in the book clubs. This data is discussed with data from interviews with three case study students and four book club instructors and data from a CoI student survey. The findings indicate that instructor book selection, questions, scaffolding strategies, modelling, and manner significantly mediated student perceptions regarding their engagement, participation, and interaction in the ABL activity, specifically whether students scaffolded each other's learning, read extensively, and practised academic reading strategies. Implications of how instructor pedagogy mediated student perceptions about their participation and learning in the ABL activity are then presented.

This research aims to study identity construction of foreign language learners in foreign language learning class rooms. It investigates the influence of English foreign language on Pakistani students' identity. Forty (40) students who were studying English as second language in Lahore College for Women University, Pakistan participated in this research. The participants filled questionnaire and were interviewed. Results show that identity is fluid and changing. This research recommends educators and policy makers to develop such policies which could enhance students' identity; thus, students could identify themselves as good Muslims, good Pakistanis and a peaceful member of global community.

This PhD research study looks at meaning-making practices in interactions of English as a Lingua Franca (ELF). In particular, two research questions are investigated: Which wordings and features of discourse are characteristic of interactions in contexts where English is used as a lingua franca, and how do they contribute to meaning-making? To what extent do successful ELF interactions require competencies, skills and practices which are additional to those already described in the literature, and how can they best be described and accounted for? The data comprised naturally occurring spoken discourse from international students who were holding meetings in order to establish an international student society at the University London, and were analysed qualitatively drawing eclectically on the analytic traditions of ethnography and conversation analysis. In the first analytical chapter, it was found that the students were making specific meaning through translanguaging, and this contributed to the achievement of the pragmatic functions ‘filling in a lexical gap’ and ‘using some more precise lexis’. In the second chapter, it was shown that the students were again translanguaging setting out to be polite by achieving the pragmatic functions ‘displaying discursive sensitivity through avoiding profanity in English’ and ‘increasing politeness through showing awareness of the interlocutor’s linguistic background’. In the third analytical chapter, it was yielded that the students negotiated the meaning of culturally contested expressions, and thus the functions ‘refining the culturally contested elements of an expression’ and ‘replacing a culturally contested expression altogether’ were achieved. Finally, in the fourth analytical chapter, what was argued was that there were instances in which the students were attempting to manage the relational and build rapport with their interlocutors with word play through the functions ‘making an idiomatic expression more relevant to the rest of the in-group’ and ‘making an idiomatic expression more relevant to a wider audience’. Subsequently, the implications of the findings were discussed from the perspective of their significance regarding revising communicative competence and related models of competence, reconceptualising language functions and social semiotics, and reappraising the practice of translanguaging in superdiverse contexts. Finally, it was shown that these findings could be pedagogically useful for English language planning and policy from the particular perspective of curriculum and syllabus design, coursebooks and materials development, teaching approaches and methods, and testing and assessment.

This study examined the effectiveness of written corrective and the role of individual differences (ID) in the uptake of the feedback. Data was taken from a nine-week, English as a foreign language (EFL) writing course from 101 intermediate (n=101) students at a private university in Kobe, Japan. Using an explanatory sequential mixed methods design, quantitative data was first collected concerning writing errors, followed by qualitative semi-structured interviews. Three classes were placed into either two treatment groups (direct and indirect) or a control group, and completed four writing tasks (pre-test, post-test and two delayed post-tests). The study found the two treatment groups showed significant improvements on local and global errors, whereas the control group did not. Additionally, the qualitative component elicited the influence of affective factors. The study adds to the body of literature addressing the impact of written corrective feedback, specifically on students' self-editing strategies.

Critical thinking is a term used to describe one of the aims of higher education programs around the world. As an example, the Council of Writing Program Administrators (2011) clearly lists critical thinking as one of five inherently desirable educational outcomes in post-secondary writing in the United States. However, the definition of critical thinking is complicated by a large variety of philosophical concepts and a lack of clarity as to what students should actually learn and do (Moore, 2013). Too often, university courses impose unclear expectations on students, which adds unnecessary difficulty, particularly for multilingual, multicultural, and international students, who might not be socialized into the use of critical thinking in academic work. (Robertson, et al., 2000; Tran, 2011). Even university instructors themselves admit to a lack of comprehensive understanding of critical thinking and how it can be taught (Hang, 2011). In so far as standards for critical thinking in academic work will be imposed on students, there is a need for a clarification of critical thinking, leading to practical directions for classroom instruction.

In this chapter, I propose a pedagogically focused definition for critical thinking and illustrate how this definition can be applied to a teaching approach involving the exploration and presentation of information on social media. It begins with an explanation to students regarding the epistemology of critical thinking, dispositions that support or deter its practice, and integrated skills. Adhering to this framework of critical thinking, students then explore a variety of comments on social media in order to deepen their understanding of social issues and of society itself. This approach to teaching critical thinking also provides a structure for academic presentations or written assignments that may serve as final products of the learning experience. The nature of student perspectives with regards to this approach to teaching critical thinking is also discussed.

Integrated Language Skills: Writing is a resourceful book for learning and teaching of writing skill by Dr. Naginder Kaur and Ms. Noorazalia Izha Haron, two lecturers at the Academy of Language Studies, Universiti Technologi MARA (UiTM). The book is tailor made for students pursuing pre-intermediate or intermediate level English language courses and a practical guide for anyone who wants to teach English writing skill at the pre-intermediate or intermediate level.

This study explores the role of cognitive and affective factors in second language learning by investigating the relationship among emotional intelligence, foreign language anxiety and academic achievement. Affective factors such as language anxiety have been reported to have a debilitating effect on language learning (Horwitz 2010). To investigate the role of cognitive and affective processes in predicting academic success, this study uses the Schutte Self-Report Emotional Intelligence Scale (SSREI; Schutte et al. 1998) and the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, Horwitz & Cope (1986). The participants were a group of 40 students attending an English-for-Specific Purposes (ESP) course at the School of Journalism and Mass Communication, Aristotle University of Thessaloniki. Variables such as gender, final ESP course grade, and first-year grade point average were taken into account. The data were submitted to factor analysis and indicated that emotional intelligence was positively correlated with second/foreign language performance and overall academic achievement, and negatively correlated with language anxiety. Moreover, the results pointed to a significant effect for language anxiety and emotional intelligence skills attributable to gender, with female students of intermediate/upper intermediate levels being more anxious and exhibiting lower emotional intelligence levels than male students of the same proficiency level.

Reading comprehension of academic texts in a foreign language, especially in English, is a growing need in the Latin American academic world, and CL has become a valuable tool in the design of reading comprehension courses in English for Academic Purposes (EAP). This research work presents the design of a reading comprehension course aimed at university professors and researchers, and whose purpose is the development of reading skills in the interpretation of international academic calls in English.

This study aims to investigate the major reported sources provoking language anxiety and fear of negative evaluation in a group of Greek university students. Language performance was taken into consideration in the analysis of the data. The data were submitted to factor analysis and the results indicated that the main stressors include communication apprehension felt toward teachers, peers and native speakers, fear of tests and of speaking in class and also teachers’ questions and corrections. The findings also pointed to a negative correlation among language anxiety, fear of negative evaluation and language performance. Additionally, the results revealed a significant effect for language anxiety and fear of negative evaluation attributable to gender.

This paper reports on the use of teacher-led collaborative writing to support tertiary students’ academic literacy. It draws on data from a pilot study of writing development within an MA of Applied Linguistics program at the University of Sydney during 2009. The process of collaborative writing, known as ‘Joint Construction’ in Sydney School genre pedagogy (Rothery & Stenglin, 1995), is analysed in order to reveal a sequence of supportive steps or ‘stages’ which the teacher and students move through. The authors argue for the value of maintaining pedagogic space for teacher-led joint construction of texts in order to effectively support tertiary students towards independent and creative control of genre.

[Abstract] Texture or textuality, a key notion in the field of discourse analysis, does not catch enough attention since its first mention by Halliday & Hasan (1976) in their cohesion theory. The concept of texture, albeit having been touched on by many scholars, is not fully elucidated. This paper firstly gives a review of the definition of texture. Then, it discusses the resources for creating texture. And most importantly, the paper talks about the theoretical positioning of texture and draws such a Conclusion that texture per se is an abstract and composite notion, an overall psychological atmosphere created by the interaction of multiple textual features or texturing resources. Intangible as texture is, we can concretely study and understand this notion via its manifestations such as cohesion, coherence, situationality and so on and so forth.

This book introduces and explains a series of tools for curriculum renewal and revitalization in English for Academic Purposes (EAP) programs, based on the experiences of the authors in successfully implementing a new curriculum in a large EAP program in North America. The book focuses on the why and how of introducing curriculum change, while also engaging critically with the realities of day-to-day classroom practice and the important issue of teacher engagement. While maintaining a principles-driven approach, each chapter is also filled with tools, samples and case study examples, grounding the book in practice and making it an essential resource for language teachers, teacher trainers, and students on TESOL and related courses.

This study is a reflection on critical incidents (Tripp, 1993) addressing the use and promotion of a learner's first language (L1) and cultural knowledge as linguistic and cognitive resources for learning English as a Foreign Language (EFL) in Japan. Translanguaging, which was first introduced by Cen Williams (1994) to refer to the practice of interchanging languages in the classroom for productive use, was investigated to provide a deeper understanding of what seems to be relatively common practice across Japan. This paper outlines to fit with the broader study area of a larger collaborative inquiry involving university-based researchers providing English for Academic Purposes (EAP) in Japan. This paper outlines the background of English education in Japan and considers its current state to study possible additions and changes in the broader curricula.

The present paper presents the syllabus and materials design for the compulsory English-for-Specific-Purposes courses taught during the first four semesters at the School of Journalism and Mass Communications of the Aristotle University of Thessaloniki. By taking into account the specific needs of the students of journalism and mass media (access to journalistic language, acquaintance with different language varieties, development of communication skills) the courses exploit the extensive use of authentic materials which offer to the future professional specialized knowledge and skills on the areas of journalism and mass communications. It is, further, argued that the use of authentic materials in the teaching of ESP seems to motivate the learners and to create a setting where the learning of the foreign language takes place in a natural way. The study includes the needs analysis carried out in order to specify the course objectives and also includes samples of exercises and activities specifically designed for the courses.

In the 3rd CELTA Assignment, candidates are required to use an authentic text for teaching purposes and more specifically for endorsing students' receptive and productive skills.

The article I have chosen for this assignment is called “Lady Gaga to star in Gucci Murder drama for Ridley Scott” and it was published by The Guardian. The article is a sample of authentic material since it has been announced to the public through a well-established news agency. The article provides exciting news and information about a forthcoming film based on a true story, retelling and dramatising fashion’s darkest tale, namely the orchestrated murder of Maurizio Gucci, the former head of the famous Gucci fashion house, who was murdered in 1995 by the accomplices of her ex-wife Reggiani.

I find the topic to be generally accessible and appealing to students due to its mainstream character, including aspects such as mystery, crime, cinema, fashion and Hollywood stars. Besides, the article could be interesting, in that it does not explain much about the story background and why the murder took place, thus igniting student’s curiosity for searching for more information. More importantly, the article is remarkably rich in terms of language acquisition insights, having a significant lexical input for the students to work out while also practicing their reading skills and criticality through considerably well-conceived tasks designed to endorse skimming and scanning sub-skills. Finally, the article can be used for modelling target language, thus providing the groundwork for endorsing students' productive skills through, again, skilfully and properly devised speaking and writing tasks.

When students are developing their academic literacy, the complex relationship between developing their own voice and referring to the work of others is central. Reflective writing is first-person writing in that it starts with a description in context of personal experience. In our academic contexts, we can also emphasize the post-descriptive stages of analysis and evaluation of our own experience which can be informed by reference to relevant literature. In this paper, we attempt to provide a new insight into reflective writing from the recent philosophical past. We outline a potentially relevant contribution from the philosophy of phenomenology, especially in the way it explores the essential relationship between a so-called 'subjective' first person voice and 'inter-subjectivity' and 'objectivity'. Reflective writing is justified as a pedagogical activity or as a professional training activity if it helps 'us' make sense of our own experience, with a view to making the next experience more satisfying or successful. Our own reflection in this paper on the experience of reflection itself attempts to respect the tradition of confronting first-person experience with external knowledge. We conclude (and so attempt to argue) that there is value in using the arguments from a philosophy that calls itself a (or the) philosophy of life. Using our own hermeneutic readings of examples from our own students' reflective writing, we attempt to ground and enrich a potentially valuable holistic activity which can transcend subjectivity and take learning well beyond the classroom.

This paper focuses on the similarities and differences between Content and Language Integrated Learning
(CLIL) and English for Specific Purposes (ESP), highlights the main features of CLIL pedagogy and shows how they were implemented in the design of an ESP Journalism course in a Greek institution. The 4 Cs Framework (communication, content, cognition, and culture) was implemented as the theoretical basis for the design of the course. Emphasis was placed to both content and language learning through a multiple focus on language, content learning and cognition, through the construction of a safe and enriching classroom environment and the promotion of active and co-operative learning. Moreover, the use of authentic materials through scaffolding, and the use of interaction as a technique to accompany learning and to make students increasingly autonomous have also been used in the materials design of the course.

This extended assignment for my Cambridge Delta Module 3 is devoted to teaching EAP in high school contexts. The paper proposes a course of academic writing targeted at Year 2 learners following the International Baccalaureate Diploma Programme (IB DP) in Moscow, Russia. The grade awarded by Cambridge: Pass with Merit. The full text of the assignment and all the appendices are published here.
"DELTA Module Three aims to develop candidates’ knowledge of, and competence in, course planning and assessment in relation to a specialist area, and includes: research into a specialist area; approaches to needs analysis; curriculum and syllabus design principles and different types of syllabus; course design and evaluation; and assessment of learners."

This Cambridge DELTA Module 3 EAP Extended Assignment obtained a Distinction. A concern for an approach to language teaching based on language as it is used in academic target situations helped to develop an in-sessional EAP course for a group of PhD students of Philosophy in Spain.

The aim of this assignment is to investigate the learning context and identify specific areas of language difficulty or weakness in English for a specific learner, to make suggestions for specific language and/ or skill focused activities along with a rationale for the use of these activities with the specific learner outlined.

As ‘pure’ businesses have encroached into the ELT industry in Ireland, so they have brought with them practices and structures previously unknown to the sector: for some this is welcome, signalling that the industry has finally come of age, heralding a widening of career opportunities for those working within it; others have a less charitable attitude bemoaning the move towards commercialisation and greater job insecurity (Pickering, G. 2001).
It is the ethical implications of these changes on the employer/employee relationship in an Irish Language Teaching Organisation (LTO) that are the concern of this study. The LTO in question was recently acquired by a private equity firm. Part of the management overhaul precipitated by the acquisition included the creation of the post of Human Resources Manager (HRM). One of the first responsibilities of which was to produce an employee handbook outlining the duties, obligations and rights of the workforce. It is argued here that this document with its objective rules and regulations may seem unfair when exposed to the subjective and intuitive moral judgments of employees. It is proposed here that it is only through the application of informational justice that contested managerial policy can be perceived as just or not by employees. A finding confirmed by empirical research which demonstrated that employees consider management actions “fair if it gives them the opportunity to be heard and treats them with respect.” (Klosko, 1997, p.272)

While universities devote great effort to initial EAP instruction, many question the effectiveness of such instruction on student production. The present study seeks to determine whether EAP instruction results in a longitudinal linguistic variation in the direction of the established norms of an academic register, which by extension, would provide a quantifiable linguistic measure of EAP course effectiveness. This paper adopts a multidimensional analysis (Biber, 1988) of a longitudinal corpus of written EAP essays and reports totalling 213,408 words, collected from freshman Chinese undergraduate students at a university in Hong Kong. The data was collected over a semester's EAP training at three data points (pre-EAP training, immediate post-training and final written examination). The results of the multidimensional analysis exhibit considerable variation between data points in the direction of academic discourse across all five dimensions analysed, including a drop in the use of first person pronouns and the mechanical use of discourse connectives, alongside an increased emphasis on nominalisation and more careful, hedged, presentation of stance. The findings suggest a warmly positive effect of EAP instruction on learner production after only a single semester. A number of pedagogical opportunities for the data are also outlined including the benefits of such analysis for written corrective feedback and future analysis of discipline-specific L2 discourse.

While the number of research articles written by non-native speakers of English and published in English-medium international journals is on the rise, little is known about the extent to which that trend may be affecting the way in which English is used in that genre. To address this gap, a corpus comprising 192 non-native English articles published in 8 different international journals, spanning two different time periods (2000–2005 and 2010–2015), was compared with a parallel native-speaker corpus from the same journals and of the exact same characteristics. Analysis of the various word and phrase lists generated by the corpora show that there are a number of lexical items used by non-native authors that are used significantly less by native speakers — if at all. The identified items were shown to be used by several different nationalities, and consistently attested in the majority of the journals sampled. Moreover, comparison between the two time periods reveals that all items have become increasingly accepted over the years. It is concluded that this exploratory study merely scratches the surface in terms of the extent of ELF that may be present in international academic publication. Directions for future research are suggested.

In Genre Analysis Swales encouraged us to see genres in terms of the communities in which they are used and as a function of the choices and constraints acting on text producers. It is this sensitivity to community practices which make genre a rich source of insights into two key concepts of the social sciences community and identity. In this paper I take up these themes to explore the relationships between community expectations and the individual writer. To do so I use a corpus approach to recover evidence for repeated patterns of language which encode disciplinary preferences for different points of view, argument styles, attitudes to knowledge, and relationships between individuals and between individuals and ideas. The paper attempts to show how genre can offer insights into the ways actors understand both the here-and now interaction (the context of situation) and the broader constraints of the wider community which influence that interaction (the context of culture), revealing something of actors' orientations to scholarly communities and the ways they stake out individual positions.

Students and educators at the University of Western Sydney (UWS) have long had to confront issues of social isolation-division: geography, migration, class, welfare-capital inequities, wide variations in English-language competence and accent, and lower than national-average educational backgrounds. Various offensive labels have been invented, or re-applied, by the wider community to refer to the people who live in the suburban areas serviced by this university. These labels are symbolic of much deeper social divisions, but they can also be seen as derogatory referents to people with low social –including linguistic - capital. A new, linguistics-based approach to the teaching of Academic English at UWS seeks to reverse the stigma of offensive labelling as an impediment in the pursuit of literacy, motivation and, ultimately, social empowerment. Indeed, it may very well be true that, for many of these students, the perceived deficiencies in capital are actually linguistic and cognitive advantages which directly assist in their apprehension of the academic register of English.

This paper outlines the design, development, and implementation of a first-year academic English course at a Japanese university with a focus on designing materials that encourage active learning through project-based learning (PBL). The authors explicate the process of course design and material creation designed to incorporate academic genres into communicative tasks. This paper should be of interest to educators who are involved in curriculum design, course design, and material creation.

The way engineering students perceive an engineering course that is co-taught between an English instructor and two engineering faculty at an English medium instruction (EMI) university has not been studied. In order to better understand how students perceive such a course, a survey consisting of 12 items with a 5-point Likert-scale and two open-ended questions was distributed to 45 Emirati male and female sophomore engineering students at a UAE university. Ten semi-structured interviews were also conducted. Three themes were identified from the interviews: writing and research skills, language and communication support, and distribution of responsibility. Results also indicate that most students found that having an English instructor co-teach their course was beneficial and made a meaningful impact on their learning and language development. Implications for practice and suggestions for future research are discussed, along with the role instructors from different disciplines can play in developing an effective co-teaching course.

In Chapter 19, Handoyo Widodo provides a theoretical and practical account of how to teach English for Specific Purposes in general and English for Vocational Purposes (EVP) in particular. He presents such key issues as needs analysis in ESP, EVP, elements of EVP materials, and Vocational English tasks that ESP teachers may adopt or adapt.

Although poster sessions are generally considered less prestigious than paper sessions (Swales & Feak 2000; Swales 2004), they play an important part in scientific conferences and constitute a valid alternative to paper presentations and an interesting and engaging event to participate in. Although systematic analyses based on poster corpora are rare, a number of studies have revealed which communicative strategies are employed where, which communicative strategies (visual and textual) are allowed and finally, which communicative strategies should be well-known to novice authors attempting to enter the academic community (Wittich & Schuller, 1973; Dubois, 1985; Woolsey, 1989; Matthews, 1990; Tham, 1997; Gosling 1999; Purrington, 2004; Stoss, 2010; D’Angelo 2012, 2014). The present chapter will provide an analysis of the available literature on the poster genre, highlighting main findings and the relevant changes the genre is currently undergoing. Because of its multimodal nature, th...

This study employed a corpus analysis to describe differences in lexical bundle patterns between English for academic purposes (EAP) reading textbooks and lower-division university textbooks by focusing on three characteristics: (1) the frequency of occurrence of bundles, (2) the frequency of bundle structures (e.g., phrasal vs. clausal), and (3) the frequency of bundle discourse functions (e.g., stance, discourse organizers, and referential; see Biber et al., 2004; Biber, 2006). Results revealed that the corpus representing lower-division university textbooks employed more passive bundles, intangible framing bundles, and text deixis bundles. On the other hand, the corpus representing EAP reading textbooks contained more prepositional phrase bundles, anticipatory it bundles, and place bundles. A qualitative comparison also revealed that quantity bundles in the corpus representing lower-division university textbooks made reference to technical and academic calculations. These results show how the communicative purposes of EAP reading textbooks differ from introductory university textbooks, which can be used to inform EAP reading instruction.

In the process of translation, students with a low level of L2 proficiency are very likely to encounter certain difficulties. This paper attempts to single out and analyse some of the most frequent errors made by students of mathematics and natural sciences learning ESP. In order to improve their Serbian-English translation classes, the most evident errors are being analysed with the focus on students' most obvious weak point – syntax. Speaking of the typology of errors, this paper focuses on errors related to syntax, as they are present to a great extent, while errors referring to phonology, semantics and lexis are disregarded. The errors are addressed as interlingual and the mother tongue interference is analyzed. Therefore, the paper discusses the matter of syntax with an aim to help students and improve their translation classes.