overall, and provides a valuable resource for both novice and experi-

enced English language teachers as well as graduate students in

applied linguistics.

REFERENCES

Cobb, T., & Boulton, A. (2015). Classroom applications of corpus analysis. In

D. Biber & R. Reppen (Eds.), English corpus linguistics (pp. 478–497). Cambridge,
England: Cambridge University Press.
Le
nko-Szyma nska, A. (2017). Training teachers in data-driven learning: Tackling
the challenge. Language Learning and Technology, 21(3), 217–241.
O’Keeffe, A., & McCarthy, M. (Eds). (2012). The Routledge handbook of corpus linguis-
tics. London, England: Routledge.

LYNNE FLOWERDEW
Birkbeck College
University of London
London,United Kingdom

Teaching English to Second Language Learners in Academic

Contexts: Reading, Writing, Listening, and Speaking
Jonathan M. Newton, Dana R. Ferris, Christine C. M. Goh, William
Grabe, Fredricka L. Stoller, and Larry Vandergrift. New York, NY:
Routledge, 2018. Pp. xvii + 286.

doi: 10.1002/tesq.515

W ith the growing demand for English as a global language for aca-
demic exchange, English for academic purposes (EAP) has
gained much prominence in English language teaching and research.
Despite the considerable scholarly attention drawn to the field of EAP,
there are so far few treatises providing a detailed discussion of both
English skills development and pedagogies in academic contexts. In
this regard, this title has particular significance: it provides a theoreti-
cal overview of language skills required for academic work and a prac-
tical guide for foreign or second language skills instruction in EAP
teaching situations; its value is that it meets EAP teachers’ demand of
combining teaching theories and practices.
This book consists of 14 chapters. Chapter 1 presents four overarch-
ing aspects fundamental to language skills instruction—motivation,

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meaningful language use, attention to students’ language knowledge,
and metacognitive awareness. These are highlighted as the underpin-
nings for curriculum design and instructional activities. The four sec-
tions which follow contain theoretical principles about the nature of
language skills and skills development as well as practical guidelines
for skill-based teaching.
Section 1 (Chapters 2–4) revolves around the development of read-
ing comprehension abilities in second language (L2) academic con-
texts. This section begins with a systematic elucidation of reading
comprehension in terms of its cognitive processes, the uniqueness of
L2 reading and the individual variation. The next part presents 12
guiding principles for developing effective L2 reading curricula, to
facilitate students’ long-term development of reading comprehension
abilities. These principles are applicable to pedagogical practice,
assessment design, and policy making. The final part introduces tech-
niques for instruction and assessment with sample activities.
Section 2 (Chapters 5–7) is focused on L2 writing skills. It construes
the unique features of L2 writing by comparing it with first language
(L1) writing and offers a detailed account of writer characteristics and
L2 instructional settings. This section summarizes three major subto-
pics necessary for L2 teachers to consider: teaching approaches, course
design, and strategy training. The next part proposes three principles
for L2 writing course design: the clarification of lesson objectives, the
specific plans in stages of lessons, and the list of in-class activities. This
section also discusses the response and assessment of L2 writing, which
highlight students’ long-term development as L2 writers and the
reflection of their progress in L2 writing.
Section 3 (Chapters 8–10) deals with the theoretical bases of listen-
ing skills and the guidelines for listening curricula. The opening part
accounts for the internal processes of listening comprehension and
various cognitive and affective factors in listening competence. The
subsequent part proposes principles and models for a curriculum ori-
enting towards listening processes. This curriculum aims to train active
listeners by raising students’ awareness of listening tasks and metacog-
nitive awareness about their L2 listening abilities. The proposed teach-
ing models lay emphasis on the development of listening skills both in
and beyond the classroom. This section offers a reference for lesson
planning and assessment options for process-oriented listening peda-
gogies. In terms of lesson planning, the keys to course design are con-
cerned with lesson objectives, lesson phases and the selection of
listening texts; for assessment options, the authenticity of listening
materials and the formative assessment that reflects listening develop-
ment are of primary importance.

REVIEW 597
 The fourth section (Chapters 11–13) centres on L2 speaking. The
first part of this section reveals the nature of L2 speaking by analysing
its distinct features and the elements that lead to the development of
speaking skills. The ensuing part proposes guiding principles for
speaking curricula, all of which place a high value on the practical
functioning of speaking skills in the academic context.
The concluding section (Chapter 14) extracts seven common
themes concerning skills instruction and assessment for academic pur-
poses: integrated-skills teaching undertaken in content-/theme-based
curricula, deliberate practice, the fluency of language performance,
collaborative learning environments, the training of strategic learners,
effective assessment and feedback, and integration of technology into
language teaching. These themes and the foundational assumptions
made in Chapter 1 taken together amount to standards for the quality
of EAP instruction.
Overall, this book offers a professional understanding of language
skills teaching and development in the EAP context. The sections will
not only inform the experience-based actions undertaken by English
teachers, but enlighten the theoretical considerations involving the
linkage among the teacher’s profession, instructional methods, aca-
demic contexts, and students’ individual characteristics.

XING WEI
Tsinghua University, Beijing, China

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