Discipline specificity and EAP.

Introduction It is the custom in learner-centred EAP classes for teachers to give students a choice of topics to study. Some students ask for texts from subject areas outside their chosen field of study in the hope that such topics, being novel, might be more interesting (see Carrell, 1983 on salience, and Fransson, 1984 on interest). Others, however, prefer texts relating to their academic area so that they can gain practical experience of typical texts in their field of study. (By ‘text’ here, I am referring to both written and spoken texts.) It is these latter students that we are concerned with here, since their wishes tie in not only with theories about ESP teaching (see, for example, Dudley Evans, 1994; and Waters, 1997), but also with theoretical work in the area of cognition, notably schema theory and notions of how knowledge is stored in the brain. Before I move on to discuss different theories of comprehension, I should explain what I mean by EAP. Since EAP is concerned with the English required for the specific purpose of studying at universities and colleges, it can be seen as being subordinate to ESP (see Jordan, 1989, and Robinson, 1991). EAP courses can be divided into those for English for General Academic Purposes (EGAP) and those for English for Specific Academic Purposes (ESAP) (see Blue, 1993; Jordan, 1997; Dudley-Evans and St John, 1998).