Phrases in EAP academic writing pedagogy: Illuminating Halliday’s influence on research and practice

Abstract

This paper looks at how phrases are conceptualized in English for Academic Purposes (EAP) research and practice. It presents examples of phrases identified in academic discourse by EAP researchers, and compares these with examples of the phrases taught in EAP writing course books. The paper highlights the ways in which the forms and functions of phrases recommended for teaching by EAP researchers are different from the forms and functions recommended for teaching in EAP writing materials. This paper illustrates this apparent divergence between EAP research and practice through reviewing the concept of ‘function’ as applied to phrases in both academic discourse research and EAP pedagogy. It then compares the forms and functions categories for six sets of phrases: two produced by researchers and intended for pedagogy, and four found in teaching materials. The paper suggests that, in this area of EAP at least, Halliday’s work is more directly influential on current research than on current practice, and that EAP phraseology is one area where the growing gap between EAP research and practice can in future be quantified.