The methodology appropriate to EAP is dependent upon that of ESP in general, of which it is a branch. Thus, the closely linked and interweaving strands of functional syllabus, communicative and learning-centred approaches, and authenticity, relevancy and appropriacy in language and materials, are all relevant to EAP. Much has been written about these various facets: a selection of the views with their different emphases will be considered below. We shall then try to draw together the threads into a coherent whole.

A useful summary and critical analysis of language teaching methods generally is provided by Nunan (1991) and Richards and Rodgers (1986). References to materials in this chapter will only be in general. Specific study skills and examples from published books will be looked at in Chapters 9–15.

Methodological principles

Phillips (1981) proposed that the Language for Special/Specific Purpose (LSP) course must set the student various tasks, and that these tasks ‘must reflect the structural characteristics of the learner's special purpose’ and must be as integrated as possible and not divided into minute, discrete elements. Within the context of EAP this could mean, for example, a set of lectures or a series of seminars. Acceptance of this approach entails the adoption of four essential principles:

1. reality control: ‘control of the difficulty of the task demanded of the LSP student is exercised by means of the procedures of simplification appropriate to the field of activity constituting his or her special purpose’;

2. […]