مجلة الرسالة للدراسات والبحوث الإنسانية
Volume 11, Numéro 3, Pages 104-124
2026-09-17

A Discourse-informed Approach To Eap Pedagogy For Stem Fields: Integrating Register, Genre, And Rhetorical Moves



Authors : Nedjar Amira .

Abstract

Register, genre, and rhetorical move theories have all contributed to English for Specific Purposes (ESP), particularly English for Science and Technology (EST). Despite emerging at different stages, these approaches should be viewed as complementary frameworks for understanding and teaching academic discourse. However, EAP instruction for STEM students often remains limited to language forms and isolated academic skills. In response, this paper explores the pedagogical value of an integrated discourse-informed approach to EAP at tertiary level. Based on existing research, it highlights the role of discourse awareness in academic English and suggests practical classroom applications that help students master register, genre, and rhetorical moves. The paper concludes that combining these three dimensions can offer a comprehensive framework for ESP materials design and support the development of students’ academic literacy in scientific fields

Keywords

academic literacy ; discourse awareness ; English for Specific Purposes ; genre analysis ; register analysis ; rhetorical moves

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