Reviews 7 7 REFERENCES Berkenkotter, C. & Huckin, T. (1995). Genre knowledge in disciplinary commu- nication. Hillsdale, NJ: Lawrence Erlbaum Associates. MacDonald, S. P. (1992). A method for analyzing sentence-level differences in disciplinary knowledge making. Written Communication, 9, 533~569. Swales, J. (1990). Genre analysis. Cambridge: Cambridge University Press. Greg Myers is a Lecturer in Linguistics at Lancaster University (UK), where he directs the Culture and Communication programme. His publications include Writing Biology: Texts in the Social Construction of Scientific Knowledge (1990) and Words in Ads (1994). He is currently working on a study of environ- mental discourse. ACADEMIC LISTENING: RESEARCH PERSPECTIVES. John Flowerdew (Ed.). Cambridge: Cambridge University Press, 1995, 306 pp. Reviewed by Dana Ferris Academic Listening is a collection of original papers (11 research reports, one review of research, and one opinion paper) on the subject of the academic lecture and its demands on the listening comprehension abilities of second language learners. As Flowerdew notes in his introduction, compared with academic literacy skills, second language lecture comprehension has been largely neglected in the literature on EAP. The stated purpose of the volume is therefore "to fill this gap" by "presenting a state-of-the-art set of research findings concerning the comprehension of aural discourse in a second language" (p. 1). This goal is served admirably through a purposeful mixture of studies repre- senting the major research paradigms operating in applied linguistics. The first section, a single chapter written by Flowerdew, is an overview of previous research on L2 lecture comprehension. Part II consists of four original experi- mental studies on various aspects of the lecture comprehension process. Part III considers specific lectures through applying three different discourse analytic models. The fourth section presents three ethnographic studies, while the final section contains two chapters on "pedagogic applications" related to research on L2 academic listening comprehension. In the Introduction, Flowerdew specifies the target audiences of the book as "teachers of English for Academic Purposes, lecturers in the content areas to non-native speakers of English, researchers in second language lecture compre- hension and discourse analysis, and students on post-graduate courses in