Abstract Academics and research students around the world have increasingly come under pressure to publish in high-ranking English-medium international journals. At the same time, it has been widely recognised that English for Research Publication Purposes (ERPP) pedagogical support can be crucial to the publication success of those scholars and students who use English as an Additional Language (EAL). There has consequently been a growing interest in developing ERPP instructional initiatives. This paper surveys existing reported ERPP pedagogical practices, aiming to answer the research question “What does the literature tell us about the contexts and pedagogical strategies of ERPP instruction led by language teachers?” A selection of 31 articles was retrieved as the focal literature and seven categories of meaning were derived: rationales and local contexts, theoretical underpinnings and pedagogical approaches, writing tasks, instructor and peer feedback, language focus, challenging issues, and specialised vs. specialist knowledge. In view of the huge demand for ERPP intervention, the field can still be considered as underdeveloped. By synthesising the relevant literature to date, this review is timely and will be of value to course designers and ERPP practitioners present and future.

中文翻译：

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用于研究出版目的的英语教学 (ERPP)：语言教师教学计划的回顾

摘要 世界各地的学者和研究生越来越面临在高级英语中等国际期刊上发表论文的压力。与此同时，人们普遍认为，研究出版目的英语 (ERPP) 的教学支持对于使用英语作为附加语言 (EAL) 的学者和学生的出版成功至关重要。因此，人们对开发 ERPP 教学计划越来越感兴趣。本文调查了现有报道的 ERPP 教学实践，旨在回答研究问题“关于语言教师主导的 ERPP 教学的背景和教学策略，文献告诉我们什么？” 检索了 31 篇文章作为焦点文献，并得出了七类含义：基本原理和当地背景、理论基础和教学方法、写作任务、教师和同行反馈、语言重点、具有挑战性的问题以及专业知识与专业知识。鉴于对ERPP干预的巨大需求，该领域仍可以认为是不发达的。通过综合迄今为止的相关文献，这篇综述是及时的，对课程设计者和 ERPP 从业者现在和未来都有价值。