Teaching materials developed in-house are commonly used in EAP courses; however, research on their linguistic content, which can have important pedagogical implications, is scarce. This study examines the occurrence and repetition of general academic vocabulary, operationalised as the Academic Vocabulary List (AVL) (Gardner & Davies, 2014), in the printed teaching materials developed in-house and used in a presessional EAP course at a UK university. The course was divided into three modules and taught over five weeks. At the end of each week, teachers provided us with photocopies of the printed teaching materials they had used. A corpus was compiled from the printed materials of each module. The results show that 846 AVL lemmas (i.e., 28.07% of the lemmas in the AVL) appeared in the materials. They were not equally distributed among the three modules and only 90 AVL lemmas overlapped across modules. The results also show that the average repetition rate of AVL lemmas in the materials was unlikely to lead to the incidental development of recall knowledge from exposure to these materials alone. Recommendations are made for the development of in-house EAP materials and teaching activities that increase students' exposure to academic vocabulary and facilitate its learning.

内部开发的教材通常用于EAP课程；然而，对它们的语言内容的研究可能具有重要的教学意义，目前尚缺乏。这项研究调查了内部开发并在英国大学的学前EAP课程中使用的印刷教材中作为学术词汇表（AVL）（Gardner＆Davies，2014）操作的一般学术词汇的发生和重复。该课程分为三个模块，并持续了五个星期。每周结束时，老师们会向我们提供他们使用过的印刷教材的影印本。从每个模块的印刷材料中编译出一个语料库。结果表明，在材料中出现了846个AVL引理（即AVL中引理的28.07％）。它们在三个模块中分布不均，并且在各个模块之间仅重叠了90个AVL引理。结果还表明，材料中AVL引理的平均重复率不太可能导致仅通过接触这些材料而引起的召回知识的偶然发展。为开发内部EAP资料和教学活动提出了建议，以增加学生对学术词汇的了解并促进其学习。