Genre learning from the EAP class to undergraduate research symposiums

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes Pub Date : 2024-10-25 DOI:10.1016/j.esp.2024.10.004

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引用次数: 0

Abstract

English for Academic Purposes (EAP) courses have provided undergraduate students with a supporting structure for their research. After leaving these courses, students may write their senior theses or write for research journals or research symposiums. What genre knowledge and writing expertise will they gain through these activities and how? This paper examines the genre learning of a group of Chinese university students as they participated in three undergraduate research symposiums (URSs). The study reveals that they furthered genre knowledge across five domains—subject matter knowledge, formal genre knowledge, rhetorical knowledge, process knowledge, and genre awareness. They achieved these gains as they searched for appropriate research questions and analytical models, annotated and modelled Chinese research articles, experimented with new genre forms critically across lingua-cultural differences, negotiated with non-disciplinary raters and shifting rating criteria of the URSs, and managed their affect productively. Given the affordances of URSs, we conclude the study by suggesting ways to strengthen the ties between the EAP curriculum and URSs.

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从 EAP 课到本科生研究专题讨论会的体裁学习

学术英语课程（EAP）为本科生的研究工作提供了支持性结构。离开这些课程后，学生可能会撰写毕业论文，或为研究期刊或研究研讨会撰稿。通过这些活动，他们将获得哪些体裁知识和写作技巧？本文研究了一组中国大学生在参加三次本科生研究讨论会（URS）过程中的体裁学习情况。研究显示，他们在五个领域（主题知识、正式体裁知识、修辞知识、过程知识和体裁意识）进一步学习了体裁知识。他们在寻找合适的研究问题和分析模型、对中文研究文章进行注释和建模、跨越语言文化差异批判性地尝试新的体裁形式、与非学科评分者和不断变化的URS评分标准进行协商，以及有效地管理自己的情绪的过程中获得了这些收获。鉴于URS的优势，我们在研究的最后提出了加强EAP课程与URS之间联系的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

English for Specific Purposes LINGUISTICS-

CiteScore

5.70

自引率

8.00%

发文量

审稿时长

62 days

期刊介绍： English For Specific Purposes is an international peer-reviewed journal that welcomes submissions from across the world. Authors are encouraged to submit articles and research/discussion notes on topics relevant to the teaching and learning of discourse for specific communities: academic, occupational, or otherwise specialized. Topics such as the following may be treated from the perspective of English for specific purposes: second language acquisition in specialized contexts, needs assessment, curriculum development and evaluation, materials preparation, discourse analysis, descriptions of specialized varieties of English.