Chinese Journal of Applied Linguistics最新文献

One Journal, Different Practices: A Corpus-Based Study of Interactive Metadiscourse in Applied Linguistics 同一期刊，不同实践：基于语料库的应用语言学互动元话语研究

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2024-07-03 DOI: 10.1515/cjal-2024-0204

Sitong Lu, Feng (Kevin) Jiang

{"title":"One Journal, Different Practices: A Corpus-Based Study of Interactive Metadiscourse in Applied Linguistics","authors":"Sitong Lu, Feng (Kevin) Jiang","doi":"10.1515/cjal-2024-0204","DOIUrl":"https://doi.org/10.1515/cjal-2024-0204","url":null,"abstract":"Research articles are a primary medium for scholars to communicate with disciplinary community, but there is little evidence suggesting how much writing practices on different research subjects within a discipline diverge in a single journal. This study remedies the oversight by comparing the use of interactive metadiscourse in the papers of Applied Linguistics on language acquisition and discourse analysis. Based on a corpus of 30 research articles on each research subject, results show that writers in language acquisition make a significantly more frequent use of additive and consequential transitional markers, reformulators, and non-integral citations. However, discourse analysts prefer to invest in exemplifiers, linear and non-linear references and topic shifts. All the differences can be attributable to the characteristics of disciplinary research paradigms, which lead to different knowledge-making and interactive patterns in academic writing. The findings offer empirical evidence to the rhetorical function of metadiscourse in constructing disciplinary knowledge, and raise pedagogical implications for EAP instructors to help scholars in applied linguistics increase international publications.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"13 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141550359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Metadiscourse in MOOC Video Lectures: Comparison with University Lectures and Disciplinary Variation MOOC 视频讲座中的元话语：与大学讲座和学科差异的比较

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2024-07-03 DOI: 10.1515/cjal-2024-0208

Xiaoli Yu

{"title":"Metadiscourse in MOOC Video Lectures: Comparison with University Lectures and Disciplinary Variation","authors":"Xiaoli Yu","doi":"10.1515/cjal-2024-0208","DOIUrl":"https://doi.org/10.1515/cjal-2024-0208","url":null,"abstract":"Based on Hyland’s (2018) interpersonal model of metadiscourse, this study explores MOOC video lecturers’ use of metadiscourse and compares it to traditional university lecturers’. Disciplinary variation in metadiscourse in the MOOC video lectures has also been investigated. The MOOC corpus consists of sixteen MOOCs across three disciplinary areas, including Arts and Humanities, Engineering and Physical Sciences, and Social Sciences. The results suggest that despite slight differences, the most frequently appearing metadiscourse in the MOOC corpus resembles the patterns found in university lectures, which reveals the remarkable similarities in using metadiscourse between MOOCs and traditional face-to-face lectures. However, different instructional contexts and teacher-student relationships indeed contribute to the variance in the employment of metadiscourse. Overall, MOOC video lecturers employed more interactive metadiscourse but less interactional metadiscourse than university lecturers. Cross-disciplinarily, the use of metadiscourse in MOOC video lectures is considerably influenced by disciplinary features. MOOCs containing more discipline-specific content and requiring intensive cognitive effort tend to use more interactive metadiscourse and engagement markers; while for MOOCs that may include more perspectives than basic facts, boosters and attitude markers seem to be employed more frequently. Possible reasons and purposes of the differentiated use of metadiscourse across disciplines are discussed in detail.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"14 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141550355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Use of Metadiscourse Markers in the Spoken Discourse of Different EMI Disciplines 元话语标记在不同 EMI 学科口语话语中的使用

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2024-07-03 DOI: 10.1515/cjal-2024-0207

Cansu Aykut-Kolay, Banu Inan-Karagul

{"title":"The Use of Metadiscourse Markers in the Spoken Discourse of Different EMI Disciplines","authors":"Cansu Aykut-Kolay, Banu Inan-Karagul","doi":"10.1515/cjal-2024-0207","DOIUrl":"https://doi.org/10.1515/cjal-2024-0207","url":null,"abstract":"Metadiscourse (MD) allows instructors to organize classroom discourse and reflect their own style while delivering the content. MD has been studied for years, especially with a focus on written contexts even though the number of studies conducted on spoken contexts in different educational settings has a tendency to increase. With the increasing spread of English medium instruction (EMI) across the world, the role of MD in EMI classroom discourse has become a field of research that is worth investigating. Concerning the Turkish context, MD has recently been a popular research area, but there are limited number of studies conducted the examination of MD in spoken interactions in the Turkish context. To this end, the current study aims to investigate the distribution and lexicogrammatical realizations of metadiscourse markers employed by the lecturers in the spoken discourse of different EMI courses. A corpus-based discourse analysis was carried out by referring to Ädel’s (2010) framework of metadiscourse. The qualitative and quantitative analyses of the corpus collected from 36 hours of lesson observation have revealed some variations in both the distribution and realization of metadiscursive categories in different EMI courses.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"42 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141550391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Building Successful Communication in EMI Contexts: A Multimodal Approach to Organizational Metadiscourse in Intercultural Lectures 在 EMI 环境中建立成功的交流：跨文化讲座中组织元话语的多模式方法

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2024-07-03 DOI: 10.1515/cjal-2024-0206

Edgar Bernad-Mechó

{"title":"Building Successful Communication in EMI Contexts: A Multimodal Approach to Organizational Metadiscourse in Intercultural Lectures","authors":"Edgar Bernad-Mechó","doi":"10.1515/cjal-2024-0206","DOIUrl":"https://doi.org/10.1515/cjal-2024-0206","url":null,"abstract":"Higher education (HE) has experienced a swift internationalization process in the last decade, introducing English as a Medium of Instruction (EMI) in many universities. This new reality brings about novel challenges for content lecturers as they adapt to a new way of teaching in English for intercultural audiences. Following Ädel’s (2010) taxonomy of metadiscourse, this paper aims to explore the use of organizational metadiscourse in EMI lectures to foster successful communicative interaction and engagement. Assuming that all communication is multimodal, i.e., meaning is conveyed through the combination of several semiotic resources, this paper sets out to go beyond traditional linguistic studies in order to examine the multimodal use of organizational metadiscourse in lectures. To carry out this analysis, three 90-minute-long videorecorded EMI lectures taught at Universitat Jaume I (Spain) were selected, transcribed and manually inspected to account for all instances of organizational metadiscourse. Next, six structuring segments were chosen, i. e. sections within the lectures in which the contents are being organized. Using the software Multimodal Analysis Video, interactions between speech (organizational metadiscourse) and paralanguage, gestures, gaze, proxemics, head movement and facial expression were examined. Finally, the findings were presented to the lecturers in the recordings to obtain an insight perspective. Results show the active utilization of complex multimodal ensembles co-occurring with organizational metadiscourse. These ensembles reveal an underlying aim of achieving successful communication, by accommodating language to a non-native intercultural audience, and engaging the audience. Lastly, these results are interpreted and pedagogical implications for teacher training are put forward.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"44 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141550358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Digesting Psychology: Metadiscourse as a Recontextualising Tool in the Digital Communication of Disciplinary Research 消化心理学：元话语作为学科研究数字传播中的重构工具

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2024-07-03 DOI: 10.1515/cjal-2024-0202

Rosa Lorés

{"title":"Digesting Psychology: Metadiscourse as a Recontextualising Tool in the Digital Communication of Disciplinary Research","authors":"Rosa Lorés","doi":"10.1515/cjal-2024-0202","DOIUrl":"https://doi.org/10.1515/cjal-2024-0202","url":null,"abstract":"Metadiscourse was initially conceived as a tool to explore mainly academic, monologic, written texts. When applied to the study of digital discourse, metadiscourse may reveal itself as a rather frustrating exploratory framework, firstly because of the problematised interaction between writer and reader in an online context where audiences are not easily identifiable and, secondly, because of the multimodal character of digital texts. In the present study, the role played by interactive metadiscoursal resources in online communication has been explored. For such purposes, the focus has been placed on a corpus of digital research digests published on the website of the British Psychological Society, the most important representative body of the profession in the United Kingdom. The study revolves around the function of interactive metadiscourse as a recontextualising tool to facilitate the understanding of complex disciplinary knowledge for potentially less expert readers. Several interactive resources (code glosses, evidentials, transition markers, and frame markers) are identified, which strategically contribute to the mediation of specialised information and which also take advantage of the affordances offered by digital platforms.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"34 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141550360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Here, We Investigate If There Is …”: A Functional Investigation of Self-Mentions in Research Article Abstracts "这里，我们调查是否有......"：研究文章摘要中自我暗示的功能调查

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2024-07-03 DOI: 10.1515/cjal-2024-0203

Erdem Akbaş, Gülin Dağdeviren-Kirmizi, Özkan Kirmizi

{"title":"“Here, We Investigate If There Is …”: A Functional Investigation of Self-Mentions in Research Article Abstracts","authors":"Erdem Akbaş, Gülin Dağdeviren-Kirmizi, Özkan Kirmizi","doi":"10.1515/cjal-2024-0203","DOIUrl":"https://doi.org/10.1515/cjal-2024-0203","url":null,"abstract":"The present study explored authorial presence in the abstracts across three purpose-built discipline-specific corpora of RAs in major but relatively less represented disciplines in corpus studies: Civil Engineering (CE), Political Sciences (PS) and Veterinary Medicine (VM). In particular, due to less attention having been paid to these fields, we examined explicit authorial references with a functional perspective in a corpus of abstracts totaling over one million words. To this end, we first conducted a preliminary search for explicit third-person plural author references in the corpora and manually analysed a total of over 6,000 instances to check if they were all markers signaling an authorial presence in the text. Following this, the second manual analyses concentrated on categorizing the rhetorical functions of self-mentions based on Xia’s (2018) framework. The preliminary findings showed that the frequency of “we”-based authorial references in PS outweighed that in the other disciplines (PS: 722.13; CE: 636.81; VM: 481.30 per 100,000 words). Regarding the density of authorial references, we found that each discipline favored being more visible with divergent authorial roles in their abstracts. For example, PS were more rhetorically present in their abstracts by “proposing a theory or approach” whereas CE and VM authors used fewer self-mentions to mark their presence frequently with this rhetorical device. With respect to the functional analyses of the self-mentions of “we”, all three disciplines displayed more low-stakes functions such as “recount experimental procedure and methodology”. We focused on the significance of cross-disciplinary and functional analysis in the study in order to contribute to designing activities in EAP for each discipline.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"10 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141550357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Framing the Research and Engaging the Reader in Graduate Engineering Students’ Abstracts 工程学研究生论文摘要中的研究框架与读者参与

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2024-07-03 DOI: 10.1515/cjal-2024-0205

Vesna Bogdanović, Dragana Gak

{"title":"Framing the Research and Engaging the Reader in Graduate Engineering Students’ Abstracts","authors":"Vesna Bogdanović, Dragana Gak","doi":"10.1515/cjal-2024-0205","DOIUrl":"https://doi.org/10.1515/cjal-2024-0205","url":null,"abstract":"Writing an abstract is a challenging assignment for graduate students as it requires condensing all the extensive research into a few sentences, providing sufficient background knowledge, and presenting findings compellingly to the academic community. This study observes how graduate engineering students cope with writing their abstracts for their first published papers, with a specific focus on metadiscourse. The study is based on the learner corpus of 1,746 abstracts (117,535 words) written by non-native English speakers in English and Serbian during their Master’s studies. The research follows Hyland’s taxonomy, focusing on interactive frame markers and interactional engagement markers, together with metadiscursive nouns in order to uncover cross-linguistic patterns and pedagogical implications. The comparison of the absolute and relative frequency with statistical significance and log likelihood between Serbian and English sub-corpora demonstrates that students tend to use frame markers with greater frequency in Serbian abstracts than in English ones. Additionally, engagement markers, and especially directives, are used twice as often as frame markers in both sub-corpora, with a higher prevalence in English abstracts. Following the qualitative and quantitative analyses, the findings offer pedagogical implications related to the range of frame markers and metadiscursive nouns used by students to introduce their research aims and the range of engagement markers used to engage readers in their research and thus claim their credibility in academic writing.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"5 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141550392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Metadiscursive Features in Interdisciplinary Lectures: Implications for EAP Notetaking 跨学科讲座中的元话语特征：EAP 笔记的意义

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2024-07-03 DOI: 10.1515/cjal-2024-0209

Hatice Sezgin, Ece Zehir Topkaya

引用次数: 0

Visual Analysis of Dynamic Assessment Research Based on CiteSpace (1990–2022) 基于 CiteSpace 的动态评估研究视觉分析（1990-2022 年）

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2024-07-02 DOI: 10.1515/cjal-2024-0104

Yuxiu Nian, Lili Qin

引用次数: 0

Examining the Construction of “Teaching Assessment Literacy”: A Case Study of Teacher Conceptual Development in Collaborative Research Practice 研究 "教学评价素养 "的构建：合作研究实践中的教师概念发展案例研究

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2024-07-02 DOI: 10.1515/cjal-2024-0105

Luxin Yang, Ning Zhang

{"title":"Examining the Construction of “Teaching Assessment Literacy”: A Case Study of Teacher Conceptual Development in Collaborative Research Practice","authors":"Luxin Yang, Ning Zhang","doi":"10.1515/cjal-2024-0105","DOIUrl":"https://doi.org/10.1515/cjal-2024-0105","url":null,"abstract":"This study explored the trajectory of teacher concept development during collaborative research practice promoted by a university-school partnership teacher development program. Drawing on Vygotsky’s and Engeström’s notion of concept formation, it examined how a secondary EFL teaching-research officer (TRO) negotiated between scientific and everyday concepts as she co-constructed the research theme “teaching assessment literacy” with mentors and fellow teachers mediated by the program. Multiple sources of data were collected over a span of two years, including six rounds of oral defense and research reporting activities, classroom observations, interviews, journals, and research reports. The analysis showed that the TRO experienced a gradually integrated and transformed path of concept development, and also initiated an expansive learning opportunity for her research participants, triggering collective concept development. While the program played a significant role in providing multi-module facilitating activities, academic-practice joint mentoring and collective scaffolding, more subtle guidance is suggested for the tension-laden process.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"64 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141515508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0