Journal of English for Academic Purposes最新文献

Noun phrase complexity in English integrated writing placement test responses 英语综合写作分级测试答案中的名词短语复杂性

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-10-22 DOI: 10.1016/j.jeap.2024.101452

{"title":"Noun phrase complexity in English integrated writing placement test responses","authors":"","doi":"10.1016/j.jeap.2024.101452","DOIUrl":"10.1016/j.jeap.2024.101452","url":null,"abstract":"<div><div>Research has shown that the use of noun phrases is a salient characteristic favored in academic writing (Biber et al., 2011; Biber & Gray, 2011; Parkinson & Musgrave, 2014). Although studies have examined the structure of noun phrases, further research is needed to deepen our understanding of noun phrase complexity in order to inform the instructional content of academic writing courses. In response to this need and the call for more empirical evidence for the developmental stages for complexity features proposed by Biber et al. (2011), this study aimed to investigate differences in the use of noun modifiers among second language learners of English at varying proficiency levels. A corpus consisting of 286 essays, written by international students in response to an English integrated writing placement test, was analyzed for grammatical structures of noun phrases. Results indicated that more proficient writers employed significantly more attributive adjectives, prepositional phrases, finite relative clauses with non-animate head nouns, and nonfinite relative clauses. These findings support previous research on the relationship between writing proficiency and the use of noun modifiers and provide implications for both academic writing instruction and the development of writing assessment criteria.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing advanced citation skills: A mixed-methods approach to corpus technology training for novice researchers 开发高级引文技能：采用混合方法对研究新手进行语料库技术培训

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-10-18 DOI: 10.1016/j.jeap.2024.101451

{"title":"Developing advanced citation skills: A mixed-methods approach to corpus technology training for novice researchers","authors":"","doi":"10.1016/j.jeap.2024.101451","DOIUrl":"10.1016/j.jeap.2024.101451","url":null,"abstract":"<div><div>In contrast with most existing corpus technology (CT) studies which focus primarily on general vocabulary and grammar learning, this study investigates the effectiveness of CT in addressing challenges encountered by novice researchers in improving an advanced linguistic skill in EAP writing: using reporting verbs to express rhetorical functions in citations in literature reviews. An eight-week CT training programme featuring a practical framework of the rhetorical functions of citations and utilising the Parallel EAP Corpora was implemented for 50 Chinese postgraduate students who were L2 English users. A mixed-methods approach was adopted. Paired-samples t-tests demonstrated statistically significant improvement with medium effect sizes in the frequency and diversity of reporting verb usage in citations, as well as in the complexity of expressing rhetorical functions of citations. These findings were further corroborated by corpus-aided descriptive statistical and textual analyses. Questionnaire data and interviews further revealed students' positive evaluations towards the training informed by the Parallel EAP Corpora, which facilitated participants' learning in various ways. These findings hold substantial value for EAP pedagogy, indicating that the incorporation of pedagogically sound CT training can significantly improve novice researchers’ development of academic discourse through nuanced citation practices and advanced rhetorical strategies for composing literature reviews.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Writing a successful applied linguistics conference abstract: The relationship between stylistic and linguistic features and raters’ evaluations 成功撰写应用语言学会议摘要：文体和语言特点与评分者评价之间的关系

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-10-14 DOI: 10.1016/j.jeap.2024.101450

{"title":"Writing a successful applied linguistics conference abstract: The relationship between stylistic and linguistic features and raters’ evaluations","authors":"","doi":"10.1016/j.jeap.2024.101450","DOIUrl":"10.1016/j.jeap.2024.101450","url":null,"abstract":"<div><div>The conference abstract (CA) is a promotional genre that is vital to academic success. However, composing a high-quality abstract can be challenging for both first (L1) and second language (L2) writers. Some researchers have performed contrastive analyses of accepted/rejected CAs, yet few studies have analyzed the extent to which different stylistic and linguistic features can predict reviewers' scores. The current study furthers this line of inquiry, while also responding to scholars' recent calls for more replication work in the fields of applied linguistics and second language acquisition. Using a corpus of 304 abstracts from an applied linguistics conference, the current study is an approximate replication that analyzes the extent to which 32 variables are predictive of CA raters’ evaluations. Data analyses consisted of multiple stages, including examining the relationships between CA scores and nine stylistic variables (e.g., rhetorical moves, study completeness) and 23 linguistic variables (e.g., grammatical errors, and lexical and syntactic complexity measures). Statistically significant variables were then entered into a regression model. Results suggest that seven variables accounted for approximately 25 percent of CA scores. The pedagogical implications of these findings are discussed for L1/L2 writers, along with future research directions.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From words to senses: A sense-based approach to quantitative polysemy detection across disciplines 从词语到意义：基于感官的跨学科多义词定量检测方法

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-10-12 DOI: 10.1016/j.jeap.2024.101449

{"title":"From words to senses: A sense-based approach to quantitative polysemy detection across disciplines","authors":"","doi":"10.1016/j.jeap.2024.101449","DOIUrl":"10.1016/j.jeap.2024.101449","url":null,"abstract":"<div><div>Interdisciplinary polysemy refers to the phenomenon in which a word is understood and used differently across disciplines or fields. Nuanced variations in word meanings pose a significant challenge to effective communication and knowledge integration, especially in academic and professional settings. To address these issues, we propose the Interdisciplinary Polysemy Detection (IPD) method, which streamlines the identification of polysemous words by making the process more automatic, objective and efficient. IPD not only identifies polysemous words but also quantifies the extent of semantic variation within and across disciplines, providing deeper insights into the scale and nature of meaning shifts in different contexts. The evaluation results demonstrate that IPD can identify interdisciplinary polysemy effectively, showing heightened sensitivity to subtle differences in word senses. This sensitivity makes IPD a useful tool for both researchers and educators, helping to improve communication across fields and contributing to the development of more tailored pedagogical resources. The broader implications of this method may extend to enhancing the understanding of semantic variation in interdisciplinary research and advancing knowledge transfer between specialised domains.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing a genre-based research article reading module for undergraduate students 为本科生开发基于体裁的研究文章阅读模块

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-10-01 DOI: 10.1016/j.jeap.2024.101448

{"title":"Developing a genre-based research article reading module for undergraduate students","authors":"","doi":"10.1016/j.jeap.2024.101448","DOIUrl":"10.1016/j.jeap.2024.101448","url":null,"abstract":"<div><div>Although research articles (henceforth RA) have been widely used in undergraduate teaching as assigned readings or supplementary teaching materials, studies addressing students' challenges in RA reading are infrequent. We conducted a two-cycle action research to examine the effect of genre instruction on RA reading comprehension of Year 3 and 4 undergraduate students in economics. In Cycle 1, students (n = 34) were introduced to move structures of conventional sections, including Introduction, Method, Results, Discussion, and Conclusion; in Cycle 2, students (n = 34) were introduced to a discipline-specific move model of economics. Apart from the conventional sections, the model used in Cycle 2 also describes the rhetorical structure of discipline-specific sections, such as Theoretical Model, Econometric Model, Robustness, and Mechanisms. Summary writing and multiple-choice tests were used to measure students' improvements in reading comprehension. The findings show that Cycle 2 instruction significantly improved students’ performance in summary writing (medium effect size) and multiple-choice tests (small effect size), whereas Cycle 1 instruction did not. Also, fewer students in Cycle 2 perceived cognitive overload challenges than their peers in Cycle 1. The findings can be useful for EAP practitioners teaching similar cohorts of students.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142425174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effect of intralingual live subtitling on students’ performance and perception in EMI lectures in Flanders: A pilot study 在佛兰德斯的 EMI 讲座中，内部语言实时字幕对学生表现和感知的影响：试点研究

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-09-17 DOI: 10.1016/j.jeap.2024.101445

{"title":"The effect of intralingual live subtitling on students’ performance and perception in EMI lectures in Flanders: A pilot study","authors":"","doi":"10.1016/j.jeap.2024.101445","DOIUrl":"10.1016/j.jeap.2024.101445","url":null,"abstract":"<div><p>One of the challenges in higher education is providing educational access to an increasingly multilingual and multicultural student population. Universities are therefore considering using English as language of instruction (EMI), but students' limited proficiency in English can be a drawback. Live subtitling might help to overcome this language barrier. The aim of this article is to report on (1) whether these subtitles influence their performance and (2) how university students in Flanders perceive EMI lectures with intralingual live subtitles. This has been investigated during five 2-h Marketing lectures taught in English to students of Economics who have Dutch as mother tongue (27% bilingual). The live subtitling was produced in each lecture in real time through respeaking during two lecture fragments of approximately 25 min. Quantitative and qualitative data have been collected using (1) online language tests, consisting of a certified listening test and vocabulary test to determine the students’ English proficiency; (2) an online demographics questionnaire (e.g. mother tongue and self-reported proficiency in English); (3) tests after each lecture about the content and perception of the lecture. The findings show that, on average, students performed noticeably better in a comprehension test when given intralingual live subtitles.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142272665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Tracking the changing patterns of graphic data commentary in economics research articles over time: A local grammar study 追踪经济学研究文章中图形数据评论随时间推移而变化的模式：地方语法研究

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-09-16 DOI: 10.1016/j.jeap.2024.101437

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Exploring the differences in syntactic complexity between lay summaries and abstracts: A case study of The New England Journal of Medicine 探索非专业摘要与摘要在句法复杂性上的差异：新英格兰医学杂志》案例研究

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-09-10 DOI: 10.1016/j.jeap.2024.101444

{"title":"Exploring the differences in syntactic complexity between lay summaries and abstracts: A case study of The New England Journal of Medicine","authors":"","doi":"10.1016/j.jeap.2024.101444","DOIUrl":"10.1016/j.jeap.2024.101444","url":null,"abstract":"<div><p>This study explores the difference in syntactic complexity between lay summaries (LSs) and scientific abstracts holistically and across their common rhetorical moves. Twenty-three syntactic complexity indices were employed to analyze a corpus of LSs and their counterpart abstracts from <em>The</em> <em>New England Journal of Medicine</em>. The analyses revealed that the LSs employed significantly shorter production units, more subordinate structures, more verb phrases, but fewer coordinate phrases and fewer complex nominals. Notably, the number of specific noun modifiers within complex nominals did not differ significantly between the two groups, indicating a comparable level of nominal sophistication. Moreover, we observed significant differences in the syntactic complexity of sentences realizing the common rhetorical moves across the two genres. Specifically, sentences introducing background and presenting results were syntactically simpler in the LSs, whereas the syntactic complexity of sentences summarizing methods and drawing conclusions remains largely consistent across both groups. The study contributes to a deeper understanding of the linguistic features of LSs and offers useful implications for LS writing practice.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142244137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-09-04 DOI: 10.1016/j.jeap.2024.101435

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BALEAP news - Introduction to SIGs: Meet the in-sessional special interest group BALEAP news - 小组简介：认识会期特别兴趣小组

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-09-01 DOI: 10.1016/j.jeap.2024.101436

引用次数: 0