Journal of English for Academic Purposes最新文献_第3页

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

Wenshu Geng , Maocheng Liang

{"title":"From words to senses: A sense-based approach to quantitative polysemy detection across disciplines","authors":"Wenshu Geng , Maocheng Liang","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":"72 ","pages":"Article 101449"},"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

Guangsa Jin, Chenle Li, Ya Sun

{"title":"Developing a genre-based research article reading module for undergraduate students","authors":"Guangsa Jin, Chenle Li, Ya Sun","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":"72 ","pages":"Article 101448"},"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

Yanou Van Gauwbergen, Isabelle S. Robert, Iris Schrijver

{"title":"The effect of intralingual live subtitling on students’ performance and perception in EMI lectures in Flanders: A pilot study","authors":"Yanou Van Gauwbergen, Isabelle S. Robert, Iris Schrijver","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":"72 ","pages":"Article 101445"},"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

Yiming Zhang , Lei Zhang

引用次数: 0

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

Mengchao Kang , Tan Jin , Xiaofei Lu , Haomin Zhang

{"title":"Exploring the differences in syntactic complexity between lay summaries and abstracts: A case study of The New England Journal of Medicine","authors":"Mengchao Kang , Tan Jin , Xiaofei Lu , Haomin Zhang","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":"72 ","pages":"Article 101444"},"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

Yi An, Hang Su

引用次数: 0

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

From general critical questions to scheme-relevant critical questions in the instruction on argument evaluation for EFL graduate students: A two-cycle action research 英语语言学研究生论证评价教学中从一般批判性问题到与计划相关的批判性问题：两周期行动研究

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-09-01 DOI: 10.1016/j.jeap.2024.101433

Yao Du , Xinjie Gao

{"title":"From general critical questions to scheme-relevant critical questions in the instruction on argument evaluation for EFL graduate students: A two-cycle action research","authors":"Yao Du , Xinjie Gao","doi":"10.1016/j.jeap.2024.101433","DOIUrl":"10.1016/j.jeap.2024.101433","url":null,"abstract":"<div><p>For graduate students to succeed, acquiring skill at evaluating arguments is crucial, but reaching mastery at argument evaluation necessitates perspicacity and a willingness to challenge recognized authorities, published articles, and heretofore accepted “truths.” Teaching university students to become more effective at critique, however, has seldom been the focus of academic study within the context of English as a foreign language (EFL). In this action research, a critical-question approach was employed in an English for Academic Purposes (EAP) class designed to instruct graduate-level science majors to critique popular science articles. Instructional focus shifted, as the action research progressed, from general critical questions to scheme-relevant critical questions drawing upon Walton's argumentation scheme theory. Students' skill development level was assessed through group oral critiques and individual critique essay writing. Subsequent discourse-based interviews with five students revealed nuances in skill development. Results indicated that students' oral critique skills improved over time, whereas substantial enhancements in the targeted goal of their critique essay writing did not materialize. This study showcases how EFL university students' exposure to societal, rhetorical and power dynamics within a specific sociocultural context can impact their performance in critiquing written English text.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101433"},"PeriodicalIF":3.1,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142097360","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

Evaluating English-medium instruction in higher education: EMI-QE 评估高等教育中的英语教学：EMI-QE

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-09-01 DOI: 10.1016/j.jeap.2024.101434

Athip Thumvichit , Wutthiphong Laoriandee

{"title":"Evaluating English-medium instruction in higher education: EMI-QE","authors":"Athip Thumvichit , Wutthiphong Laoriandee","doi":"10.1016/j.jeap.2024.101434","DOIUrl":"10.1016/j.jeap.2024.101434","url":null,"abstract":"<div><p>English-medium instruction (EMI) is on the rise in higher education (HE) across the globe. Despite this trend, a gap remains in the evaluation of EMI programs, leaving the question of what constitutes good practices in EMI largely unresolved. Moreover, the intersection between EMI and program evaluation is still elusive, resulting in a dearth of universally accepted guidelines and tools for evaluating EMI. This study introduces the English-Medium Instruction Q Evaluation (EMI-QE), an instrument designed to assess EMI in HE. The EMI-QE was demonstrated in a computer science program and was found to reflect several key strengths (e.g., lecturers’ confidence in using English and language support) and areas for improvement (e.g., lectures’ communication gaps and cultural sensitivity) of the program. In addition to addressing English proficiency and implementing an English certification policy, it was recommended that the program offer professional development on cultural sensitivity and inclusive teaching practices in order to address diversity issues, ensuring that all students, regardless of their backgrounds, are well supported.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101434"},"PeriodicalIF":3.1,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142150155","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

Analyzing engagement strategies in argument chain: A comparison between high- and low-scoring EFL undergraduate argumentative essays 分析论证链中的参与策略：高分和低分 EFL 本科生议论文的比较

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-09-01 DOI: 10.1016/j.jeap.2024.101428

Yifan Geng, Gong Chen, Ming Li

{"title":"Analyzing engagement strategies in argument chain: A comparison between high- and low-scoring EFL undergraduate argumentative essays","authors":"Yifan Geng, Gong Chen, Ming Li","doi":"10.1016/j.jeap.2024.101428","DOIUrl":"10.1016/j.jeap.2024.101428","url":null,"abstract":"<div><p>Drawing on Appraisal theory within Systemic Functional Linguistics, this study employs a corpus-based approach to examine how EFL writers of high- and low-scoring argumentative essays use Engagement resources both individually and in combination to construct arguments within the argument chain at the paragraph level. The quantitative analysis reveals that while both groups use Contract Heterogloss more frequently to assert claims and conclusions, low-scoring writers heavily depend on Pronounce, whereas high-scoring writers utilize a diverse range of Contract Heterogloss. The qualitative analysis indicates that high-scoring writers develop and strengthen their assertive claims by presenting solid reasons and credible evidence to engage with potentially dissenting readers. These elements are incorporated into their writing through combinations of Engagement resources, such as Counter + Entertain/Deny/Justify and Endorse/Entertain + Entertain. However, low-scoring writers failed to adequately support their claims by skillfully deploying Engagement resources across different stages of argument, ultimately weakening the persuasiveness of their arguments. Our findings highlight the importance of providing students with instruction on Engagement strategies and their persuasive impact from a dialogic perspective. The identified strategies can therefore serve as pedagogical tools to assist students in constructing effective arguments by adeptly utilizing Engagement resources, facilitating interaction with external viewpoints and readers.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101428"},"PeriodicalIF":3.1,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142097361","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