Journal of English for Academic Purposes最新文献_第4页

A multi-dimensional analysis of thesis abstracts: Variation across academic levels and L1 backgrounds

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-01-01 DOI: 10.1016/j.jeap.2024.101465

Ahmad Ansarifar , Hesamoddin Shahriari , Shelley Staples , Mohammad Ghazanfari

{"title":"A multi-dimensional analysis of thesis abstracts: Variation across academic levels and L1 backgrounds","authors":"Ahmad Ansarifar , Hesamoddin Shahriari , Shelley Staples , Mohammad Ghazanfari","doi":"10.1016/j.jeap.2024.101465","DOIUrl":"10.1016/j.jeap.2024.101465","url":null,"abstract":"<div><div>This study used a Multi-Dimensional analysis to describe linguistic variation in thesis abstracts based on two factors: academic level and L1 background. To do so, a corpus of 1800 thesis abstracts written by MA and PhD students from three L1 backgrounds (Chinese, Persian, and English) was compiled. Our analysis revealed four dimensions of variation, interpreted as (1) extended procedural/reported discourse versus descriptive, informational discourse; (2) extended contextualization; (3) expression of argument/persuasion; (4) human-focused informational density. The results showed that Dimensions 1 and 3 distinguished between the writing practices of MA and PhD students. Additionally, Dimensions 1, 2, and 3 differentiated the writing of students across L1 backgrounds. Interestingly, the differences between L1 English and L1 Persian abstracts did not turn out to be significant, suggesting that L1 Persian students showed a closer alignment with L1 English students compared to L1 Chinese students. Finally, the interaction between academic level and L1 background was statistically significant concerning Dimensions 1 and 2, suggesting there are different trajectories between MA and PhD level students depending on the language background.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"73 ","pages":"Article 101465"},"PeriodicalIF":3.1,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143158595","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}

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“These are my ‘selling points’”: Disciplinary variation in rhetorical features of graduate school statements of purpose

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-01-01 DOI: 10.1016/j.jeap.2024.101469

Yuanheng (Arthur) Wang

{"title":"“These are my ‘selling points’”: Disciplinary variation in rhetorical features of graduate school statements of purpose","authors":"Yuanheng (Arthur) Wang","doi":"10.1016/j.jeap.2024.101469","DOIUrl":"10.1016/j.jeap.2024.101469","url":null,"abstract":"<div><div>Despite the productive line of EAP genre research on the textual features of academic promotional genres (e.g., conference abstracts and grant proposals), limited attention has been devoted to issues related to disciplinary variation. To address this gap, this study investigated disciplinary variation in the rhetorical features of 100 Statements of Purpose (SoPs) authored by applicants successfully accepted into their target U.S. graduate school programs across four disciplines: Business, Engineering, Liberal Arts, and Science, supplemented by interviews with authors of the SoPs, EAP writing teachers, and admissions committee members regarding their perceptions of the genre analytic findings. The textual analysis unveiled various cross-disciplinary and discipline-specific strategies, characterizing the applicants’ potential alignment with and understanding of the epistemological stances and discursive conventions upheld by their target disciplinary communities. However, the interviews revealed multifaceted resonations and tensions between the findings of the genre analysis and the experiences of those who write, teach, read, or evaluate the SoP genre in terms of (1) the differences between academic disciplinary writing and promotional disciplinary writing, (2) the role of SoPs in the evaluation process, and (3) the pedagogical value of findings from the genre analysis. Future research and practical implications are discussed.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"73 ","pages":"Article 101469"},"PeriodicalIF":3.1,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143159882","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}

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Specialized multiword units in traditional Chinese medicine

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-01-01 DOI: 10.1016/j.jeap.2024.101467

Cailing Lu , Averil Coxhead

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BALEAP news – Looking back, looking forward …

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Journal of English for Academic Purposes Pub Date : 2025-01-01 DOI: 10.1016/j.jeap.2024.101468

Conrad Heyns

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IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-01-01 DOI: 10.1016/j.jeap.2024.101397

Joyce Kling, Sophia Juul

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The art of referencing: Patterns of citation and authorial stance in academic texts written by Thai students and professional writers

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-12-31 DOI: 10.1016/j.jeap.2024.101470

Attapol Khamkhien

{"title":"The art of referencing: Patterns of citation and authorial stance in academic texts written by Thai students and professional writers","authors":"Attapol Khamkhien","doi":"10.1016/j.jeap.2024.101470","DOIUrl":"10.1016/j.jeap.2024.101470","url":null,"abstract":"<div><div>This study investigated the citation practices used to acknowledge and refer to the work of others by Thai university students compared to professional writers in academic texts. The data analysed comprised 404,793 words from research reports written in English by Thai L2 students and 833,809 words written by professional writers from leading scholarly journals in applied linguistics and English studies. Drawing on elements from the SFL-based <em>Engagement</em> framework, all citation instances produced by these two writer groups were analysed based on their surface citation patterns in terms of citation form, rhetorical function, and patterns of authorial stances. The findings revealed that Thai L2 students employed a relatively limited range of reporting structures. Meanwhile, the attribution function was primarily used to demonstrate their knowledge of the topic and to refer to the data source. They predominantly adopted a non-committal stance, distancing themselves from the cited materials. The pedagogical implications derived from the findings relate to improving citation practices in teaching academic writing and enhancing the opportunity for student research findings to be published in scholarly journals.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"74 ","pages":"Article 101470"},"PeriodicalIF":3.1,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168563","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

Navigating assessment tensions in English-medium instruction (EMI) courses 在英语媒介教学（EMI）课程中导航评估紧张

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-11-18 DOI: 10.1016/j.jeap.2024.101455

Mo Li , Rui Yuan , Kailun Wang

{"title":"Navigating assessment tensions in English-medium instruction (EMI) courses","authors":"Mo Li , Rui Yuan , Kailun Wang","doi":"10.1016/j.jeap.2024.101455","DOIUrl":"10.1016/j.jeap.2024.101455","url":null,"abstract":"<div><div>While existing literature has delved into the critical role of assessment in effective teaching and highlighted the complexities it introduces to classroom dynamics, there is relatively little discussion about assessment issues in English-medium instruction (EMI) settings. This Researching EAP Practice article presents the distinct tensions faced by two EMI teachers and their coping strategies at a top Chinese university amid ongoing EMI curriculum reform since 2020. Drawing on findings from classroom observation and semi-structured interviews, the paper identifies three sources of EMI assessment tensions: the interplay between language and content, the clash between teachers' sense of responsibility and students' language proficiency, and the conflict between teachers’ assessment beliefs and institutional policies and cultures. The coping strategies suggested are categorized into language-related, pedagogical, and compromising approaches. The paper concludes with thoughtful pedagogical recommendations for alleviating these tensions, emphasizing the necessity for collaborative efforts among various stakeholders involved in the educational process.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"73 ","pages":"Article 101455"},"PeriodicalIF":3.1,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743684","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

A situated analysis of English-medium education in a private business university: Insights from the ROAD-MAPPING framework 对一所私立商业大学英语教学的情景分析：ROAD-MAPPING 框架的启示

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-11-01 DOI: 10.1016/j.jeap.2024.101457

Rhona Patricia Lohan , Emma Dafouz

{"title":"A situated analysis of English-medium education in a private business university: Insights from the ROAD-MAPPING framework","authors":"Rhona Patricia Lohan , Emma Dafouz","doi":"10.1016/j.jeap.2024.101457","DOIUrl":"10.1016/j.jeap.2024.101457","url":null,"abstract":"<div><div>As English-medium education (EME) expands globally, this paper focuses on the need for a situated analysis of the contextual factors possibly influencing students' English language development at a private business university in Spain. Using the ROAD-MAPPING framework (Dafouz & Smit, 2016) as an analytical and theoretical model, the study highlights the sociolinguistic dynamics that can affect student English proficiency in such EME programmes. Focusing on two different cohorts (English-medium and Spanish-medium degree students), with varying levels of training in English for Academic Purposes (EAP), our analysis suggests that this private university's efforts to organise regular interdepartmental meetings between content lecturers and EAP professionals contributes to improvements in classroom practices and course syllabi relating to disciplinary language learning in English. Moreover, by viewing internationalisation as central to university life, and emphasising the importance of English to achieve it, the study shows how an international stance also shapes students' disciplinary language development. The active promotion of EAP programmes for the whole student population, irrespective of the language of instruction, underscores their crucial role in this private business university. Finally, the paper closes with suggestions for further research in the form of emerging questions using the ROAD-MAPPING framework.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101457"},"PeriodicalIF":3.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702207","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

Examining teacher-written conference abstracts: Rhetorical functions and syntactic complexity features 研究教师撰写的会议摘要：修辞功能和句法复杂性特征

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-11-01 DOI: 10.1016/j.jeap.2024.101454

Nazlinur Gokturk , Aysel Saricaoglu

{"title":"Examining teacher-written conference abstracts: Rhetorical functions and syntactic complexity features","authors":"Nazlinur Gokturk , Aysel Saricaoglu","doi":"10.1016/j.jeap.2024.101454","DOIUrl":"10.1016/j.jeap.2024.101454","url":null,"abstract":"<div><div>This study explored the characteristics of accepted conference abstracts (CAs) written by language teachers for a large-scale national conference on English Language Teaching (Best Practices in Language Education Conference; BEST) compared to those produced by researchers or teacher-researchers for the teaching-oriented strands of a large-scale international conference on Applied Linguistics (American Association of Applied Linguistics Conference; AAAL). The comparative analysis focused on three rhetorical features of the abstracts (move-step realization, embeddedness, and sequence) and move-specific syntactic complexity features. Adopting the CA move/step framework of Yoon and Casal (2020a), we examined rhetorical functions and syntactic features in 60 abstracts from each conference: all BEST abstracts and the abstracts accepted to the two pedagogy-oriented strands of the AAAL conference. Our findings generally indicate prominent differences between BEST and AAAL writers in their use of moves, steps, and embedded steps. They also show differences between the two groups in terms of the use of some syntactic measures, such as the length of sentences and the use of complex nominals. These findings contribute to a better understanding of the characteristics of the CA genre and provide insight into language teachers’ research literacy with a focus on CA writing, which may be useful for the development of evidence-based CA writing guidelines for teachers.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101454"},"PeriodicalIF":3.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702809","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

“Contrary to findings from previous studies …”: Paradigmatic and ethnolinguistic influences on disagreement negotiation in research article discussions "与以往研究结果相反......"：范式和民族语言对研究文章讨论中分歧协商的影响

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-11-01 DOI: 10.1016/j.jeap.2024.101456

Chen Ming, Wang Wenbin

{"title":"“Contrary to findings from previous studies …”: Paradigmatic and ethnolinguistic influences on disagreement negotiation in research article discussions","authors":"Chen Ming, Wang Wenbin","doi":"10.1016/j.jeap.2024.101456","DOIUrl":"10.1016/j.jeap.2024.101456","url":null,"abstract":"<div><div>Academic disagreement is integral to knowledge construction in academic writing. The present study reports on a two-level analysis of academic disagreement in discussion sections from an integration of cross-linguistic and cross-paradigmatic perspectives. Based on a corpus of 80 applied linguistic research articles (RAs), this study examined whether functional components and engagement realizations of academic disagreement differed between Chinese and English RAs and between quantitative and qualitative RAs. Results demonstrated that English RAs negotiated with alternative views more often than Chinese RAs. Quantitative RAs more frequently settled academic disagreement with detailed explanations or supportive evidence than qualitative RAs. Chinese qualitative RAs differed markedly from other RA groups. These differences were attributable to culturally preferred discursive strategies, paradigmatically valued epistemological norms, and socially oriented views of the scientific approach. This study sheds light on how to implement interpersonal strategies to manage scholarly disagreement in different varieties of academic writing.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101456"},"PeriodicalIF":3.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662363","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