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

BALEAP news - Introduction to SIGs: Meet the EMI SIG, the English Medium Instruction SIG BALEAP 新闻 - 小组介绍：认识英语教学小组（EMI SIG

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-01 DOI: 10.1016/j.jeap.2024.101406

引用次数: 0

Introduction to the special issue: Action research in english language and communication contexts in higher education 特刊简介：高等教育英语语言和交流环境中的行动研究

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-01 DOI: 10.1016/j.jeap.2024.101405

引用次数: 0

Nursing and midwifery students’ ethical views on the acceptability of using AI machine translation software to write university assignments: A deficit-oriented or translanguaging perspective? 护理和助产专业学生对使用人工智能机器翻译软件撰写大学作业可接受性的道德观点：以缺失为导向的视角还是翻译语言的视角？

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-01 DOI: 10.1016/j.jeap.2024.101379

Averil Grieve, Amir Rouhshad, Elpida Petraki, Alan Bechaz, David Wei Dai

{"title":"Nursing and midwifery students’ ethical views on the acceptability of using AI machine translation software to write university assignments: A deficit-oriented or translanguaging perspective?","authors":"Averil Grieve, Amir Rouhshad, Elpida Petraki, Alan Bechaz, David Wei Dai","doi":"10.1016/j.jeap.2024.101379","DOIUrl":"10.1016/j.jeap.2024.101379","url":null,"abstract":"<div><p>This paper focuses on tertiary English as an additional language (EAL) students' ethical choices, and the factors impacting on them, when deciding whether to engage with artificially-intelligent (AI) machine translation (MT) tools for the writing of university assignments. It also investigates how student responses align with either deficit-oriented or translanguaging theoretical perspectives. Via semi-structured interviews, the voices of 23 EAL nursing and midwifery students indicate an array of ethical positions which are based on three key areas of consideration: 1) ownership of language and ideas; 2) fairness and respect; and 3) personal growth. The study highlights the scalar, strategic and dynamic nature of students’ ethical decisions and shows that questions of ethicality tap into individual, social and institutional constructs of fairness and respect, skills recognition, lifelong learning and language dominion. The findings also indicate that discussions of fairness should focus not only on differences between non-EAL and EAL students, but also inequalities within EAL cohorts. Student responses provide evidence of both deficit-oriented and translanguaging perspectives. The researchers call for universities to create clear policies concerning use of MT that recognise the levels of reflection that students engage in when writing their assignments and value the full linguistic repertoires that students bring to global educational settings.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S147515852400047X/pdfft?md5=0efef50854a175b5d8cfa3d37df7603e&pid=1-s2.0-S147515852400047X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140786312","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

Informal professional learning through collaborative action research: Fostering backstage dialogue among new EAP teachers 通过合作行动研究开展非正式专业学习：促进新任英语教师之间的后台对话

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-01 DOI: 10.1016/j.jeap.2024.101402

Teck Heng Tan , Woon Hong Eunice Tan

{"title":"Informal professional learning through collaborative action research: Fostering backstage dialogue among new EAP teachers","authors":"Teck Heng Tan , Woon Hong Eunice Tan","doi":"10.1016/j.jeap.2024.101402","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101402","url":null,"abstract":"<div><p>Researchers agree that informal professional learning is crucial for developing new EAP teachers' expertise, but there exist few teacher-centred accounts of how context-specific projects and practices create favourable conditions for such learning. Through presenting and analysing a collaborative action research (CAR) project, this paper illustrates how CAR can facilitate informal learning among new EAP teachers. The project was conducted in the context of a large-scale EAP course at a Singaporean university, where three teachers, each possessing under three years’ experience teaching EAP, co-created an 11-page analytic rubric and reflected on their collaboration. Drawing on the written reflections of these three teachers, this paper examines how collaborative rubric development created a “backstage” setting where teachers engaged in trusting and stimulating dialogue, aimed at addressing shared concerns surrounding performance expectations and scoring practices. Through the process of drafting, revising, disseminating, and using the rubric, the three teachers clarified and adjusted their own assessment-related beliefs and practices, reflected on the limits of using rubrics to align assessment standards, and experimented with different methods of sharing their findings with other teachers. In the process, the rubric was reinvented as a dialogical tool that enabled teachers to scaffold professional learning for each other.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141481388","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

Attitudes towards English for research publication in a multilingual context: The case of Polish linguists 在多语言环境中对用英语发表研究成果的态度：波兰语言学家的案例

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-06-28 DOI: 10.1016/j.jeap.2024.101403

Krystyna Warchał

{"title":"Attitudes towards English for research publication in a multilingual context: The case of Polish linguists","authors":"Krystyna Warchał","doi":"10.1016/j.jeap.2024.101403","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101403","url":null,"abstract":"<div><p>Although the impact of English as a language of science on other languages and communities has been discussed from various perspectives, it has less often been explored in Slavic contexts. This paper analyses the attitudes of Polish linguists towards English for research publication, with special attention to its perceived impact on the discipline, language, and academic careers as well as perceived risks and benefits it entails in these areas. The analysis follows a mixed method design based on data from a survey at Polish universities and interviews. The results show that in comparison to other cultural contexts, more participants perceived the status of English as a threat to locally relevant research and as an unfair advantage to L1 English scholars. The main risk areas include academic practices, locally relevant research agendas, and cooperation with regions where English is not a commonly known language; the main benefits, access to recent findings, broader research perspective, and wider audience. Respondents identified the source of the problems with policies that seal the status of English as <em>the</em> language of science, affecting locally relevant research and disciplinary practices and contributing to the sense of disadvantage associated primarily with manifold costs incurred by publishing in English.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141582495","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

Integrating pattern grammar and local grammar into the identification of constructions and the development of a pedagogical constructicon in EAP context: An exploratory study 将模式语法和地方语法整合到 EAP 语境中的构式识别和教学构式的开发中：一项探索性研究

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-06-14 DOI: 10.1016/j.jeap.2024.101401

Hang Su , Jun Ye , Naixing Wei

{"title":"Integrating pattern grammar and local grammar into the identification of constructions and the development of a pedagogical constructicon in EAP context: An exploratory study","authors":"Hang Su , Jun Ye , Naixing Wei","doi":"10.1016/j.jeap.2024.101401","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101401","url":null,"abstract":"<div><p>This study explores the possibility of integrating pattern grammar and local grammar into construction grammar research and the value of such research for EAP writing pedagogy. Using data taken from a corpus compiled from Linguistics research articles, our study shows that local grammar analyses of grammar patterns help to identify ‘pattern-meaning’ combinations. We further describe the functions of such combinations in academic contexts and argue that they can be interpreted as constructions at the mid-level of specificity. We also demonstrate the organisation of these constructions into a constructicon for pedagogical purposes. The implications and applications are subsequently discussed, highlighting in particular that the constructicon not only offers an inventory of pattern-meaning pairings available to express meanings, but also provides quantitative information about the association between verbs and constructions. Overall, our study indicates that the integration of pattern grammar, local grammar and construction grammar could be of immense potential value for EAP writing research and pedagogy.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141333034","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

“In the present study”: An exploration of prepositional phrase-frames in Chinese EFL learners’ theses and dissertations of applied linguistics "在本研究中"：中国EFL学习者应用语言学论文中介词短语框架的探索

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-06-05 DOI: 10.1016/j.jeap.2024.101400

Hui Zhou , Tongtong Li

{"title":"“In the present study”: An exploration of prepositional phrase-frames in Chinese EFL learners’ theses and dissertations of applied linguistics","authors":"Hui Zhou , Tongtong Li","doi":"10.1016/j.jeap.2024.101400","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101400","url":null,"abstract":"<div><p>This paper delves into the overall use, grammatical patterns, and discourse-pragmatic functions of Prepositional Phrase-frames (PP-frames) utilized by Chinese EFL learners across Bachelor's theses, Master's theses, and Doctoral dissertations, in comparison with research articles (RAs) of Applied Linguistics. The analysis of these discontinuous formulaic language used in cross-sectional learner corpora and the RA corpus is pivotal for understanding the connection between academic literacy level and formulaic expressions in academic writing and for appreciating the development of phraseological competence among L1 Chinese writers as they navigate their way into the complexity of academic English. The findings unravel a growing tendency in the overall frequencies of use and a developmental trend in lexico-grammatical diversity and more genre- and discipline-specific functional characteristics, as Chinese EFL student writers advance through their academic journey from the undergraduate level to the doctoral level. A thorough analysis of functional dimensions of PP-frames in theses and dissertation writing reveals an increased level of functional complexity in the use of PP-frames for referential and discourse organizing functions. This study contributes to academic English instructions of PP-frames.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141290816","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

Saying verbs in applied linguistics research articles: At the interface of reportage and evaluation 应用语言学研究文章中的 "说动词"：报告与评价的结合点

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-06-04 DOI: 10.1016/j.jeap.2024.101398

Hongyan Zhao, Jingyuan Zhang

{"title":"Saying verbs in applied linguistics research articles: At the interface of reportage and evaluation","authors":"Hongyan Zhao, Jingyuan Zhang","doi":"10.1016/j.jeap.2024.101398","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101398","url":null,"abstract":"<div><p>This study, drawing upon Halliday’s (1994) concept of the dual property of saying verbs, examines four types of reporting patterns of saying verbs in English research articles (RAs) within applied linguistics: (i) Sayer + V + reported clause, (ii) Sayer + V + noun phrase (NP), (iii) ‘Sayer’ (non-human) + V + reported clause, and (iv) Token + V + NP. It aims to analyze their frequency, distribution, and evaluative functions. An analysis of 50 RAs reveals the following: firstly, pattern (iii) is the most prevalent, while pattern (ii) is the least utilized. Secondly, the semantic function of each pattern is primarily subject-dependent. Patterns with non-human subjects (patterns (iii) and (iv)) tend to attract boosting verbs, indicating a higher assurance of the truth value of propositions. Conversely, pattern (i), featuring human subjects, is inclined toward hedging verbs, offering a less certain indication of the factual state of the writer’s interpretation. No distinct preference is observed in pattern (ii). These findings inform future research on the use of saying verbs in reporting patterns in academic writing and provide strategic instructions for teaching saying verbs in EAP classes.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141308497","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

Disciplinary differences in lexical bundles use: A cautionary tale from methodological variations 词束使用的学科差异：从方法论差异中汲取警示

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-06-04 DOI: 10.1016/j.jeap.2024.101399

Betty Samraj

{"title":"Disciplinary differences in lexical bundles use: A cautionary tale from methodological variations","authors":"Betty Samraj","doi":"10.1016/j.jeap.2024.101399","DOIUrl":"10.1016/j.jeap.2024.101399","url":null,"abstract":"<div><p>Lexical bundles use in academic discourse has been explored across numerous dimensions including discipline, genre, register, student proficiency, and language, among others. These studies have resulted in claims about the nature of these different discourses or their authors, and they have been used in EAP instructional practices. Recent studies on methodological considerations in frequency-based lexical bundles research have pointed to variability in results that stem from changes in criteria used in lexical bundle extraction and corpus composition. Following this, the current study explores the impact of methodological variation in lexical bundle extraction from sets of research articles in Linguistics and Biology, with a focus on the extent of disciplinary variation uncovered in lexical bundles use and function. Experiments with varying frequency thresholds and range specifications as well as corpus composition show that results about lexical bundles use in different disciplinary discourses could be more sharply differentiated when certain variables are used, underscoring the variableness in results and the need for caution in interpreting the findings of lexical bundles research. This paper also evaluates claims made in previous lexical bundles studies using the findings from this study. Finally, previous pedagogical applications of lexical bundles research in academic discourse are discussed.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158524000675/pdfft?md5=22461e28fddab06d2ff420a282a3594c&pid=1-s2.0-S1475158524000675-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141281656","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

A rhetorical move-step analysis of graphical abstracts in experimental research articles 实验研究文章图表式摘要的修辞步骤分析

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-05-29 DOI: 10.1016/j.jeap.2024.101396

Qiu Jin, Yuan Gao

{"title":"A rhetorical move-step analysis of graphical abstracts in experimental research articles","authors":"Qiu Jin, Yuan Gao","doi":"10.1016/j.jeap.2024.101396","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101396","url":null,"abstract":"<div><p>Graphical abstracts (GAs) have recently emerged as an add-on genre of experimental research articles (ERAs) in STEM fields. This study used Swales’ (1990, 2004) framework to analyze GAs’ move and step structures and investigated how they were influenced by ERAs’ take-home messages. Our corpus comprised 110 GAs from 55 high-impact journals across 11 STEM disciplines. Thirty-three specialist informants played a dominant role in identifying ERAs’ take-home messages, GAs’ IMRD moves, and the specific steps realizing those moves. Our findings revealed that GAs’ move and step structures, along with their frequently used moves and steps, are significantly influenced by ERAs’ three distinct types of take-home messages: (1) exploration of new phenomena and/or mechanisms, (2) introduction of new methodologies, and (3) development of new products. GAs tend to fulfill a highlight-to-attract purpose by focusing on ERAs’ main scientific contributions, in contrast to the verbal and video abstracts that fulfill a summarize-to-attract purpose by reproducing ERAs’ full IMRD structure. Our findings enrich the current understanding of GAs’ rhetorical structures and have practical implications for genre-based GA design and pedagogy.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141263883","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