Journal of English for Academic Purposes最新文献_第5页

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":"70 ","pages":"Article 101398"},"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":"70 ","pages":"Article 101399"},"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":"70 ","pages":"Article 101396"},"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

How English academic writing textbooks written by Chinese EFL teachers address the issue of plagiarism 中国 EFL 教师编写的英语学术写作教科书如何解决抄袭问题

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-05-17 DOI: 10.1016/j.jeap.2024.101388

Yongyan Li , Meng Ge , Qianshan Chen

{"title":"How English academic writing textbooks written by Chinese EFL teachers address the issue of plagiarism","authors":"Yongyan Li , Meng Ge , Qianshan Chen","doi":"10.1016/j.jeap.2024.101388","DOIUrl":"10.1016/j.jeap.2024.101388","url":null,"abstract":"<div><p>Studies have examined how EFL students and teachers understand plagiarism and the extent to which they can recognize subtle forms of plagiarism through their knowledge of the international conventions of source use. However, the precise ways in which plagiarism is conceptualized and anti-plagiarism strategies are presented to students in EFL contexts have received surprisingly little research attention. In the study reported in this paper, we investigated how the issue of plagiarism is addressed in English academic writing (EAW) textbooks authored by English language specialists and published in China. We collected a sample of 55 EAW textbooks that included a discussion of plagiarism and extracted the relevant teaching materials into a focal dataset. A qualitative content analysis of this dataset revealed four prominent features: defining plagiarism by international standards, reasoning on the causes of plagiarism among Chinese students, a triadic approach based on textual examples, and a pedagogical spotlight on paraphrasing. We conclude the paper by highlighting the important roles of English teachers and EAW textbooks in anti-plagiarism education in China and elsewhere. Further research is needed to explore how to effectively promote anti-plagiarism education in classrooms.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"69 ","pages":"Article 101388"},"PeriodicalIF":3.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141033472","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

BALEAP news - Introduction to SIGs: Meet TAFSIG, the Testing Assessment and Feedback SIG BALEAP 新闻 - 小组介绍：认识测试评估与反馈小组 TAFSIG

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-05-01 DOI: 10.1016/j.jeap.2024.101385

Conrad Heyns

引用次数: 0

Revamping an English for specific academic purposes course for problem-based learning: Reflections from course developers 为基于问题的学习改造特定学术目的英语课程：课程开发人员的思考

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-05-01 DOI: 10.1016/j.jeap.2024.101386

Kevin Wai-Ho Yung , Natalie Fong

引用次数: 0

Specificity and generality of lexical bundles in the rhetorical moves of Applied Linguistics research article introductions 应用语言学研究文章引言修辞动作中词束的特殊性和一般性

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-05-01 DOI: 10.1016/j.jeap.2024.101387

Maryam Farhang-Ju , Alireza Jalilifar , Mohammad Hossein Keshavarz

{"title":"Specificity and generality of lexical bundles in the rhetorical moves of Applied Linguistics research article introductions","authors":"Maryam Farhang-Ju , Alireza Jalilifar , Mohammad Hossein Keshavarz","doi":"10.1016/j.jeap.2024.101387","DOIUrl":"10.1016/j.jeap.2024.101387","url":null,"abstract":"<div><p>Investigating the linguistic realizations of rhetorical moves through lexical bundles is a research area that has recently gained momentum. However, the lack of a fully annotated corpus has impeded the full understanding of the relationship between formulaic sequences and their corresponding moves. Accordingly, this study addressed this lacuna by annotating 1000 Applied Linguistics research article (RA) introductions using a framework developed for the current study to identify bundles characterizing communicative moves that configure introductions. Following a manual move identification of RA introductions, lexical bundles were extracted using AntConc and manually refined. This was followed by systematic identification of their functions in their co-text. Results indicated that some lexical bundles (i.e., move-general) occur in several moves or steps, whereas other bundles (i.e., move-specific) perform distinct discursive functions within each move. In other words, the development of rhetorical moves and bundles within each move is intricately interwoven and collaboratively contributes to developing ideas in the analyzed section. Furthermore, the functional analyses indicated that text-oriented bundles emerged as a strong indicator of the communicative moves of RA introductions, which performed distinct functions within each move. Drawing on key pedagogical insights, findings can serve as an instructional framework for instructors, students, and novice writers.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"69 ","pages":"Article 101387"},"PeriodicalIF":3.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141028035","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

To what extent do L2 learners produce genre-appropriate language? A comparative analysis of lexical bundles in argumentative essays and speeches 中级语言学习者能在多大程度上使用适合体裁的语言？对议论文和演讲中词组的比较分析

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-05-01 DOI: 10.1016/j.jeap.2024.101389

Yu Kyoung Shin , Dong-Ok Won

{"title":"To what extent do L2 learners produce genre-appropriate language? A comparative analysis of lexical bundles in argumentative essays and speeches","authors":"Yu Kyoung Shin , Dong-Ok Won","doi":"10.1016/j.jeap.2024.101389","DOIUrl":"10.1016/j.jeap.2024.101389","url":null,"abstract":"<div><p>L2 English learners are often reported to incorporate features of spoken language into their academic writing, blurring the lines between written and spoken genres. However, previous corpus-based studies have predominantly focused on L2 writing, leaving L2 speaking relatively unexplored. It is thus unclear whether learners lack genre awareness – as previously claimed – or if they indeed attempt to differentiate their language across genres, but lack ability to do so. This study explores lexical bundles in academic L2 English in parallel corpora of written and spoken data produced by the <em>same</em> learners, with the <em>same</em> prompts pertaining to argumentation. The findings show that learners employ phrasal/referential bundles, typical of academic prose, significantly more in their essays than in their speeches, where clausal and stance-expressing bundles are more prevalent. Notably, the students were found to employ identical bundles differently in argumentative essays and argumentative speeches produced in response to the same prompts. This finding implies that learners may have a better understanding of how to use formulaic language in both spoken and written genres than previously believed, suggesting that they are aware of genre distinctions, although other factors related to mode (e.g., the cognitive demands of speaking vs. writing) are likely to be involved as well. Furthermore, in comparison with previous findings on L1 bundles, these findings hint at the possibility of argumentative genre conventions unique to L2 learners, in which, broadly, L2 argumentative speech resembles an L1 conversational genre, while L2 argumentative essays seem to navigate a middle path between conversational and academic prose conventions.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"69 ","pages":"Article 101389"},"PeriodicalIF":3.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141041835","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

English writing instructors' use of theories, genres, and activities: A survey of teachers’ beliefs and practices 英语写作教师对理论、体裁和活动的运用：教师信念与实践调查

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-04-17 DOI: 10.1016/j.jeap.2024.101384

Matt Kessler , J. Elliott Casal

{"title":"English writing instructors' use of theories, genres, and activities: A survey of teachers’ beliefs and practices","authors":"Matt Kessler , J. Elliott Casal","doi":"10.1016/j.jeap.2024.101384","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101384","url":null,"abstract":"<div><p>In second language (L2) writing, the concept of <em>genre</em> has been an important construct. To date, multiple theories (sometimes referred to as <em>schools</em> or <em>approaches</em>) have driven a considerable amount of genre-based research and pedagogy, including: English for Specific Purposes (ESP), Systemic Functional Linguistics (SFL), and the New Rhetoric/Rhetorical Genre Studies (RGS) approach. Despite their growing prevalence, studies are needed that investigate the extent to which writing instructors adopt these theories in practice. This study addresses this issue by exploring 1) the genre-based theories that inform writing instructors’ pedagogies; 2) the different genres instructors teach in their classrooms; and 3) the types of pedagogical activities practitioners employ. To understand these phenomena, survey data (<em>N</em> = 141) and semi-structured interviews (<em>n</em> = 7) were collected from L2 English writing instructors. Findings show that ESP was the most well-known and adopted approach, followed by SFL and RGS. For written genres, most instructors reported teaching traditional, monomodal genres (e.g., argumentative essays), while digital multimodal genres were rare. This study discusses the implications of these findings, including developing teacher training, expanding pedagogies to include multimodal genres, and forging links between genres used in the classroom and those students will encounter in their lives.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"69 ","pages":"Article 101384"},"PeriodicalIF":3.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140621080","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 comparative study of research questions written by L1 English authors and Chinese EFL scholars L1 英语作者和中国 EFL 学者撰写的研究问题比较研究

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-04-16 DOI: 10.1016/j.jeap.2024.101383

Ziqing Gong , Yonghou Liu , Ying Liu

{"title":"A comparative study of research questions written by L1 English authors and Chinese EFL scholars","authors":"Ziqing Gong , Yonghou Liu , Ying Liu","doi":"10.1016/j.jeap.2024.101383","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101383","url":null,"abstract":"<div><p>Research questions (RQs) function as an important basis for entire research projects, but scant attention has been paid to their formulation. The current study compares the types and structures of RQs and inter-step shifts involving RQs in English research articles (RAs) written by L1 English authors and Chinese EFL scholars. Our data consisted of 300 English RAs from highly ranked journals in the field of applied linguistics, comprising 150 articles by L1 English authors and 150 articles by Chinese EFL scholars. The findings reveal that RQ types are used by both author groups in the following decreasing order: descriptive questions > contingent questions > comparative questions > explanatory questions > normative questions. Both Chinese and L1 English writers exhibit sophisticated competence in constructing RQs in appropriate hierarchical orders, characterized by patterns of parallel structure, progressive structure, and parallel-progressive structure. However, English L1 scholars outperform their Chinese counterparts in the use of inter-step shifts that integrate RQs into a broader text. Our findings can help writers understand the internal logic of RQs, guide them to formulate hierarchically appropriate RQs and integrate them into the entire research context.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"69 ","pages":"Article 101383"},"PeriodicalIF":3.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140645677","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