Journal of English for Academic Purposes最新文献_第6页

A mixed-methods study of strategy use in academic vocabulary learning among first-year undergraduates in Hong Kong 香港大学一年级学生学术词汇学习策略使用的混合方法研究

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Journal of English for Academic Purposes Pub Date : 2025-01-27 DOI: 10.1016/j.jeap.2025.101482

Edsoulla Chung , Daniel Fung , Aaron Wan

{"title":"A mixed-methods study of strategy use in academic vocabulary learning among first-year undergraduates in Hong Kong","authors":"Edsoulla Chung , Daniel Fung , Aaron Wan","doi":"10.1016/j.jeap.2025.101482","DOIUrl":"10.1016/j.jeap.2025.101482","url":null,"abstract":"<div><div>Although academic vocabulary is crucial for success in higher education, English for Academic Purposes (EAP) courses often neglect the teaching of such vocabulary, leaving students to learn it independently. It is thus important to examine how students employ vocabulary learning strategies (VLSs) to meet their academic challenges. In this mixed-methods study, we examine the VLSs of first-year undergraduates (n = 172) with varying proficiency levels studying different academic disciplines using a questionnaire and follow-up interviews. The findings show that students used a range of VLSs to different extents. Dictionary and guessing strategies were preferred by most students, while goal setting was less common, particularly among more proficient students. We also found that highly proficient students exhibited greater confidence when learning academic vocabulary incidentally. When using a dictionary, they focused on multiple aspects of word knowledge beyond definitions. However, social strategies, such as seeking help from teachers and peers, were underutilised, especially among science students. The study emphasises the need for pedagogical interventions that address students’ academic vocabulary needs, particularly through explicit instruction.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"74 ","pages":"Article 101482"},"PeriodicalIF":3.1,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143403395","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}

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Citations in post-methods sections of quantitative and qualitative research articles in second language learning: A corpus-based study 基于语料库的第二语言学习定量与定性研究文章后方法部分引文分析

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Journal of English for Academic Purposes Pub Date : 2025-01-11 DOI: 10.1016/j.jeap.2025.101473

Jianwu Gao , Quy Huynh Phu Pham , Charlene Polio

{"title":"Citations in post-methods sections of quantitative and qualitative research articles in second language learning: A corpus-based study","authors":"Jianwu Gao , Quy Huynh Phu Pham , Charlene Polio","doi":"10.1016/j.jeap.2025.101473","DOIUrl":"10.1016/j.jeap.2025.101473","url":null,"abstract":"<div><div>Citation practices within the post-methods sections (i.e., results, discussion, implications, and conclusion) of research are crucial for knowledge generation, as they contribute to the interpretation, explanation, and evaluation of new findings in relation to previous literature. Despite their importance, these practices have remained underexplored. Addressing this gap, we conducted an in-depth analysis of a balanced sample comprising 96 quantitative and qualitative research articles on second language (L2) learning and teaching published in 2016, 2019, and 2022 in four top-tier journals. We examined the rhetorical functions and linguistic forms of citations within the post-methods sections, to explore (1) whether and how the post-methods sections revisit the literature used for framing a study in the literature review, (2) what rhetorical functions these post-methods citations fulfill, and (3) how they are linguistically realized. The results showed that (1) most of the literature cited in the literature review was not re-invoked in the post-methods sections, while half of the literature cited in the post-methods sections was newly introduced; (2) the rhetorical functions fulfilled by these post-methods citations in quantitative and qualitative research are overlapping yet distinct, and (3) their linguistic forms exhibit minor research paradigm differences. Implications for applied linguistics and EAP pedagogy and research are discussed.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"74 ","pages":"Article 101473"},"PeriodicalIF":3.1,"publicationDate":"2025-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143167240","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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Transvocal stance in academic translation: A rhetorical analysis of grammatical stance in translated applied linguistics English research article abstracts 学术翻译中的传意立场：应用语言学英语研究论文摘要翻译中语法立场的修辞分析

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Journal of English for Academic Purposes Pub Date : 2025-01-09 DOI: 10.1016/j.jeap.2025.101472

Yueyue Huang , Hui Jia , Dechao Li

{"title":"Transvocal stance in academic translation: A rhetorical analysis of grammatical stance in translated applied linguistics English research article abstracts","authors":"Yueyue Huang , Hui Jia , Dechao Li","doi":"10.1016/j.jeap.2025.101472","DOIUrl":"10.1016/j.jeap.2025.101472","url":null,"abstract":"<div><div>Translators of academic texts mediate source-language constraints and English as a Lingua Franca (ELF) academic norms, often leading to varied representations of authorial stance. However, this “third code” of translational academic language, distinct from both source and target languages, remains underexplored. This research addresses this gap by examining the <em>transvocal</em> presence of authorial and translatorial stances in Chinese-to-English applied linguistics research article abstracts (RAAs). It explores the addition, cross-type transfer, and direct transfer of four types of stance-taking grammatical devices into translated English RAAs and their rhetorical roles across five moves, supported by statistical analysis. The study finds that translators prefer the use of modal and epistemic devices, followed by communicative and attitudinal resources, and they engage asymmetrically with both stance-rich (i.e., findings, discussions) and less stance-rich moves. There is a balanced distribution of translatorial and authorial stances across moves in attitudinal, communicative, and modal devices. However, authorial epistemic stance is largely preserved in presenting findings. These findings highlight a complex interlingual mechanism in academic translation, where micro-level changes in lexico-grammatical features impact the macro-level discursive landscape. It showcases translators’ professional agency in selectively deploying translatorial and authorial stances across moves of RAAs.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"74 ","pages":"Article 101472"},"PeriodicalIF":3.1,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143167239","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}

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Are the titles of doctoral dissertations and research articles different? Observations from four STEM disciplines 博士论文和科研论文的题目是否不同？来自四个STEM学科的观察

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Journal of English for Academic Purposes Pub Date : 2025-01-03 DOI: 10.1016/j.jeap.2025.101471

Jialiang Hao , Yajun Jiang

{"title":"Are the titles of doctoral dissertations and research articles different? Observations from four STEM disciplines","authors":"Jialiang Hao , Yajun Jiang","doi":"10.1016/j.jeap.2025.101471","DOIUrl":"10.1016/j.jeap.2025.101471","url":null,"abstract":"<div><div>Titles play a key role in doctoral dissertations and research articles. However, the generic and disciplinary features of doctoral dissertation titles have received limited attention. In this study, we analyzed four attributes, i.e., length, content type, syntactic structure, and questions/rhetorical devices, in the titles of 1200 dissertations across four STEM disciplines from prestigious American universities and compared them to an equal number of titles from renowned academic journals. The results demonstrate that within the four examined disciplines, namely, biology, computer science, engineering, and mathematics, dissertation titles tend to be more concise, providing less detailed information regarding the research approach or findings. It was also determined that nominal construction titles are preferred, whereas questions/rhetorical devices are not common in dissertation titles. The article titles demonstrate both commonalities and variations, which can be attributed to varied power asymmetries between disciplinary gatekeepers and dissertation/article writers, as well as various generic characteristics. Our findings enhance the understanding of title variations across genres and disciplines, thereby providing implications for second language PhD students, novice academic writers, and EAP instructors.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"74 ","pages":"Article 101471"},"PeriodicalIF":3.1,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168562","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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‘X can be classified into … ’: A local grammar of classification in academic discourse and its implications for EAP pedagogy “X可以分类为……”：学术话语中的局部分类语法及其对EAP教学法的启示

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Journal of English for Academic Purposes Pub Date : 2025-01-01 DOI: 10.1016/j.jeap.2024.101466

Yiming Zhang

{"title":"‘X can be classified into … ’: A local grammar of classification in academic discourse and its implications for EAP pedagogy","authors":"Yiming Zhang","doi":"10.1016/j.jeap.2024.101466","DOIUrl":"10.1016/j.jeap.2024.101466","url":null,"abstract":"<div><div>This study employs the local grammar approach to account for classification in academic writing and discusses the implications and applications for EAP writing pedagogy. Instances of classification were extracted from the Database of English for Academic Purposes (DEAP) Baby Corpus using classificatory phrases, nouns, and verbs (e.g., <em>fall into</em>, <em>type</em>, <em>classify</em>). Based on the retrieved instances, nine functional terms for classification (e.g., ‘Subclass’, ‘Superclass’, ‘Classifying’) were identified for performing local grammar analyses. The subsequent analyses produced 24 local grammar patterns of classification, each representing the lexical-semantic regularities of a group of instances in the corpus. A comparison between the local grammar patterns and previous patterns of classification indicates that the former can more accurately describe the linguistic regularities of academic discourse acts. Furthermore, local grammar patterns with different levels of complexity can be used to gradually improve students’ academic writing skills. This study also sheds new light on terminology identification for local grammar analyses of discourse acts that involve complex semantic relations, such as hyponymy and meronymy.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"73 ","pages":"Article 101466"},"PeriodicalIF":3.1,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143159884","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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A multi-dimensional analysis of thesis abstracts: Variation across academic levels and L1 backgrounds 论文摘要的多维分析：学术水平和母语背景的差异

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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 “这些是我的‘卖点’”：研究生院目的陈述中修辞特征的学科差异

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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 中医专业多字单位

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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 … BALEAP新闻-回顾过去，展望未来……

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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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