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

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

A scaffolded speaking and writing ELP course for commercial lawyers: An action research case study from an undergraduate law school in Istanbul 为商业律师开设的支架式口语和写作英语学习课程：伊斯坦布尔一所本科法学院的行动研究案例分析

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-04-10 DOI: 10.1016/j.jeap.2024.101380

Anthony Townley

{"title":"A scaffolded speaking and writing ELP course for commercial lawyers: An action research case study from an undergraduate law school in Istanbul","authors":"Anthony Townley","doi":"10.1016/j.jeap.2024.101380","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101380","url":null,"abstract":"<div><p>The author used action research to implement significant changes to an English for Specific Legal Purposes (ELP) course at a private university in Istanbul to meet the professional discourse needs of Turkish law students. The previous syllabus was focused on American Supreme Court case reports; however most of the students would mainly use English to advise on contracts in commercial law practice. Content and language integrated learning (CLIL) and genre analytical methodologies were used to develop pedagogy for the new syllabus, which was scaffolded so that students began learning the functional organization and lexico-grammatical properties of a contract before participating in an oral advice role play activity and writing a letter of advice about it to a hypothetical client. In conjunction with discussion of the pedagogical rationales for syllabus design and instructional activities, observations of student participation in the oral advice activity and feedback on a student example of the letter assessment are presented to critically reflect on the utility of this ELP course designed to help undergraduate law students to discursively function as lawyers, especially those learners from non-English speaking backgrounds, who need to communicate in English as the primary <em>lingua franca</em> for international legal practice.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"69 ","pages":"Article 101380"},"PeriodicalIF":3.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140549453","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

Citation practices in applied linguistics: A comparative study of Korean master's theses and research articles 应用语言学的引文实践：韩国硕士论文与研究文章的比较研究

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-04-08 DOI: 10.1016/j.jeap.2024.101369

Chae-Young Ahn , Sun-Young Oh

{"title":"Citation practices in applied linguistics: A comparative study of Korean master's theses and research articles","authors":"Chae-Young Ahn , Sun-Young Oh","doi":"10.1016/j.jeap.2024.101369","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101369","url":null,"abstract":"<div><p>This study explores the complex interplay between citation forms and functions within 26 Korean master's theses and 30 research articles in applied linguistics. By extending the analytical boundaries of previous studies, this research examines a broader spectrum of citation patterns by adopting move analysis in specific sections within the Introduction, Methods, Results, and Discussion (IMRD) framework. The results show that experts predominantly employed non-integral citations with non-human subjects, indicating a sophisticated approach to research synthesis. Student writers commonly utilized integral citations with human subjects, focusing on individual studies. This article further delves into the intricate rhetorical progressions of citation functions within the introduction and discussion sections across the data through various moves in each section. These findings illuminate the multifaceted layers of citation practices within specific disciplinary contexts and subsections of academic writing, offering valuable insights into scholarly discourse. Additionally, the study provides practical pedagogical applications for English academic writing for second language graduate students.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"69 ","pages":"Article 101369"},"PeriodicalIF":3.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140554671","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

Tackling illegitimate intertextuality through socialization - An action research project 通过社会化处理非法互文性--一个行动研究项目

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-04-08 DOI: 10.1016/j.jeap.2024.101371

Gavin O'Neill

{"title":"Tackling illegitimate intertextuality through socialization - An action research project","authors":"Gavin O'Neill","doi":"10.1016/j.jeap.2024.101371","DOIUrl":"10.1016/j.jeap.2024.101371","url":null,"abstract":"<div><p>Without proper guidance, some graduate-student writers can misstep and break with the source-use conventions of their disciplines in various ways, including acts that could be considered plagiaristic. Many universities attempt to reduce such missteps with published definitions of plagiarism, guidance in formatting styles, and training in discrete writing skills such as paraphrasing and summarizing; however, the persistence of illegitimate intertextual practices suggests that the issue might be more complex than simple ignorance of conventions or lack of writing skill. This paper reports on a five-year action research project that sought to explore illegitimate intertextuality in research proposals submitted by the members of five diverse cohorts of social science graduate students near the outset of their studies. Data were collected through Turnitin.com similarity reports, discussions with students and instructors, submitted written assignments, and a survey. Over the five years, the project evolved away from simple definition and skill-building toward a focus on socializing students into an academic community of practice. The findings from this project suggest that the core of the issue may be that students hold fundamentally different conceptions of the role of sources in academic texts to those held by their more experienced discourse-community mentors. These results have implications for the training of graduate students in writing in their disciplines, suggesting it may be better to start with the “why” of citation, before moving on to the “what” and the “how.”</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"69 ","pages":"Article 101371"},"PeriodicalIF":3.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158524000390/pdfft?md5=f8cdad77d6888126ca0a91f91af0bde2&pid=1-s2.0-S1475158524000390-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140787155","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

Pedagogical intentions behind teacher written feedback: The perspectives and practices of an English language teacher educator in Argentina 教师书面反馈背后的教学意图：阿根廷英语教师教育者的观点和实践

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-04-02 DOI: 10.1016/j.jeap.2024.101370

Hugo Santiago Sanchez , Lívia de Araujo Donnini Rodrigues

{"title":"Pedagogical intentions behind teacher written feedback: The perspectives and practices of an English language teacher educator in Argentina","authors":"Hugo Santiago Sanchez , Lívia de Araujo Donnini Rodrigues","doi":"10.1016/j.jeap.2024.101370","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101370","url":null,"abstract":"<div><p>This paper examines, with specific reference to English language teacher education in Argentina, the pedagogical intentions which underlie and inform the written feedback practices of an L2 writing teacher educator. The study is part of a larger exploratory-interpretive investigation which adopted a within-site, embedded, multiple-case design, and used data obtained from document analysis and a range of interview types (background interviews, stimulated recall interviews, and reflective interviews). The findings demonstrate the influence of multiple pedagogical intentions on the teacher educator's written feedback practices, some with immediate relevance to L2 writing and others which extended beyond this field. This reinforces the conclusions drawn in previous studies that discuss the impact of pedagogical intentions which are broader than the specific content being taught. Additionally, however, the results expand on our current understanding of how pedagogical intentions operate at different levels by illustrating how micro-level, discipline-specific technicalities are embedded within and signified by macro-level pedagogical intentions. The findings thus highlight the need to imbue feedback with educational principles that go beyond feedback itself, and have implications for L2 writing instruction and assessment, and L2 teacher education.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"69 ","pages":"Article 101370"},"PeriodicalIF":3.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158524000389/pdfft?md5=d637fae41f9254098747aa41ea904d96&pid=1-s2.0-S1475158524000389-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140344371","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

Graduate writers’ perceptions of teacher-student group conferences in an EAP writing course "研究生作家对 EAP 写作课程中师生小组会议的看法"

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-03-26 DOI: 10.1016/j.jeap.2024.101368

Michelle Kunkel

{"title":"Graduate writers’ perceptions of teacher-student group conferences in an EAP writing course","authors":"Michelle Kunkel","doi":"10.1016/j.jeap.2024.101368","DOIUrl":"10.1016/j.jeap.2024.101368","url":null,"abstract":"<div><p>Teacher-student group conferences (TSGCs) integrate the advantages of peer response with those of individual writing conferences, allowing teachers to comment on learners' drafts while students apprentice into the peer reviewer role by observing the teacher's model. Although several scholars have advocated for TSGCs as a pedagogical practice, TSGCs have received little empirical attention. This study exemplifies how I used TSGCs as an intervention in my graduate-level EAP writing class. Using data from pre/post course surveys, post-TSGC feedback forms, post-course interviews, and final course evaluations, I report on students' perceptions of the TSGCs, including their perceived advantages and disadvantages. Overall, students appreciated the diverse perspectives TSGCs provided and the learning opportunities available when reviewing peers' drafts, receiving feedback, and listening to my comments. Although students' lack of disciplinary knowledge was occasionally problematic, they still saw the utility of TSGCs. Students also outlined strategies they developed for giving feedback if their peers' papers were difficult to understand. Disadvantages identified included difficulties from mixed proficiency levels, time and format limitations, disciplinary distance, quality of peer comments, and cultural differences. I conclude with suggestions for addressing these disadvantages, focusing specifically on important considerations when using TSGCs with graduate students from diverse backgrounds.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"69 ","pages":"Article 101368"},"PeriodicalIF":3.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140399278","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

Top-down versus bottom-up pedagogy: Applications in the East Asian ESP classroom 自上而下与自下而上的教学法：东亚ESP课堂的应用

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-03-01 DOI: 10.1016/j.jeap.2024.101362

Michael Guest , Duyen Thi Hong Le

{"title":"Top-down versus bottom-up pedagogy: Applications in the East Asian ESP classroom","authors":"Michael Guest , Duyen Thi Hong Le","doi":"10.1016/j.jeap.2024.101362","DOIUrl":"10.1016/j.jeap.2024.101362","url":null,"abstract":"<div><p>This study explores the ways in which English for Specific Purposes (ESP) teachers in three East Asian countries, Vietnam, Japan, and Thailand, understand and utilize top-down and bottom-up (hereafter abbreviated to TD and BU respectively) teaching pedagogies in their classrooms. A judicious combination of either approach in both classroom pedagogy has long been advocated by both theorists and veteran practitioners. However, the authors, when working as teacher trainers, had observed that many ESP teachers reverted almost wholly to bottom-up approaches in their classroom practices. The present study seeks to understand whether or not this perception is accurate and what justifications and/or explanations might be put forward in favour of adopting either approach in ESP milieus. With the participation of 14 ESP teachers in Japan, Thailand, and Vietnam, the study was conducted using a semi-structured written questionnaire which was followed by an open-ended live interview. Emerging and significant themes were then identified and codified by the authors, utilizing a reflective ethnographic approach. Among the most significant findings were 1) that teachers often failed to apply aspects of their training as language teachers into their own classrooms and 2) that the judicious application of either approach was more often performed unconsciously than as a result of any conscious methodological application.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"68 ","pages":"Article 101362"},"PeriodicalIF":3.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019867","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

Approaching digital genre composing through reflective pedagogical praxis 通过反思性教学实践来进行数字体裁创作

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-03-01 DOI: 10.1016/j.jeap.2024.101349

Carmen Pérez-Llantada

{"title":"Approaching digital genre composing through reflective pedagogical praxis","authors":"Carmen Pérez-Llantada","doi":"10.1016/j.jeap.2024.101349","DOIUrl":"10.1016/j.jeap.2024.101349","url":null,"abstract":"<div><p>With the development of Web 2.0 we have witnessed an ever-expanding repertoire of digital genres. This brings with it new communicative needs and invites us to reflect on possible ways of teaching digital multimodal composing in EAP courses. Using case study research and genre theory as a heuristic, this article critically discusses the implementation of a pedagogical practice that sought to raise the students' rhetorical consciousness of aspects of genre continuity, evolution and innovation, focusing on digital genres of professional and public science communication. The examination of the digital texts composed by the students shows that several factors (genre awareness, genre knowledge transfer, reliance on acquired content and formal schemata and interdiscursive performance) may play an important role when recontextualising specialised content across genres. The study findings also suggest that while rhetorical consciousness facilitates the processes of recontextualising and repurposing content to reach broad audiences, L1 transfer could negatively influence digital genre composing. In light of the findings, I advocate explicit instruction in “metageneric texts” and methodologies for raising awareness of “inter-genre-al” forms across connected genres online. This instruction could support the students’ professional development and the participatory framework for scientific research advocated by the Open Science agenda.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"68 ","pages":"Article 101349"},"PeriodicalIF":3.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158524000171/pdfft?md5=ebcac36501d85806a84a59a28574c92e&pid=1-s2.0-S1475158524000171-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139876101","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

Author self-reference: A cross-linguistic/cultural and cross-disciplinary analysis 跨语言/文化和跨学科学术话语中的作者自述

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-03-01 DOI: 10.1016/j.jeap.2024.101352

Jihua Dong , Kaiyue Du , Louisa Buckingham

引用次数: 0

Writers' communicative resources for comparing present and past research findings: A pedagogically motivated inquiry into scientists' rhetorical practices 作家比较现在和过去研究成果的交际资源：从教学角度探究科学家的修辞实践

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-03-01 DOI: 10.1016/j.jeap.2024.101366

Bingwu Guo , Jason Miin-Hwa Lim

{"title":"Writers' communicative resources for comparing present and past research findings: A pedagogically motivated inquiry into scientists' rhetorical practices","authors":"Bingwu Guo , Jason Miin-Hwa Lim","doi":"10.1016/j.jeap.2024.101366","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101366","url":null,"abstract":"<div><p>Despite the pivotal role of ‘comparing present and past research findings' (CPPRF) in both softer and harder sciences, scant attention has been directed to how linguistic resources are used in such comparisons in certain applied sciences, particularly Material Science (MS) and Agricultural Science (AS). Based on a genre analysis and interviews with specialist informants, we examined the prevalence of CPPRF, the circumstances involved, and the salient linguistic resources employed by expert writers in the two disciplines. It was found that CPPRF is markedly more prevalent in the ‘Results and Discussion’ sections of the research articles in AS than those in MS. Agricultural scientists use more author prominent citations, especially after alignment verbs, to accentuate the roles of previous researchers while making new knowledge claims. Experts in both fields, however, employ ‘copula-complex preposition’ and ‘copula-adjective-preposition’ structures expressing commonality to explicitly support previous research findings. In cases of divergences, writers draw on comparative adjectives to tacitly avoid direct conflicts with previous researchers' findings in the process of knowledge creation. It is recommended that specific word combinations be highlighted in relation to writers' attempts to generate knowledge via comparisons of present and previous research outcomes, thus implicitly signalling additional contributions of their studies.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"68 ","pages":"Article 101366"},"PeriodicalIF":3.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140320405","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