Journal of English for Academic Purposes最新文献_第7页

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

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