Journal of English for Academic Purposes最新文献_第8页

“Let's start with the basics of the virus”: Engaging the public in two forms of explainers "让我们从病毒的基本知识开始"：用两种形式的讲解器吸引公众

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-02-15 DOI: 10.1016/j.jeap.2024.101353

Hang (Joanna) Zou , Ken Hyland

{"title":"“Let's start with the basics of the virus”: Engaging the public in two forms of explainers","authors":"Hang (Joanna) Zou , Ken Hyland","doi":"10.1016/j.jeap.2024.101353","DOIUrl":"10.1016/j.jeap.2024.101353","url":null,"abstract":"<div><p>Explainers are a relatively new genre increasingly used to provide readers with background information, disseminate specialised knowledge and enhance public outreach. These functions were particularly crucial during the Covid-19 pandemic which demanded accurate and widespread health-related information to counter considerable social media disinformation. Based on 81 academic and 81 popular explainers on the topic of Covid-19, we explore how writers employ a range of engagement features to assist them to hook and inform readers of important public health information. The results reveal considerable use of engagement features in both forms of the genre as a way of establishing interpersonal rapport with audiences to better inform them of key issues. Popular explainers contained more features overall and had higher frequencies of reader-mentions, directives and personal asides while academic explainers emphasized shared knowledge and addressed the audience with questions. These variations are explained in terms of the experiences of writers with specific persuasive forms and of the slightly different audiences. The findings are a contribution to the literature on engagement and to an understanding of communication at a time of public health crisis.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"68 ","pages":"Article 101353"},"PeriodicalIF":3.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139826735","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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Translanguaging pedagogies: Using an action research approach to support English as an Additional Language (EAL) students in a first-year undergraduate anatomy course. 跨语言教学法：在本科一年级解剖学课程中使用行动研究方法为英语作为辅助语言（EAL）的学生提供支持。

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-02-15 DOI: 10.1016/j.jeap.2024.101357

Kelly Shoecraft , Helen Massa , Leanne Kenway

{"title":"Translanguaging pedagogies: Using an action research approach to support English as an Additional Language (EAL) students in a first-year undergraduate anatomy course.","authors":"Kelly Shoecraft , Helen Massa , Leanne Kenway","doi":"10.1016/j.jeap.2024.101357","DOIUrl":"10.1016/j.jeap.2024.101357","url":null,"abstract":"<div><p>Internationalisation of higher education has increased the number of EAL students studying in Anglophone countries, including Australia. Required English language proficiency tests (e.g., IELTS) do not reflect discipline-specific terminology nor prior learning necessary for successful study. Furthermore, anatomy study, the focus of this paper, requires an extensive terminology, predominantly derived from Latin or Greek, that creates significant learning challenge for all students, particularly EAL students.</p><p>This pilot study was based in a large first-year anatomy course at an Australian university, with >30% EAL students. To address challenges for EAL students (as identified by teaching staff), translanguaging pedagogies were implemented through repeated cycles of action research. Translanguaging approaches, beyond simply translation of resources, employ EAL students’ full linguistic repertoire in the classroom to support acquisition of discipline content and the target language.</p><p>Collaboration between the teaching team, a translanguaging expert and past EAL students identified specific translanguaging strategies for implementation. These strategies included a translanguaging workshop for teaching staff, encouragement of students’ use of home languages and targeted translated documents. A mixed methods approach was applied to evaluate the implementation. Initial findings show a positive response from both staff and students with additional reflections for future implementation and transferability to similar educational contexts.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"68 ","pages":"Article 101357"},"PeriodicalIF":3.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158524000250/pdfft?md5=95618b2dca3c7521ce2c55e5f3f31e0f&pid=1-s2.0-S1475158524000250-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139878956","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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Comparing the syntactic complexity of plain language summaries and abstracts: A case study of marine science academic writing 比较纯语言摘要和摘要的句法复杂性：海洋科学学术写作案例研究

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-02-10 DOI: 10.1016/j.jeap.2024.101350

Yingying Liu , Tiantian Li

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IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-02-09 DOI: 10.1016/j.jeap.2024.101351

Wenhong Huang

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Unveiling EFL graduate students’ EAP needs and perceptions of EAP courses: A large-scale survey in Taiwan 揭示EFL研究生的EAP需求和对EAP课程的看法：台湾大规模调查

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-02-05 DOI: 10.1016/j.jeap.2024.101348

Ju Chuan Huang

{"title":"Unveiling EFL graduate students’ EAP needs and perceptions of EAP courses: A large-scale survey in Taiwan","authors":"Ju Chuan Huang","doi":"10.1016/j.jeap.2024.101348","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101348","url":null,"abstract":"<div><p>EFL graduate students often require EAP reading and writing proficiency to fulfill graduation requirements. These skills gain more importance as English medium instruction becomes increasingly prevalent. However, limited research has investigated EFL graduate students' EAP reading and writing needs, and their perceptions of EAP courses. To address this gap, this study identified the EAP reading and writing needs of Taiwanese graduate students and investigated both students' and teachers' perceptions of EAP courses. By surveying 1155 students and interviewing 62 participants, this study identified several themes. First, master's students mainly needed EAP reading, but their writing needs considerably increased when they continued doctoral studies. Second, professors showed greater concern about students' problems than the students. While not perceiving reading and writing as challenging, students reported more problems with reading and writing speed, with those in science and engineering facing more difficulties than their counterparts. However, less than 30% of the students took EAP courses, and they expressed low-to-medium satisfaction. Drawing from the participants' feedback, an EAP reading and writing curriculum framework is proposed. This framework is grounded in the needs of Taiwanese graduate students and is believed to serve the greatest interests of students in Taiwan and other similar contexts.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"68 ","pages":"Article 101348"},"PeriodicalIF":3.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139718763","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

Notetaking as validity evidence: A mixed-methods investigation of question preview in EAP listening assessment 记笔记作为有效性证据：EAP 听力评估中问题预览的混合方法调查

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-01-29 DOI: 10.1016/j.jeap.2024.101346

Rebecca Yeager , GoMee Park , Ray J.T. Liao

{"title":"Notetaking as validity evidence: A mixed-methods investigation of question preview in EAP listening assessment","authors":"Rebecca Yeager , GoMee Park , Ray J.T. Liao","doi":"10.1016/j.jeap.2024.101346","DOIUrl":"10.1016/j.jeap.2024.101346","url":null,"abstract":"<div><p>Recent scholarship has questioned the cognitive validity of listening tests with preview, in which test-takers can see test questions before listening. This study mined student notes for evidence of cognitive processes in listening tests with and without preview, using a mixed-methods design that explored the effect of test format on notetaking behaviors. Qualitative analysis indicated that students who previewed items were more likely to systematically omit information, highlight previewed keywords, and engage in shallower structural representation. Conversely, Kruskal-Wallis tests revealed that students who listened without preview took more notes, especially of main ideas and details, and had better coverage of the lecture. However, correlation and hierarchical linear regression analyses found these notetaking achievements did not predict higher scores in the no-preview condition, while in the preview condition, only note quantity and focus on minor ideas predicted scores. Both strands of data suggest that students' cognitive processes were shaped by the format of the exam they experienced. These findings may bear on validity arguments for listening assessment and inform the way that language instructors prepare their students for academic listening.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"68 ","pages":"Article 101346"},"PeriodicalIF":3.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139647053","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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Toward a Transnational University：WAC/WID 跨越语言、民族和学科的边界》，乔纳森-霍尔和布鲁斯-霍纳（编辑）。WAC Clearinghouse, Fort Collins, Colorado, (2023).288 pp., US$34.95, ISBN: 978-1-64215-152-7 (PDF), ISBN: 978-1-64215-153-4 (ePub), ISBN:978-1-64642-387-3 (pbk).

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-01-27 DOI: 10.1016/j.jeap.2024.101347

Yuehai Mike Xiao, Tianyu Zhang, Li Sun

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Promotional strategies in English and Chinese research article introduction and discussion/conclusion sections: A cross-cultural study 中英文研究文章引言和讨论/结论部分的推广策略：跨文化研究

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-01-27 DOI: 10.1016/j.jeap.2024.101344

Liming Deng , Yanfan Cheng , Xiaoping Gao

{"title":"Promotional strategies in English and Chinese research article introduction and discussion/conclusion sections: A cross-cultural study","authors":"Liming Deng , Yanfan Cheng , Xiaoping Gao","doi":"10.1016/j.jeap.2024.101344","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101344","url":null,"abstract":"<div><p><span>This study explores promotional strategies in English and Chinese introductions and discussion/conclusion sections of applied linguistics (AL) research articles (RAs). Based on </span>genre analysis<span>, a more comprehensive and fine-grained taxonomy of promotional strategies was developed for the two RA part-genres that show a symmetrical relationship in terms of their promotional moves. A higher degree of promotion is detected in our corpus, which may be due to the increasing marketization of academia and the nature of AL. Regarding the cross-cultural variations, it is found that English texts are more promotional than Chinese ones. In the introduction, Chinese writers tend to rely heavily on the top three most frequent promotional strategies in our corpus, while English writers are inclined to justify and reinforce the significance of the research topic or claims, demonstrating a strong argumentation pattern. In the discussion/conclusion section, Chinese writers are more likely to summarize and explain their research results whereas English writers show a preference for evaluation of their research findings. Competitive research/publication contexts, national culture, audience, and disciplinary writing conventions might contribute to such differences. The findings and discussion through the lens of interdiscursivity and intercultural rhetoric have implications for EAL/ESL academic writing research and pedagogy.</span></p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"68 ","pages":"Article 101344"},"PeriodicalIF":3.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139653004","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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Self-empowerment in the struggling transition from General English to EAP: Action and reflection of a Chinese teacher 在从通用英语到 EAP 的艰难过渡中的自我赋权：一位中国教师的行动与反思

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-01-18 DOI: 10.1016/j.jeap.2024.101343

Chunrong Bao, Xiujuan Chen, Feng (Kevin) Jiang

{"title":"Self-empowerment in the struggling transition from General English to EAP: Action and reflection of a Chinese teacher","authors":"Chunrong Bao, Xiujuan Chen, Feng (Kevin) Jiang","doi":"10.1016/j.jeap.2024.101343","DOIUrl":"10.1016/j.jeap.2024.101343","url":null,"abstract":"<div><p>Faced with the common challenge of professional development<span> from the periphery of academia, EAP teachers in developing economies such as China also grapple with the particular hurdle of transitioning from teaching General English (GE) courses. While previous studies suggest aspects of how the teachers view the difficulties they encounter, the elicited data they use can hardly show the real actions the teachers take to identify problems, plan and evaluate changes. To remedy this oversight, this study adopts an action research design (Burns, 2010; Johnson, 2012) and explores how one teacher adapted to her new tasks in teaching EAP and coped with the transition through her personal actions.</span></p><p>The results show that the teacher was empowered in her struggle with the transition to EAP teaching, and such empowerment enabled her to become an active agent in the changes and implement the accommodating strategies for the EAP curriculum and students. The empowerment was also seen in her efforts not only to accumulate EAP-related experiences and bring forth creative ideas, but also to apply them in her teaching. This action research and its analytical framework help EAP practitioners to reflect on and theorise from what they encounter in everyday classrooms.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"68 ","pages":"Article 101343"},"PeriodicalIF":3.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139537478","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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学术英语的社会理论》，Ding Alex，Evans Michelle (Eds)，Bloomsbury Academic (2022)，第 232 页，81.00 英镑，ISBN：9781350227668

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-01-11 DOI: 10.1016/j.jeap.2024.101333

Mostafa Morady Moghaddam

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