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

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":null,"pages":null},"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}

引用次数: 0

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

引用次数: 0

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

引用次数: 0

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":null,"pages":null},"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

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 : 2024-02-01 DOI: 10.1016/j.jeap.2024.101349

Carmen Pérez-Llantada

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“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 : 2024-02-01 DOI: 10.1016/j.jeap.2024.101353

H. Zou, Ken Hyland

引用次数: 0

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 : 2024-02-01 DOI: 10.1016/j.jeap.2024.101357

Kelly Shoecraft, Helen Massa, Leanne Kenway

引用次数: 0

Academic writing in English: Lessons from an EMI-program in Japan 英语学术写作：日本 EMI 项目的经验教训

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-02-01 DOI: 10.1016/j.jeap.2024.101358

T. Matikainen

引用次数: 0

Author self-reference in cross-linguistic/cultural and cross-disciplinary academic discourse 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 : 2024-02-01 DOI: 10.1016/j.jeap.2024.101352

Jihua Dong, Kaiyue Du, Louisa Buckingham

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":null,"pages":null},"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}

引用次数: 0