Journal of English for Academic Purposes最新文献_第9页

Podcasting science: Rhetorical moves and interactional metadiscourse in the Nature Podcast 播客科学：自然》播客中的修辞手法和互动元话语

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-14 DOI: 10.1016/j.jeap.2024.101419

Luda Liu, Feng (Kevin) Jiang

{"title":"Podcasting science: Rhetorical moves and interactional metadiscourse in the Nature Podcast","authors":"Luda Liu, Feng (Kevin) Jiang","doi":"10.1016/j.jeap.2024.101419","DOIUrl":"10.1016/j.jeap.2024.101419","url":null,"abstract":"<div><p>Riding the waves of media technologies, academia is leveraging various multimedia platforms to publicize research and bolster public prestige, of which the <em>Nature</em> Podcast stands as a paragon of this paradigm shift. The auditory medium, produced by a world-leading scientific journal, allows researchers to disseminate findings in their own voices, popularize scientific knowledge, and enhance interactivity and immediacy with broad audiences. To investigate how this podcast democratizes science and persuades its heterogeneous listenership of research validity and novelty, this article analyses the rhetorical moves and stance and engagement markers of 40 episodes published from 2018 to 2023. The analysis identifies four moves and ten steps that are obligatory for podcasters to restructure and recontextualize scientific discourse for auditory delivery and public listenership. Further analysis reveals that, unlike the rigidity of academic publishing, “podcasting science” engenders a different scientist persona and a dynamic form of audience engagement. Arguing that the <em>Nature</em> Podcast represents a synergistic blend of technical accuracy and public accessibility, we demonstrate the dynamic interaction between podcast hosts and scientists and how their specific roles shape the interactions with audiences. Pedagogical implications of these findings are also discussed.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101419"},"PeriodicalIF":3.1,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141697540","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

Exemplification and reformulation in expert linguists’ writings: Elaborative metadiscourse between disciplinarity and individuality 语言专家著作中的范例化和重新表述：学科性与个性之间的阐释性元话语

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-06 DOI: 10.1016/j.jeap.2024.101407

Nesrine Triki

{"title":"Exemplification and reformulation in expert linguists’ writings: Elaborative metadiscourse between disciplinarity and individuality","authors":"Nesrine Triki","doi":"10.1016/j.jeap.2024.101407","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101407","url":null,"abstract":"<div><p>Exemplification and reformulation are key elaborative strategies that empower clarity and argumentation in academic writing. Most research investigating their use in academic writing argues that writers’ choices in terms of frequency and marker type are conditioned by disciplinary variations and the level of expertise of the writers. This has led to an understanding of discourse communities as being homogeneous groups of novice versus expert writers and of separate soft versus hard disciplines. Through the analysis of 90 research articles and book chapters single-authored by six leading linguists, this study shows that these successful authors deviate from the common practices in linguistics and their choices deviate from each other significantly. However, the data does not reveal any steady increasing or decreasing frequencies in the use of exemplification and reformulation throughout their career stages, which makes it hard to claim that the frequency of using the two discourse functions evolves with experience. The study argues that individuality and style preferences within the same discourse community should be acknowledged as an additional variable affecting discursive choices and calls for a more nuanced understanding of disciplinarity and writing expertise.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101407"},"PeriodicalIF":3.1,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158524000754/pdfft?md5=ac1fb97520d403a6640fa7717bafbbd7&pid=1-s2.0-S1475158524000754-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141582494","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

Writing book reviews: Perceptions and experiences of Chinese novice scholars 撰写书评：中国新学者的看法和经验

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-06 DOI: 10.1016/j.jeap.2024.101409

Feng (Kevin) Jiang , Ken Hyland

{"title":"Writing book reviews: Perceptions and experiences of Chinese novice scholars","authors":"Feng (Kevin) Jiang , Ken Hyland","doi":"10.1016/j.jeap.2024.101409","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101409","url":null,"abstract":"<div><p>Writing book reviews provides novice scholars with the valuable experience of critical engagement with their field and the development of academic writing skills, but it also confronts them with rhetorical and publishing challenges. Given the enduring value of the genre and its potential importance in English for Research and Publication Purposes courses, we investigate how academics view their experience of publishing this genre. Based on in-depth interviews with fifteen Chinese scholars of varied professional status, we find that authors participate in writing book reviews early in their careers and appreciate the opportunities it offers to develop their academic writing, gain an appreciation of reader needs, become familiar with publication practices, and advance their careers. Concerns were raised, however, about the extent to which institutions value book reviews for advancement. Despite varying opinions, the respondents saw book reviews as affording them tangible gains, especially early in their careers, in writing for publication and learning disciplinary norms of communication. Thus the genre merits respect from institutions and a more central place in ERPP training programmes and postgraduate writing courses.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101409"},"PeriodicalIF":3.1,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141582496","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

From teacher to teacher researcher: Identity change in the power dynamics of an EAP reform community 从教师到教师研究者：EAP 改革社区权力动态中的身份变化

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-06 DOI: 10.1016/j.jeap.2024.101408

Yuan Gao, Yaqiong Cui

{"title":"From teacher to teacher researcher: Identity change in the power dynamics of an EAP reform community","authors":"Yuan Gao, Yaqiong Cui","doi":"10.1016/j.jeap.2024.101408","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101408","url":null,"abstract":"<div><p>Educational reforms often entail and afford teachers’ identity change. Adopting a community of practice (CoP) framework to examine reform-inflicted teacher identity change and drawing on data from eight rounds of semi-structured interviews over three and a half years, our longitudinal case study traced how three English for Academic Purposes (EAP) teachers negotiate their teacher researcher identity during an educational reform in China. We find that a multi-layered, multi-centered, and multi-functional reform CoP of complex power dynamics can facilitate EAP teachers’ negotiation of teacher-to-teacher researcher identity change during a curriculum reform, which can further enrich the long-term sustainable development of a community. Highlighting the significant role of CoPs in educational reforms and teacher development, we advocate a CoP of dynamic power relations and multiple power positions and call for frontline teachers’ engagement with teaching-based research to potentially strengthen the research-practice nexus. This study bears implications for educational reform participants and teacher educators.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101408"},"PeriodicalIF":3.1,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141582497","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

Unpacking EFL learners’ emotions and emotion-regulation strategies in digital collaborative academic reading projects: An integrated approach of vignette methodology and interview analysis 解读数字协作学术阅读项目中 EFL 学习者的情绪和情绪调节策略：小故事方法与访谈分析的综合方法

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-03 DOI: 10.1016/j.jeap.2024.101404

You Su, Haizhen Guo

{"title":"Unpacking EFL learners’ emotions and emotion-regulation strategies in digital collaborative academic reading projects: An integrated approach of vignette methodology and interview analysis","authors":"You Su, Haizhen Guo","doi":"10.1016/j.jeap.2024.101404","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101404","url":null,"abstract":"<div><p>This study explored the manifestation of multifaceted emotions, sources of emotions, and emotion regulation strategies of college EFL learners participating in digital collaborative academic reading projects. Data were collected through a vignette-based survey that was comprised of 19 episodes of authentic emotion-inducing scenarios among 72 Chinese EFL learners, supplemented by semi-structured interviews with 16 participants. While the results showed a relatively balanced distribution of positive and negative emotions, anxiety, nervousness, and happiness were found to be the top three most commonly experienced emotions. The study identified three sources of positive emotions including topic interest, experiencing mastery and achievement, and recognition from other groups. The findings also revealed factors inducing negative emotions in digital collaborative academic reading: reading difficulties, challenges in interacting with group members, low-quality feedback from external groups, online learning environment and technology issues, and time pressure. Furthermore, the study extended the literature on emotion regulation by developing a comprehensive taxonomy of six categories of strategies (i.e., co-regulation, cognitive change, response regulation, attention deployment, task-related regulation, and situation modification) tailored to the context of digital collaborative academic reading. These findings can offer practical guidance for enhancing social-emotional interactions in technology-enhanced collaborative academic reading.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101404"},"PeriodicalIF":3.1,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141607278","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

BALEAP news - Introduction to SIGs: Meet the EMI SIG, the English Medium Instruction SIG BALEAP 新闻 - 小组介绍：认识英语教学小组（EMI SIG

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-01 DOI: 10.1016/j.jeap.2024.101406

Conrad Heyns

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Introduction to the special issue: Action research in english language and communication contexts in higher education 特刊简介：高等教育英语语言和交流环境中的行动研究

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-01 DOI: 10.1016/j.jeap.2024.101405

引用次数: 0

Nursing and midwifery students’ ethical views on the acceptability of using AI machine translation software to write university assignments: A deficit-oriented or translanguaging perspective? 护理和助产专业学生对使用人工智能机器翻译软件撰写大学作业可接受性的道德观点：以缺失为导向的视角还是翻译语言的视角？

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-01 DOI: 10.1016/j.jeap.2024.101379

Averil Grieve, Amir Rouhshad, Elpida Petraki, Alan Bechaz, David Wei Dai

{"title":"Nursing and midwifery students’ ethical views on the acceptability of using AI machine translation software to write university assignments: A deficit-oriented or translanguaging perspective?","authors":"Averil Grieve, Amir Rouhshad, Elpida Petraki, Alan Bechaz, David Wei Dai","doi":"10.1016/j.jeap.2024.101379","DOIUrl":"10.1016/j.jeap.2024.101379","url":null,"abstract":"<div><p>This paper focuses on tertiary English as an additional language (EAL) students' ethical choices, and the factors impacting on them, when deciding whether to engage with artificially-intelligent (AI) machine translation (MT) tools for the writing of university assignments. It also investigates how student responses align with either deficit-oriented or translanguaging theoretical perspectives. Via semi-structured interviews, the voices of 23 EAL nursing and midwifery students indicate an array of ethical positions which are based on three key areas of consideration: 1) ownership of language and ideas; 2) fairness and respect; and 3) personal growth. The study highlights the scalar, strategic and dynamic nature of students’ ethical decisions and shows that questions of ethicality tap into individual, social and institutional constructs of fairness and respect, skills recognition, lifelong learning and language dominion. The findings also indicate that discussions of fairness should focus not only on differences between non-EAL and EAL students, but also inequalities within EAL cohorts. Student responses provide evidence of both deficit-oriented and translanguaging perspectives. The researchers call for universities to create clear policies concerning use of MT that recognise the levels of reflection that students engage in when writing their assignments and value the full linguistic repertoires that students bring to global educational settings.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"70 ","pages":"Article 101379"},"PeriodicalIF":3.1,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S147515852400047X/pdfft?md5=0efef50854a175b5d8cfa3d37df7603e&pid=1-s2.0-S147515852400047X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140786312","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

Informal professional learning through collaborative action research: Fostering backstage dialogue among new EAP teachers 通过合作行动研究开展非正式专业学习：促进新任英语教师之间的后台对话

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-01 DOI: 10.1016/j.jeap.2024.101402

Teck Heng Tan , Woon Hong Eunice Tan

{"title":"Informal professional learning through collaborative action research: Fostering backstage dialogue among new EAP teachers","authors":"Teck Heng Tan , Woon Hong Eunice Tan","doi":"10.1016/j.jeap.2024.101402","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101402","url":null,"abstract":"<div><p>Researchers agree that informal professional learning is crucial for developing new EAP teachers' expertise, but there exist few teacher-centred accounts of how context-specific projects and practices create favourable conditions for such learning. Through presenting and analysing a collaborative action research (CAR) project, this paper illustrates how CAR can facilitate informal learning among new EAP teachers. The project was conducted in the context of a large-scale EAP course at a Singaporean university, where three teachers, each possessing under three years’ experience teaching EAP, co-created an 11-page analytic rubric and reflected on their collaboration. Drawing on the written reflections of these three teachers, this paper examines how collaborative rubric development created a “backstage” setting where teachers engaged in trusting and stimulating dialogue, aimed at addressing shared concerns surrounding performance expectations and scoring practices. Through the process of drafting, revising, disseminating, and using the rubric, the three teachers clarified and adjusted their own assessment-related beliefs and practices, reflected on the limits of using rubrics to align assessment standards, and experimented with different methods of sharing their findings with other teachers. In the process, the rubric was reinvented as a dialogical tool that enabled teachers to scaffold professional learning for each other.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"70 ","pages":"Article 101402"},"PeriodicalIF":3.1,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141481388","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

Attitudes towards English for research publication in a multilingual context: The case of Polish linguists 在多语言环境中对用英语发表研究成果的态度：波兰语言学家的案例

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-06-28 DOI: 10.1016/j.jeap.2024.101403

Krystyna Warchał

{"title":"Attitudes towards English for research publication in a multilingual context: The case of Polish linguists","authors":"Krystyna Warchał","doi":"10.1016/j.jeap.2024.101403","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101403","url":null,"abstract":"<div><p>Although the impact of English as a language of science on other languages and communities has been discussed from various perspectives, it has less often been explored in Slavic contexts. This paper analyses the attitudes of Polish linguists towards English for research publication, with special attention to its perceived impact on the discipline, language, and academic careers as well as perceived risks and benefits it entails in these areas. The analysis follows a mixed method design based on data from a survey at Polish universities and interviews. The results show that in comparison to other cultural contexts, more participants perceived the status of English as a threat to locally relevant research and as an unfair advantage to L1 English scholars. The main risk areas include academic practices, locally relevant research agendas, and cooperation with regions where English is not a commonly known language; the main benefits, access to recent findings, broader research perspective, and wider audience. Respondents identified the source of the problems with policies that seal the status of English as <em>the</em> language of science, affecting locally relevant research and disciplinary practices and contributing to the sense of disadvantage associated primarily with manifold costs incurred by publishing in English.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101403"},"PeriodicalIF":3.1,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141582495","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