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

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":null,"pages":null},"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":null,"pages":null},"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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“How can I add an argument appropriately in English?” Addition markers in Chinese L1 and English L1 university student writing "如何用英语恰当地添加论据？中文母语和英文母语大学生写作中的加分标记

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-01-01 DOI: 10.1016/j.jeap.2023.101332

Chao Han , Sheena Gardner

{"title":"“How can I add an argument appropriately in English?” Addition markers in Chinese L1 and English L1 university student writing","authors":"Chao Han , Sheena Gardner","doi":"10.1016/j.jeap.2023.101332","DOIUrl":"https://doi.org/10.1016/j.jeap.2023.101332","url":null,"abstract":"<div><p>Previous studies have shown that as L2 writing develops from intermediate to advanced levels, addition is marked less often and the use of <em>and</em> decreases as the use of <em>moreover, furthermore</em> and other less frequent addition markers increases. This study goes further in that it examines first how addition is marked in different academic disciplines and genres, and secondly how addition markers and their collocates are used by Chinese students in comparison to L1 writers of English. For the first question, and in contrast to Peacock's (2010) analysis of research articles, addition markers are used more in this student writing in the sciences of Engineering, Food Sciences and Biology than in the social sciences of Business and Law, and more in the more scientific writing of lab report genres than the discursive writing of essays. Such variation reinforces the importance of genre and discipline differences in teaching second language writing. For the second question, a qualitative analysis reveals the important difference between stringing several points using addition markers and grouping points into one argument using a shell noun, or reinforcing one argument with collocates. These findings lead to specific suggestions for L2 academic writing teachers.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158523001182/pdfft?md5=a556aa0b15f8bef2d8d044d7c67fb4cc&pid=1-s2.0-S1475158523001182-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139108862","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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EAP practitioners' assessment behavior: Bringing the hidden-away to light EAP从业者的评估行为:揭开隐藏的面纱

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-01-01 DOI: 10.1016/j.jeap.2023.101321

Parisa Karimpour, Farhad Mazlum

{"title":"EAP practitioners' assessment behavior: Bringing the hidden-away to light","authors":"Parisa Karimpour, Farhad Mazlum","doi":"10.1016/j.jeap.2023.101321","DOIUrl":"10.1016/j.jeap.2023.101321","url":null,"abstract":"<div><p>Our information about assessment behavior of EAP teachers constructing and using their classroom tests is so scanty that Schmitt and Hamp-Lyons (2015) believe it is hidden away from language testing community. We investigated how two different groups of Iranian EAP practitioners (discipline-area teachers and English language specialists) perceive and practice EAP assessment. We interviewed thirty teachers and examined forty test samples. Encouraged by our interview and corpus data and since achievement tests are inherently syllabi dependent, we content analyzed all undergraduate program syllabi. We found important differences pertaining to test tasks, type of knowledge to be assessed and features of good EAP tests between content specialists and English teachers. Iranian EAP teachers' assessment behavior seems to be attributable to their perceptions of goals of EAP courses as well as course objectives enshrined in syllabi contents. We discuss our findings and conclude with suggestions for EAP teacher-testers/assessment worldwide.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158523001078/pdfft?md5=737ab92b24f2cd709147d2eec38d89b6&pid=1-s2.0-S1475158523001078-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138519755","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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JEAP News-Greetings from the BALEAP SIG Officer JEAP 新闻--来自 BALEAP 小组官员的问候

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-01-01 DOI: 10.1016/j.jeap.2023.101331

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ISBN: 978 - 0472039128。29.95美元《研究生作家:有效学术写作的原则、策略和习惯》，瑞秋·凯利，密歇根大学出版社(2023)，236页

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2023-12-04 DOI: 10.1016/j.jeap.2023.101329

Xiatinghan Xu, Mary Jane Curry

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Materials for an oral presentations class on gesture: Navigating a visual with your audience 手势口语课堂的材料:引导你的观众的视觉

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2023-11-28 DOI: 10.1016/j.jeap.2023.101328

Simon Harrison

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A diachronic study of authorial stance in the discussion of Chinese MA theses and published research articles 中国硕士论文与发表研究论文讨论中的作者立场历时性研究

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2023-11-25 DOI: 10.1016/j.jeap.2023.101320

Jianping Xie , Jingwen Xie , Gavin Bui

{"title":"A diachronic study of authorial stance in the discussion of Chinese MA theses and published research articles","authors":"Jianping Xie , Jingwen Xie , Gavin Bui","doi":"10.1016/j.jeap.2023.101320","DOIUrl":"https://doi.org/10.1016/j.jeap.2023.101320","url":null,"abstract":"<div><p>Stance-taking in academic writing changes over time in response to individual options and shifting disciplinary, social and cultural practices. The existing literature on stance primarily adopts a synchronic perspective and diachronic studies are scarce. To add to the thin body of literature, this study investigates the changing patterns of authorial stance in the part of discussion of Chinese MA theses and published research articles (RA) over the past 30 years in the discipline of applied linguistics. Two corpora, one consisting of 90 thesis discussions written in English by Chinese MA students from 1991 to 2020, and the other comprising 90 RA discussions from three leading journals in the field from the same time period, were built and retrieved for four major stance resources, namely, hedges, boosters, attitude markers, and self-mentions according to Hyland's (2005b) stance model. Results reveal that Chinese students consistently used fewer stance markers than RA writers across the three decades. The two groups of writers' employment of the four stance resources also displayed distinct changing patterns over the years. The study also unveils problematic demonstration of authorial stance by Chinese students, thus emphasizing the need for explicit instruction on stance-taking in L2 English academic writing.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158523001066/pdfft?md5=5dd1470353091f53c631daa8bd5819b5&pid=1-s2.0-S1475158523001066-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138466525","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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