English for Specific Purposes最新文献

Business English writing problems of business English majors: A triangulated approach 商务英语专业学生的商务英语写作问题：三角法

IF 2.7 1区文学

English for Specific Purposes Pub Date : 2025-09-18 DOI: 10.1016/j.esp.2025.08.004

Si Ning Tan , Madhubala Bava Harji , Yue Hui Wang

{"title":"Business English writing problems of business English majors: A triangulated approach","authors":"Si Ning Tan , Madhubala Bava Harji , Yue Hui Wang","doi":"10.1016/j.esp.2025.08.004","DOIUrl":"10.1016/j.esp.2025.08.004","url":null,"abstract":"<div><div>In universities or colleges that offer Business English undergraduate programs, Business English writing is taught as a compulsory course designed to equip Business English majors with workplace-ready writing skills. However, their Business English writing competence still fails to meet the workplace-specific requirements. While prior research has identified several problems in students' writing, very few have adopted a mixed-methods approach or systematically applied theoretical models to identify and analyze Business English writing problems. Addressing this gap, this study employed a triangulated approach, using multiple instruments including questionnaires, semi-structured interviews, and students' business letters, to examine Business English majors' Business English writing problems. The findings showed that students' problems are mainly in business knowledge, intercultural competence, sociolinguistic competence, grammar, vocabulary, and mechanics. This study contributes to the Business English writing pedagogy by highlighting Business English majors’ writing problems to promote autonomous learning, urging teachers to transcend conventional language pedagogy, and advocating for syllabus adaptation such as expanding teaching hours and offering prerequisite courses in business fundamentals and intercultural communication.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"81 ","pages":"Pages 32-55"},"PeriodicalIF":2.7,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099611","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

EAL scholars' experiences of writing for publication in English: A meta-ethnographic synthesis of qualitative evidence EAL学者的英文出版写作经验：质性证据的元民族志综合

IF 2.7 1区文学

English for Specific Purposes Pub Date : 2025-09-11 DOI: 10.1016/j.esp.2025.09.001

Mingyu Li , Fengqiang Wang

引用次数: 0

“This study is an attempt to”: Metadiscursive nouns in L1 and L2 Applied Linguistics research article abstracts “本研究是一种尝试”：元话语名词在L1和L2应用语言学研究中的文章摘要

IF 2.7 1区文学

English for Specific Purposes Pub Date : 2025-09-02 DOI: 10.1016/j.esp.2025.08.003

Weizu Li , Hui Zhou

{"title":"“This study is an attempt to”: Metadiscursive nouns in L1 and L2 Applied Linguistics research article abstracts","authors":"Weizu Li , Hui Zhou","doi":"10.1016/j.esp.2025.08.003","DOIUrl":"10.1016/j.esp.2025.08.003","url":null,"abstract":"<div><div>This paper offers a corpus-based study of how metadiscursive nouns are used in English RA abstracts published in Chinese-language journals and international journals by Chinese L2 writers in comparison to RA abstracts published by English L1 writers in Applied Linguistics across two decades. It is found that L1 writers employ the most metadiscursive nouns in Applied Linguistic RA abstracts, while L2 writers employ the least in their Chinese journal abstracts. Variations in metadiscursive noun use are found between L1 writers' RA abstracts and L2 writers' international RA abstracts in the purpose move. Functional categories also demonstrate an under-employment of metadiscursive nouns in the moves of background and purpose in L2 RA abstracts in comparison with their L1 counterparts. Over two decades, metadiscursive noun use has seen a decrease in frequencies in both L1 and L2 RA abstracts. In particular, L2 writers’ international journal RA abstracts have witnessed a marked shift in the overall use and functional categories in the purpose move and the method move. The variations may be driven by academic socialization, publishing practices and conventions, and disciplinary paradigm shift. The practical implications of the findings are also discussed concerning the instruction of using English for publication purposes.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"81 ","pages":"Pages 1-15"},"PeriodicalIF":2.7,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144989603","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

Frame-based semantic patterns in business discourse: A case study 商业话语中基于框架的语义模式：一个案例研究

IF 2.7 1区文学

English for Specific Purposes Pub Date : 2025-08-21 DOI: 10.1016/j.esp.2025.08.002

Yubin Qian , Hans C. Boas , Qun Zheng

引用次数: 0

Identity construction in corporate leaders’ messages: A corpus-based cross-linguacultural study of self-mention 企业领导人信息中的身份建构：基于语料库的自我提及跨语言研究

IF 2.7 1区文学

English for Specific Purposes Pub Date : 2025-08-18 DOI: 10.1016/j.esp.2025.08.001

Minh Hieu Nguyen

{"title":"Identity construction in corporate leaders’ messages: A corpus-based cross-linguacultural study of self-mention","authors":"Minh Hieu Nguyen","doi":"10.1016/j.esp.2025.08.001","DOIUrl":"10.1016/j.esp.2025.08.001","url":null,"abstract":"<div><div>While self-mention has been widely researched in academic genres, its role in corporate communication across linguacultures remains relatively underexplored. My corpus-based cross-linguacultural study addresses this gap by examining how U.S. and Vietnamese corporate leaders employ self-mentions to construct their identities in their statements in annual reports. Drawing on Lee's (2024) three-dimensional framework of business-self identities, I used Sketch Engine to analyze the frequencies and collocational patterns of self-mentions in CEO statements from the 2023 annual reports of 70 U.S. and 70 Vietnamese companies across various sectors. The results showed that U.S. CEOs favored “our” over “we” to construct their collective identity. In contrast, Vietnamese CEOs mainly adopted depersonalized company references to obscure their individual identity. Both groups used self-mention devices to emphasize gratitude, achievements, and conviction; however, U.S. CEOs made greater rhetorical efforts to interact with multiple stakeholders. These variations arise from a complex interplay of linguistic systems, socio-cultural norms, corporate reporting traditions, and business environments. The findings enrich the literature on cross-linguacultural communication and offer valuable insights for developing ESP materials and genre-based pedagogy.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"80 ","pages":"Pages 109-125"},"PeriodicalIF":2.7,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144860475","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

Multimodal approach to translanguaging practices: From translanguaging to trans-semiotising in an EMI business course 跨语言实践的多模态方法：在EMI商业课程中从跨语言到跨符号化

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2025-07-15 DOI: 10.1016/j.esp.2025.06.003

Nuria Escobar-Lluch, Noelia Ruiz-Madrid

{"title":"Multimodal approach to translanguaging practices: From translanguaging to trans-semiotising in an EMI business course","authors":"Nuria Escobar-Lluch, Noelia Ruiz-Madrid","doi":"10.1016/j.esp.2025.06.003","DOIUrl":"10.1016/j.esp.2025.06.003","url":null,"abstract":"<div><div>The emergence of English Medium Instruction in Higher Education has increased the interest in translanguaging, which involves using individuals' linguistic repertoire as a pedagogical tool to scaffold content comprehension. Nevertheless, meaning-making is not solely a product of language; rather, it emerges from the interaction between language and other semiotic resources. In EMI lectures, students need to understand disciplinary content in a language other than their L1. Consequently, lecturers must look for different strategies to make such specific content more accessible and comprehensible. In order to understand how disciplinary content is conveyed by an EMI lecturer, this paper explores the role of translanguaging and other semiotic modes to revisit the functions of translanguaging so that we can redefine them as trans-semiotising practices. The data collected included two video-recorded lectures from a Business course. Following Sahan and Rose's taxonomy (2021) and from a mixed-based approach, we aim at analysing quantitatively and qualitatively the episodes where translanguaging was employed by the lecturer. We then examine the multimodal nature of those episodes using the Multimodal Discourse Analysis perspective and the GRAPE-MARS software. Results show that translanguaging has a clear pedagogical function since the lecturer employs the L1 to check students' comprehension, explain or clarify presented content, translate technical vocabulary, provide feedback, and build rapport. Moreover, depending on the aforementioned functions, the lecturer employs specific multimodal ensembles, which reinforce translanguaging practices. Hence, this practice should be redefined as trans-semiotising because it offers a more comprehensive approach to communication within the EMI classroom.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"80 ","pages":"Pages 74-90"},"PeriodicalIF":3.2,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144632485","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

“Long-term effects of Covid-19 are poorly understood”: Attitude in medical journal abstracts and highlights “对Covid-19的长期影响知之甚少”：医学期刊摘要和重点报道中的态度

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2025-07-09 DOI: 10.1016/j.esp.2025.06.002

Hang (Joanna) Zou , Ken Hyland

{"title":"“Long-term effects of Covid-19 are poorly understood”: Attitude in medical journal abstracts and highlights","authors":"Hang (Joanna) Zou , Ken Hyland","doi":"10.1016/j.esp.2025.06.002","DOIUrl":"10.1016/j.esp.2025.06.002","url":null,"abstract":"<div><div>Studies of authorial stance are now a staple of the discourse analytic literature. Less studied, however, are the more personal, affective attitudes authors take towards their material and how these contribute to persuading an academic audience. In this paper, we employ Hyland’s (2005) metadiscourse model to examine the role of affect in two of the most explicitly rhetorical genres in the academy: abstracts and highlights. Despite differences, these genres share the promotional purpose of announcing research and seeking to attract an audience for it. Based on the abstracts and corresponding highlights from 261 articles in high profile medical journals addressing Covid-19 research, we show how attitude markers are used to strategically manage this purpose in different ways. The results indicate that academics routinely express attitudes to promote their research, with proportionately more features in the highlights. Variations in markers and their functions underscore their importance. Our study contributes to the literature on attitude markers and rhetorical persuasion, particularly in Covid-related discourse.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"80 ","pages":"Pages 60-73"},"PeriodicalIF":3.2,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144581187","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

Climate discourses of petroleum corporations in China and the United States: A comparative stakeholder analysis 中美石油企业的气候话语：利益相关者比较分析

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2025-06-23 DOI: 10.1016/j.esp.2025.06.001

Jieyun Feng , Wenze Lu , Ming Liu , Wenqing Yu

{"title":"Climate discourses of petroleum corporations in China and the United States: A comparative stakeholder analysis","authors":"Jieyun Feng , Wenze Lu , Ming Liu , Wenqing Yu","doi":"10.1016/j.esp.2025.06.001","DOIUrl":"10.1016/j.esp.2025.06.001","url":null,"abstract":"<div><div>Although corporate climate discourse has been extensively studied, research has primarily focused on self-legitimisation and self-promotional strategies. How corporations engage with key stakeholders and balance competing priorities remains underexplored. By integrating stakeholder theory with corporate climate discourse, this study explores how American and Chinese petroleum corporations frame their climate discourses in relation to two key global and national stakeholders: the Paris Agreement and their respective national governments. Using a mixed-methods approach, this study conducts a quantitative thematic analysis of the Paris Agreement and national climate policies, followed by a qualitative thematic analysis of climate discourse from six leading petroleum corporations—Marathon Oil, ExxonMobil, and Chevron (U.S.) and CNPC, Sinopec, and CNOOC (China). Findings indicate that the Paris Agreement prioritises global engagement, development capacity and a formal, obligatory commitment to directives. China's policy discourse presents the government as a central orchestrator, actively guiding national policy within a global framework. Meanwhile, U.S. policy discourse focuses on addressing immediate climate crises and promoting environmental justice while emphasising the roles of various agencies. In response to these two key stakeholders, Chinese corporations align their discourse closely with the Paris Agreement, centring on two themes: ‘transition to sustainable energy management’ and ‘policy-driven climate strategy’. American corporations take a more delicate approach, balancing global commitment with business operations while demonstrating ‘selective policy support and active lobbying’ and ‘advocacy for market-driven carbon pricing’. This study concludes with a discussion of its academic contributions and practical implications for climate regulators, corporate communication students and practitioners.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"80 ","pages":"Pages 44-59"},"PeriodicalIF":3.2,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144338498","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

When reviewers negate and authors navigate: Negation in peer review comments and author responses 当审稿人否定和作者导航时：同行评审评论和作者回复中的否定

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2025-06-19 DOI: 10.1016/j.esp.2025.05.008

Yue Yuan , Luda Liu , Feng (Kevin) Jiang

{"title":"When reviewers negate and authors navigate: Negation in peer review comments and author responses","authors":"Yue Yuan , Luda Liu , Feng (Kevin) Jiang","doi":"10.1016/j.esp.2025.05.008","DOIUrl":"10.1016/j.esp.2025.05.008","url":null,"abstract":"<div><div>This study explores how negation features in peer review discourse, examining patterns of its occurrence in the rhetorical exchanges between reviewers and authors. Drawing on a corpus of reviewer comments and corresponding author responses from 50 research articles published in the <em>British Medical Journal</em>, we adopt a discourse-informed approach that examines the co-textual environments in which negation appears, rather than attributing interpersonal functions to negation itself. We identify six rhetorical alignments (comparison, addition, refutation, hedging, boosting, and affect) based on how negation co-occurs with discourse features that organise information or express stance. Our findings reveal that while reviewers primarily use negation to deliver critical evaluation and assert authority, authors use it to defend research choices and manage disagreement through hedging and contrast. Exemplar exchanges illustrate how both parties negotiate critique while maintaining collegiality. The study contributes to English for Specific Purposes by addressing a practical need that novice researchers and postgraduate students often struggle to interpret reviewer feedback and write response letters. By examining the rhetorical deployment of negation, we offer insights into the interactional dimensions of peer review and provide pedagogical implications for teaching critique and rebuttal strategies in academic writing instruction.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"80 ","pages":"Pages 31-43"},"PeriodicalIF":3.2,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321304","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

Academic formulas in TED talks and TED-Ed animations: Insights for academic vocabulary learning TED演讲和TED动画中的学术公式：对学术词汇学习的见解

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2025-06-11 DOI: 10.1016/j.esp.2025.05.009

Chen-Yu Liu

{"title":"Academic formulas in TED talks and TED-Ed animations: Insights for academic vocabulary learning","authors":"Chen-Yu Liu","doi":"10.1016/j.esp.2025.05.009","DOIUrl":"10.1016/j.esp.2025.05.009","url":null,"abstract":"<div><div>Knowledge of academic formulas is essential for EAP learners, as these sequences are pervasive and serve key discourse functions in academic contexts. To support academic formula learning, it is crucial to identify resources that provide frequent and diverse encounters with these formulas. This study examines TED talks and TED-Ed animations as potential pedagogical resources by comparing the presence of Academic Formulas List (AFL) items in these discourse types with academic lectures. The results indicate that both TED talks and TED-Ed animations can offer learners opportunities to encounter a wide variety of AFL items, with their diversity comparable to academic lectures. TED talks contain a significantly higher density and variety of AFL items than TED-Ed animations, highlighting their relative usefulness for learning academic formulas. While TED-Ed animations contain fewer formulas overall, they feature a comparable variety of written AFL items to academic lectures and a higher density and variety of academic formulas than other learning resources (e.g., textbooks), emphasizing their value as supplementary resources. This study expands the range of resources available for academic formula learning and enhances the understanding of TED talks and TED-Ed animations as educational tools, highlighting their distinct lexical characteristics and implications for academic English instruction.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"80 ","pages":"Pages 16-30"},"PeriodicalIF":3.2,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144261391","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