English for Specific Purposes最新文献_第10页

A practitioner's commentary on C. Chan (2009): “Forging a link between research and pedagogy: A holistic framework for evaluating business English materials” C. Chan（2009 年）的实践者评论："建立研究与教学法之间的联系：评估商务英语教材的整体框架"

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-04-01 Epub Date: 2024-01-14 DOI: 10.1016/j.esp.2023.12.005

Alan Simpson

引用次数: 0

“Maybe, but probably not”: A cross-disciplinary study of negation in Three Minute Thesis presentations "也许是，但可能不是"：对 "三分钟论文 "中否定的跨学科研究

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-04-01 Epub Date: 2024-02-21 DOI: 10.1016/j.esp.2024.02.001

Shuyi Amelia Sun , Feng Kevin Jiang , Yanhua Liu

{"title":"“Maybe, but probably not”: A cross-disciplinary study of negation in Three Minute Thesis presentations","authors":"Shuyi Amelia Sun , Feng Kevin Jiang , Yanhua Liu","doi":"10.1016/j.esp.2024.02.001","DOIUrl":"https://doi.org/10.1016/j.esp.2024.02.001","url":null,"abstract":"<div><p>Three Minute Thesis (3MT) presentations have received global popularity, which develop the discursive competence of postgraduate students to communicate their disciplinary research to a wide audience. Despite increased research into aspects of 3MT presentations, little is known about how student presenters react to the audience's knowledge base and recognize the possibility of rejecting their arguments. Therefore, this study focuses on the use of negation in 3MT presentations, suggesting how presenters introduce an alternative positive position into the dialogue, and hence acknowledging it, so as to reject it. We explored the frequencies, forms, and functions of negation at the discourse-semantic level with other appraisal resources in a corpus of 124 3MT presentations across hard and soft disciplines. Our results revealed that <em>not</em>, <em>no,</em> and negative contractions were the most frequent, and notably preferred by soft-disciplinary speakers. We also identified intriguing cross-disciplinary variations in the way negation was used alongside pronounce resources that expressed explicit authorial emphases to co-articulate the rhetorical effect in discourse. Pedagogical implications are raised as to the strengthening of students' rhetorical awareness of linguistic resources to achieve effective academic presentations and wide communication of disciplinary knowledge.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"74 ","pages":"Pages 117-131"},"PeriodicalIF":2.5,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139936889","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

Leveraging ESP teachers’ roles: EMI university teachers’ professional development in medical and healthcare fields 发挥 ESP 教师的作用：EMI 大学教师在医疗保健领域的专业发展

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-04-01 Epub Date: 2024-02-09 DOI: 10.1016/j.esp.2024.01.005

Yi-ping Huang , Lu-Chun Lin , Wenli Tsou

{"title":"Leveraging ESP teachers’ roles: EMI university teachers’ professional development in medical and healthcare fields","authors":"Yi-ping Huang , Lu-Chun Lin , Wenli Tsou","doi":"10.1016/j.esp.2024.01.005","DOIUrl":"https://doi.org/10.1016/j.esp.2024.01.005","url":null,"abstract":"<div><p>Researchers have acknowledged that English-medium Instruction (EMI) instructors' professional development (PD) is crucial for promoting high-quality student learning outcomes, resulting in an increasing number of EMI PD programs worldwide across a variety of academic fields. Much research on EMI PD has focused on how to support EMI teachers rather than who can serve as teacher developers. This paper presents a glocalized EMI PD program designed collaboratively by experienced ESP teachers and EMI instructors in Taiwan's higher education. The study focused on a cohort from the medical and healthcare faculty, revealing significant improvements in their EMI pedagogical knowledge and self-efficacy. These enhancements were evidenced by increased skills and understanding related to EMI. Additionally, it highlighted the positive outcomes of dispelling EMI misconceptions, increasing awareness of effective language use in teaching, as well as addressing the nuances of EMI pedagogy and self-efficacy. The above findings suggest that ESP teachers can be leveraged as legitimate designers of PD programs to effectively address EMI university instructors' needs, given their expertise in ESP, disciplinary literacy, and cross-disciplinary collaboration. Therefore, this study serves as a valuable reference and springboard for the future development of EMI PD programs.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"74 ","pages":"Pages 103-116"},"PeriodicalIF":2.5,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139714256","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

Developing genre awareness in collaborative academic reading: A case study of novice academic learners 合作学术阅读中体裁意识的培养:以学术初学者为例

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-04-01 Epub Date: 2023-11-29 DOI: 10.1016/j.esp.2023.11.001

Yongchao Deng , Jun Lei , Tan Jin , Jing Chen

{"title":"Developing genre awareness in collaborative academic reading: A case study of novice academic learners","authors":"Yongchao Deng , Jun Lei , Tan Jin , Jing Chen","doi":"10.1016/j.esp.2023.11.001","DOIUrl":"https://doi.org/10.1016/j.esp.2023.11.001","url":null,"abstract":"<div><p><em>Genre awareness</em>, the conscious knowledge of how genre features function in reading and writing (Tardy et al., 2020), plays a facilitating role in reading academic texts. However, there is limited empirical research focusing on novice academic learners' genre awareness acquisition and development in collaborative reading contexts, despite the great benefits associated with such collaborative designs (Johns, 2008; Ye, 2020). Therefore, the current study, employing a qualitative case study approach, investigated how Chinese first-year university students acquired and developed genre awareness in collaborative academic reading. Data from multiple sources were collected, including classroom recordings, students’ written products, and semi-structured interviews, from two focal groups in a university English for Academic Purposes (EAP) reading course with a pedagogical design aimed at collaborative reading of research reports. Drawing on relevant genre and metacognition theories, data analyses revealed that these two groups of Chinese freshmen developed awareness of <em>text structure</em>, <em>academic language</em>, and <em>academic norms</em>, and that the development of the three types of metacognitive genre awareness followed different trajectories over a semester of collaborative academic reading. These findings contribute to our understanding of how novice academic learners become aware of an academic genre and learn it through a collaborative approach.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"74 ","pages":"Pages 9-22"},"PeriodicalIF":2.5,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138465665","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

‘Table 1 shows that…’: A local grammar of graphic data commentary in discourse of Economics 表 1 显示......"：经济学话语中图形数据评论的地方语法

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-04-01 Epub Date: 2024-01-22 DOI: 10.1016/j.esp.2024.01.001

Lei Zhang, Rui Jiang, Junmei Zhang

{"title":"‘Table 1 shows that…’: A local grammar of graphic data commentary in discourse of Economics","authors":"Lei Zhang, Rui Jiang, Junmei Zhang","doi":"10.1016/j.esp.2024.01.001","DOIUrl":"10.1016/j.esp.2024.01.001","url":null,"abstract":"<div><p>This paper analyzes discourse acts in an ESP context from a local grammar perspective. We illustrate this analysis by constructing a local grammar for the discourse act of commenting on information in graphics, i.e., graphic data commentary in the discourse of Economics. Based on a corpus of research articles of Economics, we extracted instances of graphic data commentary that contain lexical items indicating different types of graphics (e.g., table, figure). Eight functional terminologies (e.g., ‘Graphic’, ‘Data’) were identified from the instances for the subsequent local grammar analysis, which in turn led to 17 frequently occurring semantic patterns, i.e., local grammar patterns. Each pattern has been observed to have a distinctive way to organize meanings and a corresponding communicative function, fitting the variation of the context. The study indicates that local grammar can provide a precise and systematic description of the lexical-semantic means that economists rely on to communicate graphic information and can offer pedagogical insights into the teaching of academic writing in an ESP context.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"74 ","pages":"Pages 68-81"},"PeriodicalIF":2.5,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139516985","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

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-04-01 Epub Date: 2024-01-01 DOI: 10.1016/j.esp.2023.12.003

Javad Zare , Ahmad Al-Issa

引用次数: 0

Situating EAP learners in their disciplinary classroom: How Taiwanese engineering majors ‘read’ their textbooks 将英语语言学习者置于学科课堂中：台湾工程专业学生如何 "阅读 "教科书

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-04-01 Epub Date: 2024-02-03 DOI: 10.1016/j.esp.2024.01.003

Hsin-Ying Huang , David Wible

{"title":"Situating EAP learners in their disciplinary classroom: How Taiwanese engineering majors ‘read’ their textbooks","authors":"Hsin-Ying Huang , David Wible","doi":"10.1016/j.esp.2024.01.003","DOIUrl":"https://doi.org/10.1016/j.esp.2024.01.003","url":null,"abstract":"<div><p>Tertiary-level English as a foreign language (EFL) learners in Taiwan are often required to read English-medium textbooks in their disciplinary courses. In science and engineering, it is a common practice for teachers to assign students English text but lecture in the local language, Chinese. In this study, we provided a situated picture of how these students interact with the text in their disciplinary context by triangulating multiple knowledge sources available to them. This includes analysis of the subject textbook in L2 (English), lectures in L1 (Chinese), and artifacts produced in the class, such as syllabus, exam sheets, and students' notes. Semi-structured interviews were conducted to investigate the students' and an instructor's perceptions of the role of these sources and their interrelationships. The findings reveal that students exploited various meaning-making resources to comprehend the ideas covered in the textbook. In addition, the instructor's explanation of the teaching materials, homework problem sets, and exam questions all proved to be important and interconnected resources that students rely on in their reading practices. Notably, problem sets and equations captured the students' attention while reading the textbook. We discuss the role of problem sets in scientific textbooks and suggest implications for further research.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"74 ","pages":"Pages 85-102"},"PeriodicalIF":2.5,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139675372","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

A rhetorical function and phraseological analysis of commentaries on visuals 视觉评论的修辞功能与语词分析

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-01-01 Epub Date: 2023-09-27 DOI: 10.1016/j.esp.2023.09.001

Jincheng Wu , Cecilia Guanfang Zhao , Xiaofei Lu , Tan Jin

{"title":"A rhetorical function and phraseological analysis of commentaries on visuals","authors":"Jincheng Wu , Cecilia Guanfang Zhao , Xiaofei Lu , Tan Jin","doi":"10.1016/j.esp.2023.09.001","DOIUrl":"https://doi.org/10.1016/j.esp.2023.09.001","url":null,"abstract":"<div><p>Visuals (e.g., figures) are prevalent in academic writing across disciplines, and they are usually accompanied by commentaries that summarize and/or interpret the information they contain. Commentaries on visuals have not yet been studied in terms of their rhetorical and phraseological features, and insights into these features could help novice academic writers integrate such commentaries more effectively. To address the gap, this study examined and reported on frequently employed rhetorical functions and phrase-frames for commentaries on visuals, based on a corpus of such commentaries extracted from 100 social science research reports. Specifically, the corpus was first manually annotated using a rhetorical function framework developed based on previous studies. Five- to seven-gram phrase-frames were also automatically extracted based on corpus statistics and then manually scrutinized to generate a pedagogically useful list. The finalized 169 phrase-frames were then linked to the rhetorical functions based on their occurrences and sorted accordingly in the final list. Under each rhetorical function, the phrase-frames were further categorized into specialized, semi-specialized, and non-specialized types, following previous studies. Pedagogical and empirical implications of the phrase-frame list for English for specific purposes programs are discussed.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"73 ","pages":"Pages 33-45"},"PeriodicalIF":2.5,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50204790","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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Constructing proximity in popularization discourse: Evidence from lexical bundles in TED talks 大众化话语中的接近性建构:来自TED演讲词汇束的证据

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-01-01 Epub Date: 2023-11-03 DOI: 10.1016/j.esp.2023.10.003

Wei Wang , Eniko Csomay

{"title":"Constructing proximity in popularization discourse: Evidence from lexical bundles in TED talks","authors":"Wei Wang , Eniko Csomay","doi":"10.1016/j.esp.2023.10.003","DOIUrl":"https://doi.org/10.1016/j.esp.2023.10.003","url":null,"abstract":"<div><p>Taking Hyland’s (2010) <em>proximity</em> as its conceptual orientation and lexical bundles as its analytical lens, the present study explores the extent to which phraseological configurations in TED talks encode the five facets of proximity. Adopting a corpus-informed discourse analytical approach to lexical bundles (frequently occurring four-word sequences in text), we aim to describe the popularizing features TED talks present. Lexical bundles are identified and extracted from a corpus of 500 TED talks totaling about 1.1 million words, followed by an analysis of their indexicality related to proximity. This study reveals that, in addition to communicating the lay version of knowledge, TED talks are devoted to both a democratic means of communication by facilitating audience comprehension and mitigating speaker-audience asymmetry and to a promotional agenda not dissimilar to that of advertising. These characteristics allow for movement between proximity of commitment and proximity of membership. This study demonstrates the indexical function of lexical bundles, expanding on their role as a discovery tool for obtaining a generic profile of a particular genre.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"73 ","pages":"Pages 95-109"},"PeriodicalIF":2.5,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0889490623000716/pdfft?md5=055e45c0dca87c2a0411ec777bfa6920&pid=1-s2.0-S0889490623000716-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136968413","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

Tracking the first-year experience in English medium instruction: A pre-post study of transitional challenges 追踪英语教学一年级的经历：过渡挑战的前后研究

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-01-01 Epub Date: 2023-09-21 DOI: 10.1016/j.esp.2023.09.002

Ikuya Aizawa

{"title":"Tracking the first-year experience in English medium instruction: A pre-post study of transitional challenges","authors":"Ikuya Aizawa","doi":"10.1016/j.esp.2023.09.002","DOIUrl":"https://doi.org/10.1016/j.esp.2023.09.002","url":null,"abstract":"<div><p>This study explores the changes in perceptions of transitional challenges faced by learners studying Chemistry through English-medium instruction (EMI) at a university in Japan over one academic semester. The research investigates the relationship between students’ English proficiency, academic performance, and their perception of transitional challenges. The study involves 27 students from an introductory Chemistry course and adopts a mixed-methods approach. The quantitative analysis utilises IELTS scores, as well as pre-and post-content tests, to examine the relationship between language proficiency and academic performance. Complementing these findings, the qualitative analysis provides insights from semi-structured interviews conducted at the start and end of a 12-week semester. These interviews offer an in-depth look into the individual transition processes of six purposefully selected students who represent a range of backgrounds and varying degrees of success in EMI, including both international and local students. The findings indicate that English proficiency alone does not guarantee a successful transition into EMI. Other factors play crucial roles in the rate and extent to which students overcome transitional challenges. The study recognises the need for ongoing support to help students navigate persistent transitional challenges in EMI. Implications are discussed regarding language support, EMI curriculum planning, and future research directions.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"73 ","pages":"Pages 20-32"},"PeriodicalIF":2.5,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50204792","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