English for Specific Purposes最新文献_第2页

Compiling a custom corpus and word list for ESAP: The case of English for Geographers 为ESAP编写自定义语料库和单词列表：以地理学家英语为例

IF 2.7 1区文学

English for Specific Purposes Pub Date : 2026-01-01 Epub Date: 2025-10-10 DOI: 10.1016/j.esp.2025.09.004

Andreja Drašler, Monika Kavalir

{"title":"Compiling a custom corpus and word list for ESAP: The case of English for Geographers","authors":"Andreja Drašler, Monika Kavalir","doi":"10.1016/j.esp.2025.09.004","DOIUrl":"10.1016/j.esp.2025.09.004","url":null,"abstract":"<div><div>The study presents a step-by-step procedure for building a specialised corpus and compiling a technical word list to support instruction in English for Specific Academic Purposes (ESAP). Recognising the lack of suitable textbooks for a highly specialised ESAP course, a custom corpus of 1.4 million words was constructed to support the development of corpus-informed teaching materials for undergraduate geography students. The corpus was compiled from textbook chapters and journal articles that geography professors recommended as directly relevant to students. To ensure representativeness, the corpus was aligned with the first-year BA geography curriculum. A combined approach of keyword analysis and technicality was used to compile a geographical word list according to the following criteria: (1) simple maths keyness score in Sketch Engine, (2) minimum document frequency, (3) technicality (the inclusion of a term in a technical dictionary or its validation by a discipline-specific expert). Keyword analysis has shown that the vast majority (94.24%) of keywords and multi-word items extracted by Sketch Engine are technical and have thus been included in the final word list, which comprises 507 geographical terms relevant to students’ academic needs. More than half of these terms were incorporated into teaching materials, primarily selected based on topic relevance. This study proposes a corpus-informed methodology for designing teaching materials that is straightforward and user-friendly. It offers a practical and methodologically sound framework for ESP practitioners seeking to develop curriculum-aligned, custom corpora and discipline-specific word lists for teaching.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"81 ","pages":"Pages 92-102"},"PeriodicalIF":2.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145267382","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

“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 : 2026-01-01 Epub 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":"2026-01-01","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}

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Cultivating critical thinking dispositions in EGAP courses: The importance of teaching materials selection 在EGAP课程中培养批判性思维：教材选择的重要性

IF 2.7 1区文学

English for Specific Purposes Pub Date : 2026-01-01 Epub Date: 2025-11-12 DOI: 10.1016/j.esp.2025.10.006

Zheng Li , Bing Li , Xinglong Wang , Tao Wang

{"title":"Cultivating critical thinking dispositions in EGAP courses: The importance of teaching materials selection","authors":"Zheng Li , Bing Li , Xinglong Wang , Tao Wang","doi":"10.1016/j.esp.2025.10.006","DOIUrl":"10.1016/j.esp.2025.10.006","url":null,"abstract":"<div><div>Designers and instructors of English for General Academic Purposes (EGAP) courses aim to integrate critical thinking into the curriculum but often lack actionable strategies. To address this challenge, our study proposed and evaluated strategies for selecting teaching materials that instructors can readily implement. We recruited 853 graduate students enrolled in EGAP courses in China and collected data on their critical thinking dispositions at four different time points with an eight-week interval. Along with the four-wave data collection, we also collected information on students' prior test grades and teachers' use of discipline-specific, latest research-related teaching materials to build a nonlinear conditional latent growth model. The results showed that students' critical thinking dispositions exhibited temporal growth within the EGAP course context. Furthermore, with students' prior test grades controlled, exposure to discipline-specific, latest research-related materials in EGAP courses promoted the temporal growth of students’ critical thinking dispositions. Implications for cultivating critical thinking through EGAP instruction, particularly in Chinese educational contexts, are discussed.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"81 ","pages":"Pages 184-196"},"PeriodicalIF":2.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145519766","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

Interactional metadiscourse in student and professional business correspondence writing 学生与专业商务信函写作中的互动元语篇

IF 2.7 1区文学

English for Specific Purposes Pub Date : 2026-01-01 Epub Date: 2025-10-27 DOI: 10.1016/j.esp.2025.10.003

Xue Xiao , Shuangling Li

{"title":"Interactional metadiscourse in student and professional business correspondence writing","authors":"Xue Xiao , Shuangling Li","doi":"10.1016/j.esp.2025.10.003","DOIUrl":"10.1016/j.esp.2025.10.003","url":null,"abstract":"<div><div>This study investigates how professionals and students use interactional metadiscourse in business correspondence writings (BCWs), drawing on two corpora: student-generated texts (BCS) and professional texts (BCP). Guided by an adapted interpersonal model of interactional metadiscourse in business discourse, it explores similarities and differences in metadiscourse use between the two groups. Results indicate statistically significant differences in interactional metadiscourse use between student and professional BCWs, and the professionals used interactional metadiscourse more frequently and strategically. Students relied more on boosters to assert statement validity and used self-mentions heavily, reflecting a self-oriented style. In contrast, professionals favored hedges and engagement markers, prioritizing tentativeness and negative politeness strategies to adopt a reader-oriented approach. The two groups also diverged in linguistic preferences for realizing metadiscourse types. By highlighting these differences, this study aims to enrich the body of knowledge on interactional metadiscourse and BCWs and offer implications for the teaching and learning of interactional metadiscourse in BCW contexts.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"81 ","pages":"Pages 135-149"},"PeriodicalIF":2.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145416951","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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Stance beyond words: How TED speakers construct stance through multimodal semiotic resources 超越话语的立场：TED演讲者如何通过多模态符号学资源构建立场

IF 2.7 1区文学

English for Specific Purposes Pub Date : 2026-01-01 Epub Date: 2025-11-03 DOI: 10.1016/j.esp.2025.10.001

Jihua Dong, Mingyue Zhang

{"title":"Stance beyond words: How TED speakers construct stance through multimodal semiotic resources","authors":"Jihua Dong, Mingyue Zhang","doi":"10.1016/j.esp.2025.10.001","DOIUrl":"10.1016/j.esp.2025.10.001","url":null,"abstract":"<div><div>This study examines how speakers construct stance toward online non-specialist audiences through multimodal resources, including verbal language, paralanguage, gesture, and head movement. Drawing on multimodal discourse analysis and adapting Hyland's (2005b) stance framework, this study analyzes twenty TED Talk videos in hard and soft sciences. The analysis focuses on the types and frequencies of stance markers, the composition of multimodal ensembles, and the interrelations among semiotic resources. Results indicate that (a) stance markers occur more frequently in soft science talks; (b) speakers in soft sciences employ a wider range of multimodal resources to convey stance; and (c) stress and beat gestures constitute the top two most frequently used modes in expressing stance. The findings provide insights into the multimodal construction of stance and its disciplinary variation within academic communication and contribute to our understanding of the form-function mapping of stance. The findings also shed light on how academic knowledge is effectively communicated and made accessible to broader audiences by means of strategic multimodal integration of verbal and non-verbal resources in digital contexts.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"81 ","pages":"Pages 150-168"},"PeriodicalIF":2.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145465605","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 : 2026-01-01 Epub Date: 2025-09-11 DOI: 10.1016/j.esp.2025.09.001

Mingyu Li , Fengqiang Wang

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Can digital multimodal composition facilitate content learning in a CLIL context? Insights from students’ composing processes in a legal English course 数字多模态作文能促进CLIL语境下的内容学习吗？法律英语课程中学生写作过程的感悟

IF 2.7 1区文学

English for Specific Purposes Pub Date : 2026-01-01 Epub Date: 2025-10-07 DOI: 10.1016/j.esp.2025.09.003

Sichen Xia , Zhuowen Li

{"title":"Can digital multimodal composition facilitate content learning in a CLIL context? Insights from students’ composing processes in a legal English course","authors":"Sichen Xia , Zhuowen Li","doi":"10.1016/j.esp.2025.09.003","DOIUrl":"10.1016/j.esp.2025.09.003","url":null,"abstract":"<div><div>This study explores the role of digital multimodal composing (DMC) in facilitating disciplinary content learning within a content and language integrated learning (CLIL) context, focusing on a legal English course for tertiary-level English majors. While prior research on DMC has primarily emphasized language teaching, limited attention has been given to its potential for supporting subject knowledge acquisition in content-based courses. Drawing on data from students’ composing processes, learning outcomes, and post-learning reflections, the study examines when and how DMC influences content learning. The findings reveal that content engagement varies across the DMC process. The early stages, such as topic selection and planning, involve intensive disciplinary learning, while the scripting stage requires students to synthesize, rephrase, and communicate specialized knowledge for a lay audience, fostering both content retention and language acquisition. In contrast, the later stages—shooting, editing, and finalizing—shift the focus to multimodal composing with limited explicit content learning. The study also demonstrates that DMC projects enhance subject knowledge by promoting conceptual integration, extension, and discovery, while enabling students to apply, recontextualize, and engage with disciplinary literacy in authentic scenarios. The study suggests that DMC, with appropriate scaffolding, is an effective tool for integrating content and language learning in higher education CLIL contexts.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"81 ","pages":"Pages 73-91"},"PeriodicalIF":2.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145267381","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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Writing beyond the academy: Towards tasks that promote genre knowledge and transfer across contexts 学院之外的写作：朝向促进体裁知识和跨语境转移的任务

IF 2.7 1区文学

English for Specific Purposes Pub Date : 2026-01-01 Epub Date: 2025-11-07 DOI: 10.1016/j.esp.2025.10.005

Lisa McGrath , Raffaella Negretti , Christine B. Feak

{"title":"Writing beyond the academy: Towards tasks that promote genre knowledge and transfer across contexts","authors":"Lisa McGrath , Raffaella Negretti , Christine B. Feak","doi":"10.1016/j.esp.2025.10.005","DOIUrl":"10.1016/j.esp.2025.10.005","url":null,"abstract":"<div><div>Despite increasing expectations for scholars to communicate their research to the public, and the advanced communicative skills this expectation requires, research in genre pedagogy has almost exclusively targeted academic writing. Our aim was to design and trial a “multi-genre task”, a task sequence that incorporates working with academic and outreach genres concurrently. This task combined examples of two genres tied to different social contexts (a blog post and an abstract), comparison and reflection, and guided practice. Doctoral students in the UK and Sweden completed the task. Textual analysis of task responses showed that participants reformulated and recontextualised their writing – from academic to outreach and vice versa – on the content, lexical, grammatical and structural level. Interview data revealed that the task fostered the development of genre-specific knowledge, genre awareness, and prompted metacognitive insights on the students’ own writing. Our study provides new evidence of the dynamics behind the development of genre knowledge andawareness, recontextualization abilities across genres and contexts, as well as a task that promotes transfer.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"81 ","pages":"Pages 169-183"},"PeriodicalIF":2.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145465606","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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One size doesn't fit all: Exploring student expectations and disciplinary voices in ESP in Estonia 一种方法并不适用于所有：探索爱沙尼亚ESP中学生的期望和纪律声音

IF 2.7 1区文学

English for Specific Purposes Pub Date : 2026-01-01 Epub Date: 2025-10-26 DOI: 10.1016/j.esp.2025.10.004

Merilyn Meristo , Aigi Heero

{"title":"One size doesn't fit all: Exploring student expectations and disciplinary voices in ESP in Estonia","authors":"Merilyn Meristo , Aigi Heero","doi":"10.1016/j.esp.2025.10.004","DOIUrl":"10.1016/j.esp.2025.10.004","url":null,"abstract":"<div><div>Following the 2014/15 university reform in Estonia, English for Specific Purposes (ESP) instruction gained significant prominence, with compulsory ESP courses now integrated into nearly every curriculum. This policy shift aimed to enhance students' professional competences in an increasingly globalised academic and professional landscape. The present study investigates how students themselves perceive ESP teaching and learning by exploring their expectations, preferences, and prior experiences. A mixed-methods survey was conducted with 208 students (146 female, 62 male) from a range of academic disciplines at both BA and MA levels. The results indicate that students' highest expectations centred on the development of speaking skills, followed by the acquisition of field-specific terminology, writing, reading, and listening. Notably, a substantial number of students expected ESP to resemble General English, which is perhaps unsurprising given that 67 % of respondents reported no prior exposure to ESP. Students also commented on classroom methods: grammar-focused activities were considered the most useful, whereas discussions were rated as the most enjoyable. These findings highlight a complex interplay between learners’ skill priorities, affective responses, and disciplinary backgrounds, offering important implications for the design of more learner-responsive ESP courses in Estonia.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"81 ","pages":"Pages 120-134"},"PeriodicalIF":2.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145416952","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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Exploring the linguistic features of About Us texts on the official websites of international organizations: A corpus-based move analysis with multi-dimensional analysis 国际组织官方网站“About Us”文本的语言特征探析——基于语料库的多维分析

IF 2.7 1区文学

English for Specific Purposes Pub Date : 2026-01-01 Epub Date: 2025-10-18 DOI: 10.1016/j.esp.2025.10.002

Huiyu Zhang , Yining Hou , Yayu Shi

{"title":"Exploring the linguistic features of About Us texts on the official websites of international organizations: A corpus-based move analysis with multi-dimensional analysis","authors":"Huiyu Zhang , Yining Hou , Yayu Shi","doi":"10.1016/j.esp.2025.10.002","DOIUrl":"10.1016/j.esp.2025.10.002","url":null,"abstract":"<div><div>Official websites serve as an important channel for international organizations to communicate with the public, and <em>About Us</em> (AU) pages, usually among the most frequently visited, provide basic information and act as a self-promotional platform to establish a positive institutional image. To explore the linguistic features of AU texts, this study combines a corpus-based move analysis with multi-dimensional analysis to examine the AU pages of 529 major international organizations. Thirteen moves are identified, with Moves 1, 3, 4, 8, 9, and 11 represent informational discourse focusing on conveying factual information, while the remaining moves express stance and evaluation as promotional discourse. Multi-dimensional analysis reveals that promotional and informational discourse differ significantly in Dimensions 1 and 4. Specifically, the strategic use of high-frequency nouns emerges as a key linguistic feature in constructing informational discourse, which also shows a marked avoidance of certain linguistic features such as analytic negation, stranded prepositions, and the pro-verb <em>do</em>. In contrast, promotional moves use more private verbs, first-person pronouns, and predicative adjectives to express evaluations, assessments, and stance. Modal verbs are also used to articulate organizational aspirations and future commitments.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"81 ","pages":"Pages 103-119"},"PeriodicalIF":2.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145324370","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