English for Specific Purposes最新文献_第3页

The genre of PechaKucha presentations: Analysis and implications for enhancing multimodal literacy at university PechaKucha 演示的体裁：分析和对提高大学多模态素养的影响

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-05-27 DOI: 10.1016/j.esp.2024.05.002

Vicent Beltrán-Palanques , Mercedes Querol-Julián

{"title":"The genre of PechaKucha presentations: Analysis and implications for enhancing multimodal literacy at university","authors":"Vicent Beltrán-Palanques , Mercedes Querol-Julián","doi":"10.1016/j.esp.2024.05.002","DOIUrl":"https://doi.org/10.1016/j.esp.2024.05.002","url":null,"abstract":"<div><p>ESP students need to develop their multimodal literacy to become literate in today's professional spaces. For this purpose, ESP teachers should revisit pedagogy practices to best engage students in the navigation and construction of multimodal genres. As a case in point, we explore PechaKucha (PK) presentations. This multimodal genre consists of 20 slides, which are automatically advanced every 20 s. PK presentations entail a complex format that requires speakers to choose how to convey content, design suitable visuals, and engage audiences. The dataset for the study consists of 7 PK presentations delivered during a social event at an architecture conference. Adopting a multimodal discourse analysis lens, we analyse this set of PK presentations in terms of rhetorical structure and the way in which intersemiotic relations unfolded (synchronisation between speech and visuals and the modal density of slides). The analysis demonstrates that PK presentations entail an intricate multimodal composition consisting of three moves in which professional and personal narratives intertwine. The examination of intersemiotic relations reveals how speech and visuals interplay effectively to transmit meaning and engage the audience. The results of this study provide critical information to design a research-informed pedagogy to enhance ESP students' multimodal literacy.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0889490624000231/pdfft?md5=a28e111c0508751c717266dedcb94bf4&pid=1-s2.0-S0889490624000231-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141163669","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

Making room for research promotion in RA discussion/closing sections: A Spanish-English comparative approach 在 RA 讨论/结束部分为促进研究留出空间：西班牙语与英语的比较方法

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-05-24 DOI: 10.1016/j.esp.2024.04.004

Ana I. Moreno

{"title":"Making room for research promotion in RA discussion/closing sections: A Spanish-English comparative approach","authors":"Ana I. Moreno","doi":"10.1016/j.esp.2024.04.004","DOIUrl":"https://doi.org/10.1016/j.esp.2024.04.004","url":null,"abstract":"<div><p>Research articles in English have witnessed a growing emphasis on self-promotion, posing challenges for Spanish social scientists when writing for English-medium journals. One difficulty lies in effectively promoting their own research without compromising necessary content and exceeding word limits. To address this issue, this study explores strategies for making room for research promotion in the discussion/closing sections of social science research articles. A comparative analysis of these sections in English and Spanish was conducted, focusing on the communicative functions fulfilled by different segment types. The findings confirm that authors in English prioritise promoting the quality and applicability of their research over its contribution and relevance. They also reveal that these authors tend to include fewer non-promotional segments restating results, providing background information, and elaborating ideas compared to their Spanish counterparts. However, both groups of authors consistently include segments commenting on the results, as well as making recommendations for future research/practice. These segments are considered essential in this part-genre. This study provides insights for Spanish social scientists balancing self-promotion and other communicative goals in English research writing. The practical implications extend to English for research publication instruction, as well as the work of reviewers and editors of English-medium journals.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0889490624000218/pdfft?md5=a3131209d9c2a00832a911285f28ff27&pid=1-s2.0-S0889490624000218-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141095189","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

Learning to read patient notes in the workplace: How reading aloud and reading alongside can help students for whom English is an additional language 在工作场所学习阅读病人笔记：朗读和并读如何帮助英语是额外语言的学生

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-05-08 DOI: 10.1016/j.esp.2024.04.003

Caroline Havery

{"title":"Learning to read patient notes in the workplace: How reading aloud and reading alongside can help students for whom English is an additional language","authors":"Caroline Havery","doi":"10.1016/j.esp.2024.04.003","DOIUrl":"https://doi.org/10.1016/j.esp.2024.04.003","url":null,"abstract":"<div><p>Much of the recent research in English for nursing has focused on the specialised spoken discourses rather than the written documentation that nursing students need for patient care. However, patient documentation can be challenging to learn, particularly for some students for whom English is an additional language. This study investigated how novice English as an additional language students learned to read patient documentation during their work placements, and the role that their workplace supervisors played in helping them learn. An ethnographic approach and discourse analysis of workplace interactions with three supervisors and 16 students in three Australian hospitals showed that most nursing students observed required explicit guidance from their supervisors to read the documentation and to understand the linguistic and rhetorical functions of those notes. The findings suggest that developing reading skills in the workplace should involve explicit guidance in learning to read the requisite documentation. It is recommended that English for Specific Purposes courses for nursing students pay attention to written as well as spoken discourses and that language specialists work with nursing educators to provide professional development for workplace supervisors and to ensure that guidelines and expectations for reading documentation are clear for supervisors and students.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0889490624000206/pdfft?md5=e4e1e7d60dca62f8d9d2613aafce8574&pid=1-s2.0-S0889490624000206-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140893272","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

Introduction to the Special Issue: English for international medical communication 特刊简介：国际医学交流英语

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-04-30 DOI: 10.1016/j.esp.2024.04.002

Robert C. Johnson, M. Gregory Tweedie

引用次数: 0

Unpacking the rhetoric of Diversity, Equity, and Inclusion Statements for academic job application purposes: A step-driven rhetorical move study 解读以学术工作申请为目的的 "多样性、公平性和包容性声明 "的修辞：修辞步骤研究

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-04-12 DOI: 10.1016/j.esp.2024.04.001

Yuanheng (Arthur) Wang

{"title":"Unpacking the rhetoric of Diversity, Equity, and Inclusion Statements for academic job application purposes: A step-driven rhetorical move study","authors":"Yuanheng (Arthur) Wang","doi":"10.1016/j.esp.2024.04.001","DOIUrl":"https://doi.org/10.1016/j.esp.2024.04.001","url":null,"abstract":"<div><p>Despite the wealth of productive ESP/EAP research on promotional genres over the past decade, such research has yet to spotlight Diversity, Equity, and Inclusion Statements (DEISs) for academic job application purposes in U.S. higher education. To address this gap, this study systematically analyzes the rhetorical features of 80 DEISs and explores the perceptions of faculty administrators, ESP/EAP writing teachers, and novice writers regarding the genre analysis findings.</p><p>A step-driven rhetorical move analysis targeting the frequency and distribution of rhetorical moves/steps, as well as patterns in inter- and intra-move sequences within the DEISs, was implemented. The analysis unveiled five reoccurring moves, each consisting of multiple steps, with varying frequencies across different texts. It also identified a mixture of circular, linear, and somewhat disorganized patterns in inter-move sequences.</p><p>Furthermore, through subsequent semi-structured interviews with three faculty members and one L2 student writer, the study revealed a consensus among the interviewees regarding the practical value of the genre analytic findings, particularly for ESP/EAP writing instruction and professional assessment. Meanwhile, it highlighted the interviewees’ mixed reactions concerning specific rhetorical features of the DEISs and their collective doubts surrounding the writing and use of DEISs.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140548150","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

The contracts word list: Integral vocabulary for reading and writing English contracts 合同词汇表：读写英语合同的综合词汇

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-03-28 DOI: 10.1016/j.esp.2024.03.002

Elizabeth Hanks , Brett Hashimoto , Jesse Egbert

引用次数: 0

Extending embodied cognition through robot's augmented reality in English for medical purposes classrooms 通过机器人的增强现实技术扩展体现认知的医疗英语课堂

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-03-21 DOI: 10.1016/j.esp.2024.03.001

Saeed Khazaie , Ali Derakhshan

{"title":"Extending embodied cognition through robot's augmented reality in English for medical purposes classrooms","authors":"Saeed Khazaie , Ali Derakhshan","doi":"10.1016/j.esp.2024.03.001","DOIUrl":"https://doi.org/10.1016/j.esp.2024.03.001","url":null,"abstract":"<div><p>Researchers have indicated that integrating augmented reality into robot-assisted language learning modules could visually represent the students' learning needs and extend their embodied cognition of comprehension. To examine the potential of robots through extended embodied cognition, this quasi-experimental study was conducted in the English for Medical Purposes classrooms at <em>the Isfahan University of Medical Sciences</em>. In the 2022 academic year, 526 male and female participants, whose first language is not English, were selected. Students were sorted into three English proficiency levels: pre-intermediate (n = 176), intermediate (n = 175), and upper-intermediate (n = 175), then semi-randomly divided into three-member teams, subsequently, randomly assigned to control (n = 370) or experimental (n = 156) groups. Students in the control group learned English for Medical Purposes listening and reading through online classrooms, while those in the experimental group learned the skills in robot (augmented reality)-assisted classrooms. In the control and experimental groups, flipped classrooms were conducted under the supervision of the teachers. The primary data sources included formative assessments of the participants' English for Medical Purposes listening and reading, as well as interviews. The findings showed that the participants in the robot's augmented reality group achieved significantly higher results, when compared with robot-only and control groups, in English for Medical Purposes listening and reading in academia and the healthcare fields. The positive perception participants had of robot's augmented reality was clear, based on interview results. The outcomes are discussed in detail.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140180564","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

Facilitating undergraduate novice L2 writers’ pathways toward criticality enactment in genre-based literature review writing instruction 在基于体裁的文学评论写作教学中促进本科生新手二级写作者的批判性形成途径

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-03-12 DOI: 10.1016/j.esp.2024.02.003

Vera A. Dugartsyrenova

{"title":"Facilitating undergraduate novice L2 writers’ pathways toward criticality enactment in genre-based literature review writing instruction","authors":"Vera A. Dugartsyrenova","doi":"10.1016/j.esp.2024.02.003","DOIUrl":"https://doi.org/10.1016/j.esp.2024.02.003","url":null,"abstract":"<div><p>Using a critical approach in source-based writing remains a primary challenge for many learners, especially undergraduate-level L2 writers. However, studies examining the use of explicit pedagogical approaches to address this challenge in literature review writing instruction to undergraduate L2 writers are still limited. To bridge this gap, based on a measurement of students' (<em>N</em> = 46) writing performance on two literature review writing tasks, this study investigated the effectiveness of using an explicit unit-based approach to promote novice L2 academic writers' criticality in source use in an undergraduate course on research proposal writing. It also explored participants' (<em>N</em> = 55) perceptions of their genre learning experiences using data from individual written reflections and a survey. Textual analysis suggests that the approach facilitated participants' acquisition and successful sequencing of taught criticality enacting discoursal strategies. Learners' self-reports reveal that many appreciated the approach for enhancing their awareness of genre features and of ways to enact criticality. These findings reinforce the potential of explicit pedagogical approaches to promote learners’ source use skills in literature review assignments and contribute to research into how undergraduate novice L2 academic writers respond to genre-based instruction.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140103794","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

“Come along for a tweetorial!”: Recontextualization strategies in biomedical publication-promoting tweetorials "快来参加推特纪念活动！"：生物医学出版推广推文中的重新语境化策略

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-02-22 DOI: 10.1016/j.esp.2024.02.002

María-José Luzón

{"title":"“Come along for a tweetorial!”: Recontextualization strategies in biomedical publication-promoting tweetorials","authors":"María-José Luzón","doi":"10.1016/j.esp.2024.02.002","DOIUrl":"https://doi.org/10.1016/j.esp.2024.02.002","url":null,"abstract":"<div><p>The need to promote research and make it visible to various audiences has led to the emergence of various digital genres which seek to draw attention to research publications. Tweetorials, long Twitter threads to communicate complex concepts, are increasingly being used by medical researchers to report on and promote their own published articles and preprints, in the competive context of academic publishing. The main purpose of this article is to examine the strategies employed by researchers to recontextualize scientific discourse in these tweetorials. The analysis of a corpus of 50 biomedical publication-promoting tweetorials has revealed five categories of strategies: strategies to establish the authors’ authority and credibility; strategies to make claims and arguments convincing; strategies to engage the reader, by creating intimacy and dialogic involvement or by attracting their attention to the tweetorials; strategies to facilitate quick processing of information; and strategies to deal with space constraints. The results suggest that the recontextualization strategies used in the composition of these tweetorials are determined by the promotional purpose of the genre, the audience, the affordances and constraints of the medium, and the genre contextual features.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0889490624000073/pdfft?md5=7e3a539d52394bc6ad33e69372585e8c&pid=1-s2.0-S0889490624000073-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139936890","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

“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 : 2024-02-21 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":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-02-21","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