English for Specific Purposes最新文献_第3页

Authorial identity construction through implicit stance-taking in the introduction of research articles 研究文章导论中隐含立场的作者身份建构

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2025-01-07 DOI: 10.1016/j.esp.2024.12.003

Yajing Wu

{"title":"Authorial identity construction through implicit stance-taking in the introduction of research articles","authors":"Yajing Wu","doi":"10.1016/j.esp.2024.12.003","DOIUrl":"10.1016/j.esp.2024.12.003","url":null,"abstract":"<div><div>Stance is an important resource for the construction of authorial identity. However, much attention has been paid to explicit self-mentions (e.g., <em>I/we</em>), and very little is known about how authorial identities are constructed through implicit stance resources across disciplines. Drawing upon an adapted stance model from Hyland (2005a), this research explores authorial identities constructed through implicit stance resources in 120 introductions of research articles from both soft (i.e., philosophy and linguistics) and hard (i.e., bioscience and materials science) disciplines by using mixed methods. Findings show that: (1) In the construction of opinion holders, with the exception of linguistics, all disciplines tend to employ certainty-indicating boosters rather than fact-asserting boosters to express their opinions; authors of soft disciplines tend to employ commitment hedges, while authors of hard disciplines tend to employ accuracy-oriented hedges. (2) In the construction of evaluators, all disciplines predominantly employ assessment markers and rarely use emotional markers; authors of linguistics use less significance markers than those of hard disciplines to highlight the research value. These nuanced findings are beneficial for teaching students to construct discipline-recognized authorial identities in academic writing.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"78 ","pages":"Pages 88-108"},"PeriodicalIF":3.2,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162290","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

Assessing the language needs of L2 English student pilots preparing for flight training in English-speaking countries 评估在英语国家准备飞行训练的第二语言英语学生飞行员的语言需求

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2024-12-31 DOI: 10.1016/j.esp.2024.12.007

Maria Treadaway, John Read

{"title":"Assessing the language needs of L2 English student pilots preparing for flight training in English-speaking countries","authors":"Maria Treadaway, John Read","doi":"10.1016/j.esp.2024.12.007","DOIUrl":"10.1016/j.esp.2024.12.007","url":null,"abstract":"<div><div>After COVID-19, pent-up demand for worldwide travel is driving recruitment of commercial pilots from non-English-speaking backgrounds who need to speak English as the language of international aviation. However, within aviation training environments, organisations delivering flight training programs to student pilots often use English language tests not designed to target their specific needs. Therefore, this study offers an investigation into the language training needs of English L2 student pilots about to undertake practical flight training in an English-speaking country. A quantitative survey collected data from 56 student pilots while semi-structured interviews were conducted with 12 subject-matter experts. Findings revealed that the language proficiency required by the student pilots should be situated within the specific communicative events of this target language use (TLU) domain. This investigation enabled the creation of diagnostic language tests, tailored to this specialised context. As such, the study contributes to an understanding of the test tasks that could be incorporated by ESP specialists into their assessment of student pilots undertaking practical flight training. It also sheds light on the linguistic specificity of the aviation training environment and its challenges, made more complex by attitudinal and cultural influences, which impact ESP teaching and learning within this domain.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"78 ","pages":"Pages 125-138"},"PeriodicalIF":3.2,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162632","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

When Methods and Results intertwine: An exploration from congruent and metaphorical construal 当方法和结果交织在一起：从同构和隐喻解释的探索

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2024-12-31 DOI: 10.1016/j.esp.2024.12.001

Yingyu Wang (瑛宇王)

{"title":"When Methods and Results intertwine: An exploration from congruent and metaphorical construal","authors":"Yingyu Wang (瑛宇王)","doi":"10.1016/j.esp.2024.12.001","DOIUrl":"10.1016/j.esp.2024.12.001","url":null,"abstract":"<div><div>Structural variation in research articles is a significant challenge in the pedagogy of academic writing. One crucial reason for this is our limited understanding of how changes in one section can lead to a series of adjustments in other sections. To address this issue, this paper investigates the rhetorical impact on Results when the Methods is placed at the end of the articles. It is found that to clarify the process of generating results and demonstrate rigor, Researchers’ action often intertwine with Finding presentation in 10 distinct patterns. Of these, six patterns (three congruent and three metaphorical) are responsible for construing consequential relation between the categories; four patterns (two congruent and two metaphorical) are responsible for construing proving relation between the categories. The congruent and incongruent patterns are different subtly: the logical relations in the congruent patterns tend to be simple and vague, whereas metaphorical patterns significantly enrich and clarify the relation by using material verbs, relational verbs, and prepositions. More importantly, the metaphorical patterns construe a more abstract scientific world than the congruent patterns do. The findings have implications for academic discourse research and pedagogical practice.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"78 ","pages":"Pages 109-124"},"PeriodicalIF":3.2,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162631","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

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2024-12-26 DOI: 10.1016/j.esp.2024.12.005

An Cheng

引用次数: 0

Examining promotional strategies and trends in successful grant application abstracts: Moves and appraisal resources 研究成功拨款申请摘要的推广策略和趋势：行动和评估资源

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2024-12-19 DOI: 10.1016/j.esp.2024.12.004

Ying Wang

引用次数: 0

Investigating students’ academic language-related challenges and their interplay with English proficiency and self-efficacy on EMI success in Transnational Education (TNE) programs in China 调查中国跨国教育项目中学生的学术语言相关挑战及其与英语水平和自我效能感在EMI成功中的相互作用

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2024-12-19 DOI: 10.1016/j.esp.2024.12.002

Xiao Cui , Ishamina Athirah Gardiner

{"title":"Investigating students’ academic language-related challenges and their interplay with English proficiency and self-efficacy on EMI success in Transnational Education (TNE) programs in China","authors":"Xiao Cui , Ishamina Athirah Gardiner","doi":"10.1016/j.esp.2024.12.002","DOIUrl":"10.1016/j.esp.2024.12.002","url":null,"abstract":"<div><div>This article reports a quantitative study that investigates students' academic language-related challenges in the context of English Medium Instruction (EMI) in Transnational Education (TNE) programs at a Chinese public university. The study examines the predictive impacts of students' reported linguistic challenges, general English proficiency, and self-efficacy on their EMI success. Descriptive statistical analyses of data collected from 316 Chinese undergraduate students in two TNE engineering programs (Chemical and Electrical) show that students experience considerable language-related difficulties across each academic English skill, with speaking and listening found to be the most challenging in their EMI classes. Further statistical analyses using Pearson's correlation and Structural Equation Modelling (SEM) verify that both students' self-efficacy beliefs and general English proficiency can positively predict their academic success. Moreover, it was found that the students' reported language challenges indirectly predicted their EMI academic success through the direct effect on self-efficacy. These findings highlight two critical pedagogical implications for EMI in Chinese TNE settings: (1) continuous and collaborative ESP courses, with a particular focus on enhancing students' communicative competence, are highly necessary; and (2) the inclusion of local bilingual teaching assistants is recommended to support students' self-efficacy and enhance academic engagement by bridging linguistic gaps.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"78 ","pages":"Pages 53-69"},"PeriodicalIF":3.2,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162068","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 3.2 1区文学

English for Specific Purposes Pub Date : 2024-12-18 DOI: 10.1016/j.esp.2024.12.006

Edna F. Lima

引用次数: 0

Towards LLM-assisted move annotation: Leveraging ChatGPT-4 to analyse the genre structure of CEO statements in corporate social responsibility reports 走向llm辅助动作注释：利用ChatGPT-4分析企业社会责任报告中CEO陈述的体裁结构

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2024-12-07 DOI: 10.1016/j.esp.2024.11.003

Danni Yu

{"title":"Towards LLM-assisted move annotation: Leveraging ChatGPT-4 to analyse the genre structure of CEO statements in corporate social responsibility reports","authors":"Danni Yu","doi":"10.1016/j.esp.2024.11.003","DOIUrl":"10.1016/j.esp.2024.11.003","url":null,"abstract":"<div><div>Recent studies have explored the potential of large language models (LLMs) in annotating rhetorical moves in academic genres such as research article abstracts and research article introductions. Extending this line of research beyond academic contexts, this study investigates the feasibility of using ChatGPT-4 to automate move annotation in a professional genre: CEO statements from corporate social responsibility reports. The study proceeded in two phases. First, 30 CEO statements were used for move identification, prompt design and validation, resulting in a prompt optimized for the move annotation task. Subsequently, a corpus of 50 CEO statements was used to further test the efficacy of the model conditioned by the established prompt. The assessment showed that the model's annotation outputs yielded an accuracy of 87.14 %. However, the double annotation rounds revealed an intra-model inconsistency rate of 32.87 %, indicating the need for human verification in inconsistent cases. This study demonstrates that LLMs can effectively support the development of move-annotated corpora through reduced workload and enhanced methodological duplicability. These annotated corpora serve as valuable pedagogical materials for ESP practitioners in genre-based instruction. Furthermore, the integration of LLMs can aid in improving researchers' own thinking, thereby contributing to potential theory refinement in the field.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"78 ","pages":"Pages 33-49"},"PeriodicalIF":3.2,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162072","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 genre analysis of video abstracts: Exploring rhetorical structure, hybridization, and innovation 视频摘要的多模态体裁分析：探讨修辞结构、混合与创新

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2024-12-06 DOI: 10.1016/j.esp.2024.11.002

Sara Nezami Nav , Stephanie Link

{"title":"Multimodal genre analysis of video abstracts: Exploring rhetorical structure, hybridization, and innovation","authors":"Sara Nezami Nav , Stephanie Link","doi":"10.1016/j.esp.2024.11.002","DOIUrl":"10.1016/j.esp.2024.11.002","url":null,"abstract":"<div><div>Video Abstracts (VAs) are designed to summarize research and enhance research visibility. Despite some efforts to understand their generic structure and rhetorical strategies, the evolving multimodal nature of VAs—particularly in relation to authors' communicative intentions—remains underexplored. This lack of research raises critical questions about the communicative functions of VAs and their stability as a new genre. Inspired by literature on transcription of video genres and multimodal discourse analysis, this exploratory study analyzes the rhetorical structure and modal affordances of three VA formats–Graphical VAs, Whiteboard VAs, and Talking-researcher VAs–—using insights gathered from interviews with their creators. The results identify both traditional and novel features of VAs’ rhetorical structure, aligning VAs with research and non-research genres. Additionally, each VA format uses modes creatively to communicate research to a hybrid audience of scientists and nonscientists, enabling researchers to establish new communicative intentions but resulting in instability of the genre. We discuss implications for understanding their multimodal, meaning-making affordances as essential for fostering genre innovation.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"78 ","pages":"Pages 17-32"},"PeriodicalIF":3.2,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162073","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

TED-Ed animations as resources for learning academic formulas ted动画作为学习学术公式的资源

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2024-12-04 DOI: 10.1016/j.esp.2024.11.004

Chen-Yu Liu

{"title":"TED-Ed animations as resources for learning academic formulas","authors":"Chen-Yu Liu","doi":"10.1016/j.esp.2024.11.004","DOIUrl":"10.1016/j.esp.2024.11.004","url":null,"abstract":"<div><div>Knowledge of academic formulas is essential for second language learners, particularly those studying English for academic purposes, as it greatly affects their comprehension and expression in academic settings. Yet, resources facilitating the learning of these formulas are very limited. To address this gap, this study examines the potential of TED-Ed animations for learning academic formulas by analyzing the variety and occurrence of those formulas in a corpus comprising 1,513 such animations. The findings show that TED-Ed animations contain a diverse range and a high density of academic formulas, particularly those core to both spoken and written academic discourse, with a notable 97 % of them occurring within the corpus. Also, extensively viewing these animations would offer learners repeated encounters with various academic formulas, potentially helping enhance their knowledge of these items. These findings highlight the value of TED-Ed animations as resources for learning academic formulas, particularly through extensive viewing practices, and reaffirm academic nature of such animations from a phraseological perspective. Additionally, this study reveals a higher occurrence and variety of spoken academic formulas compared to their written counterparts within TED-Ed animations, providing further insights into the lexical characteristics of such discourse.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"78 ","pages":"Pages 4-16"},"PeriodicalIF":3.2,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162074","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