English for Specific Purposes最新文献_第4页

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 : 2024-02-09 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":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-02-09","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}

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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 : 2024-02-03 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":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-02-03","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

Review of “Conducting genre-based research in applied linguistics: A methodological guide” 评论《在应用语言学中开展基于体裁的研究：| Conducting genre-based research in applied linguistics：方法论指南》，Matt Kessler、Charlene Polio（编），Routledge，纽约和伦敦（2024 年），39.16 美元（平装本），第 X+247 页，ISBN：9781032292823

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-01-22 DOI: 10.1016/j.esp.2024.01.004

Tao Li , Lawrence Jun Zhang

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‘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 : 2024-01-22 DOI: 10.1016/j.esp.2024.01.001

Lei Zhang, Rui Jiang, Junmei Zhang

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Mining emotions in academic writing: A subdisciplinary probe into medical research articles 挖掘学术写作中的情感：医学研究文章的次学科探究

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2024-01-20 DOI: 10.1016/j.esp.2024.01.002

Songyun Chen

{"title":"Mining emotions in academic writing: A subdisciplinary probe into medical research articles","authors":"Songyun Chen","doi":"10.1016/j.esp.2024.01.002","DOIUrl":"https://doi.org/10.1016/j.esp.2024.01.002","url":null,"abstract":"<div><p>Sentiment analysis has garnered significant attention in the academic field lately, which gives academic scholars a full comprehension of how emotion states are communicated in texts and how it works as a powerful persuasion strategy for academic writers. Based on a large dataset of over five million tokens, this study examined specific emotions in research articles across 18 subdisciplines of medicine, aiming to reveal the emotions presented by medical writers in academic writing. The results showed the following: (1) four emotions with positive valence—trust, anticipation, joy, and surprise—were observed; (2) the tendency of emotion represented by trust > anticipation > joy > surprise was identified, with the first (trust) being overwhelmingly dominant and the rest indicating minor presence; and (3) subdisciplinary emotion variation was found and the contributing variables were identified as research methods and paradigms, research objects, interdisciplinary features, and disciplinary status in knowledge accumulation. The findings contribute to our understanding of emotion strategy applied in academic writing and genre characteristics of medical science. This article concludes with pedagogical implications for EAP teachers and suggestions for possible future research.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139504135","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 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 : 2024-01-14 DOI: 10.1016/j.esp.2023.12.005

Alan Simpson

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IF 2.5 1区文学

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

Javad Zare , Ahmad Al-Issa

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Assembling a justified list of academic words in veterinary medicine: The veterinary medicine academic word list (VMAWL) 编制兽医学学术词表：兽医学学术词表（VMAWL）

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2023-12-30 DOI: 10.1016/j.esp.2023.12.002

Mustafa Özer , Erdem Akbaş

{"title":"Assembling a justified list of academic words in veterinary medicine: The veterinary medicine academic word list (VMAWL)","authors":"Mustafa Özer , Erdem Akbaş","doi":"10.1016/j.esp.2023.12.002","DOIUrl":"10.1016/j.esp.2023.12.002","url":null,"abstract":"<div><p>The assembly of corpus-based discipline-specific word lists for pedagogical purposes has recently been on the rise (e.g., <span>Arndt, 2022</span>; <span>Fraser, 2007</span>; <span>O'Flynn, 2019</span>; <span>Yang, 2015</span><span>). In order to cater to the needs of learners in veterinary medicine (VM) and for field-specific academic literacy, this paper analyses a reiteration of the Veterinary Medicine Corpus (</span><span>Özer and Akbaş, 2023</span>; hereafter the VMC), assembling a specified list of academic words used in published research articles (RAs) in VM. So far, VM has remained largely unexplored with the exception of <span>Durrant's (2009)</span> limited coverage of VM texts. The analysis was conducted using LancsBox 6.0, prompted to yield a list of PoS-tagged lemmas (P-lemmas) sorted by <em>frequency</em> (<span>Coxhead, 2000</span>; <span>Yang, 2015</span>) and <em>dispersion</em> (<span>Arndt, 2022</span>). The most frequent 1,000 lemmas for each content word category were collated into a candidate list. We then manually eliminated proper nouns and GSL (<span>West, 1953</span>) words. The final list, the Veterinary Medicine Academic Word List (VMAWL), contains 835 PoS-tagged lemmas (P-lemmas), a reiteration of which was produced by adding the types in Bauer and Nation’s (<span>1993</span>) taxonomy at the second level to test coverage. The VMAWL was profiled and validated against the four parent categories independently on AntWordProfiler (<span>Anthony, 2022a</span>) with analysis showing the VMAWL comprises 13.75 % of the VMC and diverges greatly from generic word lists like the AWL, NGSL, new-GSL, and AVL. The list can be used to develop teaching materials for EAP or ESP academic writing courses.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139070817","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

Strengthening the interface between research and pedagogy in business English and beyond 加强商务英语及其他领域的研究与教学之间的联系

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2023-12-26 DOI: 10.1016/j.esp.2023.12.001

Clarice S.C. Chan

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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 : 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":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-11-29","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