English for Specific Purposes最新文献_第9页

Hypothetical reported speech in business negotiations: A researcher commentary 商务谈判中的假设性间接引语:研究者评论

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2023-11-11 DOI: 10.1016/j.esp.2023.10.002

Almut Koester

引用次数: 0

Graphical abstracts’ pedagogical implications: Skills & challenges in visual remediation 图形摘要的教学意义:视觉补救的技能与挑战

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2023-11-10 DOI: 10.1016/j.esp.2023.10.006

Kallia Katsampoxaki-Hodgetts

{"title":"Graphical abstracts’ pedagogical implications: Skills & challenges in visual remediation","authors":"Kallia Katsampoxaki-Hodgetts","doi":"10.1016/j.esp.2023.10.006","DOIUrl":"https://doi.org/10.1016/j.esp.2023.10.006","url":null,"abstract":"<div><p>As scholarly communication becomes more multimodal in nature, research articles embrace semiotic resources in appended genres such as the graphical abstract (GA). As an established genre in Chemistry research articles, GAs visually remediate chemical processes or research niche. However, this genre still remains in a peripheral area of English for Specific Purposes (ESP) courses as ESP practitioners mainly focus on textual modes. With limited opportunities to compose GAs, students foster genre remediation skills that are limited to textual genres only, ignoring the potential of reading-to-design skills. Upon student composition and critical reflections on GAs, as well as qualitative and quantitative data collection from a survey and interview involving professors, young researchers (YRs) and students, this paper examines rhetorical functions as well as image and text relations, while throwing some light on skills and challenges involved when GA composition is intentionally embedded in an ESP course, and discusses ensuing pedagogical implications.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"73 ","pages":"Pages 141-155"},"PeriodicalIF":2.5,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0889490623000741/pdfft?md5=c4744b40171833280480f52f9617cdc1&pid=1-s2.0-S0889490623000741-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92224209","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

Interactional metadiscourse in expert and student disciplinary writing: Exploring intrageneric and functional variation 专家与学生学科写作中的互动元语篇:探讨元语篇的属内与功能变异

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2023-11-09 DOI: 10.1016/j.esp.2023.10.007

Xixin Qiu, Yuanheng (Arthur) Wang, Edwin Appah Dartey, Minjin Kim

{"title":"Interactional metadiscourse in expert and student disciplinary writing: Exploring intrageneric and functional variation","authors":"Xixin Qiu, Yuanheng (Arthur) Wang, Edwin Appah Dartey, Minjin Kim","doi":"10.1016/j.esp.2023.10.007","DOIUrl":"https://doi.org/10.1016/j.esp.2023.10.007","url":null,"abstract":"<div><p>Recent critical inquiries in metadiscourse research call into question the functional inadequacy of a word-based lexical approach. To account more fully the functional affordances of metadiscoursal features in academic writing, this paper examines the Interactional Metadiscourse, namely hedges, boosters, attitude markers and self-mentions based on a 2.64-million-word corpus of L1-English expert and L1-Chinese student writing in Agricultural Science. Through an intra-generic lens, we found a significant effect of part-genre on the use of all four target categories for both writer groups; and L1-English experts employed significantly more hedges than L2 students while L2 students used significantly more boosters and attitude markers. Functionally, both groups shared a largely similar deployment of functional subtypes across part-genres with L1-English experts outperforming L2 students only in one function: ‘stating a goal or purpose’ in self-mentions. Subsequent qualitative discourse-functional analyses at part-genre level between two writer groups explained some student-produced discipline-inappropriate metadiscoursal choices. This paper concludes with resources for a rigorous coding development, and implications for teaching metadiscourse to disciplinary writers with an emphasis on using available discipline-specific corpora to understand how functional taxonomizations of IM interface with socio-rhetorical contexts in disciplinary writing.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"73 ","pages":"Pages 124-140"},"PeriodicalIF":2.5,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0889490623000753/pdfft?md5=4f2f59768018c1adb9a61c9b17f3f458&pid=1-s2.0-S0889490623000753-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92224208","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

Pre-service teachers’ belief changes in an English for specific purposes teacher education context 专门性英语教师教育背景下职前教师信念的变化

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2023-11-07 DOI: 10.1016/j.esp.2023.10.009

Thi Van Anh Dang , Penny Haworth , Karen Ashton

{"title":"Pre-service teachers’ belief changes in an English for specific purposes teacher education context","authors":"Thi Van Anh Dang , Penny Haworth , Karen Ashton","doi":"10.1016/j.esp.2023.10.009","DOIUrl":"https://doi.org/10.1016/j.esp.2023.10.009","url":null,"abstract":"<div><p>While pre-service teachers’ beliefs about different dimensions of English language teaching have been widely researched, little is known about their beliefs related to English for Specific Purposes (ESP). This article reports on three Vietnamese pre-service teachers’ beliefs about ESP teaching, captured over a six-month period. Data from semi-structured interviews, stimulated recall interviews, observations, and reflective journals were collected at two critical points in the teacher education programme: the methodology course and the practicum. The findings add fresh insights into pre-service teachers’ beliefs, particularly how these beliefs may change over time. The three case studies presented in this paper illustrate how participants developed their beliefs. The six belief changes identified are then discussed in terms of levels (from no to significant change) and the underlying motives. Implications are also discussed for teacher educators in designing or improving teacher education programmes and for researchers interested in pre-service teachers’ belief change.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"73 ","pages":"Pages 110-123"},"PeriodicalIF":2.5,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0889490623000777/pdfft?md5=7cc3eabdd37c26cffcfae495313a7392&pid=1-s2.0-S0889490623000777-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136968412","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

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 : 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":"2023-11-03","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

When medical eponyms become false friends, and how to deal with them 当医名成为假朋友，又该如何应对

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2023-10-31 DOI: 10.1016/j.esp.2023.10.005

Mario Brdar , Rita Brdar-Szabó

{"title":"When medical eponyms become false friends, and how to deal with them","authors":"Mario Brdar , Rita Brdar-Szabó","doi":"10.1016/j.esp.2023.10.005","DOIUrl":"https://doi.org/10.1016/j.esp.2023.10.005","url":null,"abstract":"<div><p>Medical eponyms can sometimes function as false friends, endangering communication. We demonstrate this by examining a selection of 50 medical phenomena in 8 languages for which eponyms, simple or complex ones, exist. The vast majority of medical eponyms are true friends. However, we have detected several types of false friends. Eponymic false friends in medical terminology may arise through clipping or truncation of the appellative or of a complex eponymic core. False friends may also come into existence through the confusion caused by auto-hyponymy. Finally, in addition to the choice between eponymic cores of variable complexity, there may also be alternatives that form a set of synonyms. Translation of the latter type of term may result in unwarranted introduction of a pseudo-eponym. This means that terminological variation, synonymy and homonymy—the notorious undesirables in terminology—are the hotbed of the majority of problems that may be described as false–friend relationship. We also suggest some pedagogical strategies that may help mitigate the problem of false friends in MELF contexts. These are based on recent insights from SLA and cognitively oriented research on the phenomenon of false friends, i.e., they integrate affective, cognitive and conative aspects of learning.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"73 ","pages":"Pages 75-94"},"PeriodicalIF":2.5,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S088949062300073X/pdfft?md5=0a633262254da3fae086c1eb667b4063&pid=1-s2.0-S088949062300073X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136968419","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

Understanding news & views articles: Rhetorical structures across different disciplines 理解新闻和观点文章:不同学科的修辞结构

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2023-10-27 DOI: 10.1016/j.esp.2023.10.001

Haiyang Sun, Xinyuan Mei, Honghui Zhang

{"title":"Understanding news & views articles: Rhetorical structures across different disciplines","authors":"Haiyang Sun, Xinyuan Mei, Honghui Zhang","doi":"10.1016/j.esp.2023.10.001","DOIUrl":"https://doi.org/10.1016/j.esp.2023.10.001","url":null,"abstract":"<div><p>Article reviews play a pivotal role in fostering students’ critical evaluation and critical thinking skills. News & Views (N&V) articles published in <em>Natur</em>e journals are one prominent example of article reviews and serve as excellent models for students to learn and refine their skills in writing article reviews. However, there is limited research on the rhetorical features of N&V articles, especially in terms of textual organization across different disciplines. To address this gap, three corpora were compiled for the present study, representing the disciplinary groups of natural sciences (NS), social sciences (SS), and technology and engineering (TE). Each corpus was comprised of 30 N&V texts from its respective disciplinary group. Using a self-developed coding framework building on previous research, we coded the move and step of each text in the corpora. The coding data were compared and analyzed to uncover the distinguishing textual features of the three disciplinary groups. The analysis revealed that the variations were predominantly at the step level. N&V articles of NS and SS shared most of the moves and steps, but N&Vs in TE exhibited unique stylistic characteristics. These findings hold significant implications for training and teaching article review writing, particularly in relation to disciplinary contexts.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"73 ","pages":"Pages 61-74"},"PeriodicalIF":2.5,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0889490623000698/pdfft?md5=55cc3a730feeaabce8422f46d53ba568&pid=1-s2.0-S0889490623000698-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136968418","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

Development of clausal and phrasal complexity in L2 writing: A case of argumentative essays of Korean college students 二语写作中从句和短语复杂性的发展——以韩国大学生议论文为例

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2023-10-12 DOI: 10.1016/j.esp.2023.09.003

Narae Seo, Sun-Young Oh

{"title":"Development of clausal and phrasal complexity in L2 writing: A case of argumentative essays of Korean college students","authors":"Narae Seo, Sun-Young Oh","doi":"10.1016/j.esp.2023.09.003","DOIUrl":"https://doi.org/10.1016/j.esp.2023.09.003","url":null,"abstract":"<div><p>This study aims to estimate the developmental trajectory of grammatical complexity for L2 writers by investigating the extent to which clausal and phrasal complexity is associated with L2 writing proficiency. The corpus used in this study contained 234 argumentative essays of first-year Korean college students at three proficiency levels. The five clausal and four phrasal features were extracted from the tagged corpus to count the frequency of each complexity feature. Our findings demonstrated an association between writing proficiency and clausal and phrasal complexity. Especially noteworthy was that the main source of complexity at each proficiency level (i.e., finite adverbial clauses, WH relative clauses, <em>of</em> phrases as nominal postmodifiers) showed a gradual increase in complexity in terms of two parameters: structural type and syntactic function. A qualitative follow-up analysis provided a detailed description of differences among developmental levels, especially with respect to the lexical associations of particular complexity features. Pedagogical implications are for using empirically derived developmental stages in creating detailed rating scale descriptors and providing more customized writing courses accordingly.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"73 ","pages":"Pages 46-60"},"PeriodicalIF":2.5,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50204789","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 relationship between syntactic complexity and rhetorical stages in L2 learners’ texts: A comparative analysis 二语学习者语篇中句法复杂性与修辞阶段关系的比较分析

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2023-10-01 DOI: 10.1016/j.esp.2023.08.003

Yujiao Zhang , Jie Cui

{"title":"The relationship between syntactic complexity and rhetorical stages in L2 learners’ texts: A comparative analysis","authors":"Yujiao Zhang , Jie Cui","doi":"10.1016/j.esp.2023.08.003","DOIUrl":"10.1016/j.esp.2023.08.003","url":null,"abstract":"<div><p>A recent trend in corpus-based genre analysis emphasizes the relationship between syntactic complexity and rhetorical units, with a primary focus on English texts for research and publication purposes. The present study extends this trend into research on argumentative writing, a genre that L2 learners have to write and master, by examining the syntactic features of rhetorical stages and their variation across these stages through a comparative analysis. Based on a corpus of argumentative texts (written by 162 native English speakers and 148 Chinese English learners), analyzed for rhetorical structures and assessed for syntactic complexity, this analysis reveals robust differences between the two writing groups in the syntactic features of specific rhetorical stages. It also shows some consistency but more variation between the two groups in their patterns of syntactic variation across these stages. The findings reveal a strong relationship between syntactic complexity and the rhetorical stages of argumentative texts, thus demonstrating the feasibility and necessity of studying the function-form relationship in L2 learner writing. The authors suggest that genre-based L2 writing teachers should focus on the syntactic features of rhetorical stages and increase students’ awareness of the function-form relationship.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"72 ","pages":"Pages 51-64"},"PeriodicalIF":2.5,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42882790","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

Becoming a reviewer: Insights from the student and editorial boards of ESPJ 成为审稿人:来自ESPJ学生和编辑委员会的见解

IF 2.5 1区文学

English for Specific Purposes Pub Date : 2023-10-01 DOI: 10.1016/j.esp.2023.06.003

Averil Coxhead , Jordan Batchelor , Onesmo Mushi , Xixin Qiu , Sunny Hyon

{"title":"Becoming a reviewer: Insights from the student and editorial boards of ESPJ","authors":"Averil Coxhead , Jordan Batchelor , Onesmo Mushi , Xixin Qiu , Sunny Hyon","doi":"10.1016/j.esp.2023.06.003","DOIUrl":"10.1016/j.esp.2023.06.003","url":null,"abstract":"<div><p>Reviewing is an important task in one's academic career. Learning the skills and gaining practice are often overlooked activities in postgraduate education programmes. <em>English for Specific Purposes</em> instituted a Student Editorial Board (SEB) in 2022 and tasked two new Associate Editors to provide mentorship in reviewing over the course of a year. This paper focuses on the key questions which arose through mentoring meetings, such as the processes a paper goes through before it gets sent out for review and how to frame critical and supportive reviews. It also discusses the development of skills through membership in the SEB, drawing on reviews drafted individually over the year and one-on-one mentoring sessions, as well as feedback and group meetings with SEB members, Associate Editors and a very experienced board member. The paper ends with suggestions on how early career academics might become reviewers and ways to approach and respond to a paper as a reviewer. The paper demonstrates that offering SEB positions in journals is beneficial for postgraduate students, editors and the field overall.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"72 ","pages":"Pages 20-25"},"PeriodicalIF":2.5,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42977415","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: 1