Journal of English for Academic Purposes最新文献

英文中文

Diachronic change of noun phrase complexity in the IMRD sections of medical research articles (1970–2020)

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-02-19 DOI: 10.1016/j.jeap.2025.101488

Fan Pan, Ming Nie

Despite the growing interest in noun phrase (NP) complexity in academic writing, it remains unknown how NP complexity has evolved in IMRD (Introduction, Methods, Results, Discussion) sections within research articles (RAs). Exploring the evolution of NP complexity across sections can not only complement previous diachronic findings on whole RAs, but also enhance our dynamic understanding of the evolving linguistic correlates of IMRD sections with distinct communicative functions. This study investigated the diachronic changes in the use of nine NP complexity features (i.e., noun modifiers) across IMRD sections in a corpus of 480 medical RAs spanning 50 years (1970–2020) at 10-year intervals. Using Pearson correlation tests and two-way ANOVAs, we tracked the changing patterns of each feature and compared those patterns across IMRD sections. Findings showed an upward trend in phrasal NP complexity features in all the sections. Additionally, the cross-sectional comparisons revealed a two-way distinction, in which Introduction/Discussion sections consistently applied a wider range and a larger number of NP complexity features than Methods/Results sections. The observed diachronic changes were explained in relation to the evolving characteristics of the IMRD sections through a text-linguistic analysis. This study may provide useful implications for English for Medical Purposes pedagogy.

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引用次数: 0

Lexical bundles across IMRD-structured Medicine research article sections: A within-register perspective

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-02-15 DOI: 10.1016/j.jeap.2025.101487

Heng Gong , Thi Ngoc Phuong Le , Louisa Buckingham

Employing a corpus of 1533 research articles in Medicine with a typical macrostructure pattern IMRD, this study investigates the cross-sectional distribution of four-word lexical bundles. The results show significant differences across the four IMRD sections in terms of the frequency of lexical bundle functions: both text- and participant-oriented bundles show a significant decreasing frequency distribution of D > I > R > M, while the pattern for research-oriented bundles is M > R > I > D. We find each section has one predominant lexical bundle: transition signals with I, procedure bundles with M, statistical reference bundles with R, and engagement bundles in D. We find within-register similarities in the bundle-functional profiles of I and D, R and D, M and R, and I and M. We explain these associations in light of the rhetorical functions of the IMRD sections and the embedded disciplinary culture of Medicine research. We draw on these within-register variations and similarities in formulating relevant pedagogical implications.

引用次数: 0

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-02-10 DOI: 10.1016/j.jeap.2025.101484

Teresa Edwards-Okazaki

引用次数: 0

Local grammar, discourse acts, and disciplinarity: A case study of definition

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-02-08 DOI: 10.1016/j.jeap.2025.101485

Yimin Zhang , Huan Wang

This study employed the local grammar approach to explore disciplinary variations in the use of the discourse act ‘definition’ in research articles in Linguistics, Education, Physics, and Civil Engineering. The study aimed to unveil the intricate connection between language use and disciplinarity, and to offer an alternative approach to examine disciplinary discourses. Four corpora, i.e., LinDEAP, EduDEAP, PhysDEAP, and CivDEAP from the DEAP (Database of English for Academic Purposes) Corpus, were used for the study. Instances of definition were retrieved by searching for a set of lexico-syntactic markers, and the subsequent local grammar analyses of these instances identified 37 relatively frequent patterns associated with definition. We then deliberated on the similarities and differences in the distribution of local grammar patterns of definition between the soft and hard sciences as well as between the pure and applied disciplines. It was argued that the variations in the use of definition not only reflect but also construct the disciplinary epistemologies. The implications for EAP/ESP writing research and pedagogy were also discussed.

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引用次数: 0

Integrative genre-based pedagogy: Enhancing social responsiveness in English medium of instruction and STEM education

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-01-28 DOI: 10.1016/j.jeap.2025.101483

Karoline Anita Anderson

Genre-based pedagogy (GBP) is frequently employed to instruct second language (L2) English speakers to communicate through genre conventions, yet doing so may inadvertently subjugate culturally diverse ways of knowing and communicating knowledge, reinforcing predominant social norms. English for Specific Purposes (ESP) and English for Academic Purposes (EAP) traditions of GBP are characterized by broad subdisciplines, including critical perspectives aimed at promoting sociocultural diversity. Yet, current approaches may be limited in their critiquing of epistemological and ontological biases and practical application to broader social and educational contexts. The present work introduces integrative genre-based pedagogy (IGBP) to enhance social responsiveness in ESP/EAP genre instruction, particularly in English as a medium of instruction (EMI) and STEM contexts. IGBP is founded on three pillars of practice: identifying, enhancing, and critiquing. Cumulatively, these pillars of practice aim to elevate teachers' and students’ critical consciousness, authenticity, and collaboration, using a holistic approach to establish a positive learning environment for enhancing genre and cultural knowledge and engaging in ongoing critiques of genre.

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引用次数: 0

A mixed-methods study of strategy use in academic vocabulary learning among first-year undergraduates in Hong Kong

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-01-27 DOI: 10.1016/j.jeap.2025.101482

Edsoulla Chung , Daniel Fung , Aaron Wan

Although academic vocabulary is crucial for success in higher education, English for Academic Purposes (EAP) courses often neglect the teaching of such vocabulary, leaving students to learn it independently. It is thus important to examine how students employ vocabulary learning strategies (VLSs) to meet their academic challenges. In this mixed-methods study, we examine the VLSs of first-year undergraduates (n = 172) with varying proficiency levels studying different academic disciplines using a questionnaire and follow-up interviews. The findings show that students used a range of VLSs to different extents. Dictionary and guessing strategies were preferred by most students, while goal setting was less common, particularly among more proficient students. We also found that highly proficient students exhibited greater confidence when learning academic vocabulary incidentally. When using a dictionary, they focused on multiple aspects of word knowledge beyond definitions. However, social strategies, such as seeking help from teachers and peers, were underutilised, especially among science students. The study emphasises the need for pedagogical interventions that address students’ academic vocabulary needs, particularly through explicit instruction.

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引用次数: 0

Citations in post-methods sections of quantitative and qualitative research articles in second language learning: A corpus-based study

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-01-11 DOI: 10.1016/j.jeap.2025.101473

Jianwu Gao , Quy Huynh Phu Pham , Charlene Polio

Citation practices within the post-methods sections (i.e., results, discussion, implications, and conclusion) of research are crucial for knowledge generation, as they contribute to the interpretation, explanation, and evaluation of new findings in relation to previous literature. Despite their importance, these practices have remained underexplored. Addressing this gap, we conducted an in-depth analysis of a balanced sample comprising 96 quantitative and qualitative research articles on second language (L2) learning and teaching published in 2016, 2019, and 2022 in four top-tier journals. We examined the rhetorical functions and linguistic forms of citations within the post-methods sections, to explore (1) whether and how the post-methods sections revisit the literature used for framing a study in the literature review, (2) what rhetorical functions these post-methods citations fulfill, and (3) how they are linguistically realized. The results showed that (1) most of the literature cited in the literature review was not re-invoked in the post-methods sections, while half of the literature cited in the post-methods sections was newly introduced; (2) the rhetorical functions fulfilled by these post-methods citations in quantitative and qualitative research are overlapping yet distinct, and (3) their linguistic forms exhibit minor research paradigm differences. Implications for applied linguistics and EAP pedagogy and research are discussed.

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引用次数: 0

Transvocal stance in academic translation: A rhetorical analysis of grammatical stance in translated applied linguistics English research article abstracts

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-01-09 DOI: 10.1016/j.jeap.2025.101472

Yueyue Huang , Hui Jia , Dechao Li

Translators of academic texts mediate source-language constraints and English as a Lingua Franca (ELF) academic norms, often leading to varied representations of authorial stance. However, this “third code” of translational academic language, distinct from both source and target languages, remains underexplored. This research addresses this gap by examining the transvocal presence of authorial and translatorial stances in Chinese-to-English applied linguistics research article abstracts (RAAs). It explores the addition, cross-type transfer, and direct transfer of four types of stance-taking grammatical devices into translated English RAAs and their rhetorical roles across five moves, supported by statistical analysis. The study finds that translators prefer the use of modal and epistemic devices, followed by communicative and attitudinal resources, and they engage asymmetrically with both stance-rich (i.e., findings, discussions) and less stance-rich moves. There is a balanced distribution of translatorial and authorial stances across moves in attitudinal, communicative, and modal devices. However, authorial epistemic stance is largely preserved in presenting findings. These findings highlight a complex interlingual mechanism in academic translation, where micro-level changes in lexico-grammatical features impact the macro-level discursive landscape. It showcases translators’ professional agency in selectively deploying translatorial and authorial stances across moves of RAAs.

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引用次数: 0

Are the titles of doctoral dissertations and research articles different? Observations from four STEM disciplines

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-01-03 DOI: 10.1016/j.jeap.2025.101471

Jialiang Hao , Yajun Jiang

Titles play a key role in doctoral dissertations and research articles. However, the generic and disciplinary features of doctoral dissertation titles have received limited attention. In this study, we analyzed four attributes, i.e., length, content type, syntactic structure, and questions/rhetorical devices, in the titles of 1200 dissertations across four STEM disciplines from prestigious American universities and compared them to an equal number of titles from renowned academic journals. The results demonstrate that within the four examined disciplines, namely, biology, computer science, engineering, and mathematics, dissertation titles tend to be more concise, providing less detailed information regarding the research approach or findings. It was also determined that nominal construction titles are preferred, whereas questions/rhetorical devices are not common in dissertation titles. The article titles demonstrate both commonalities and variations, which can be attributed to varied power asymmetries between disciplinary gatekeepers and dissertation/article writers, as well as various generic characteristics. Our findings enhance the understanding of title variations across genres and disciplines, thereby providing implications for second language PhD students, novice academic writers, and EAP instructors.

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引用次数: 0

‘X can be classified into … ’: A local grammar of classification in academic discourse and its implications for EAP pedagogy

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-01-01 DOI: 10.1016/j.jeap.2024.101466

Yiming Zhang

This study employs the local grammar approach to account for classification in academic writing and discusses the implications and applications for EAP writing pedagogy. Instances of classification were extracted from the Database of English for Academic Purposes (DEAP) Baby Corpus using classificatory phrases, nouns, and verbs (e.g., fall into, type, classify). Based on the retrieved instances, nine functional terms for classification (e.g., ‘Subclass’, ‘Superclass’, ‘Classifying’) were identified for performing local grammar analyses. The subsequent analyses produced 24 local grammar patterns of classification, each representing the lexical-semantic regularities of a group of instances in the corpus. A comparison between the local grammar patterns and previous patterns of classification indicates that the former can more accurately describe the linguistic regularities of academic discourse acts. Furthermore, local grammar patterns with different levels of complexity can be used to gradually improve students’ academic writing skills. This study also sheds new light on terminology identification for local grammar analyses of discourse acts that involve complex semantic relations, such as hyponymy and meronymy.

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引用次数: 0

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