Journal of English for Academic Purposes最新文献

Navigating assessment tensions in English-medium instruction (EMI) courses 在英语媒介教学（EMI）课程中导航评估紧张

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2024-11-18 DOI: 10.1016/j.jeap.2024.101455

Mo Li , Rui Yuan , Kailun Wang

While existing literature has delved into the critical role of assessment in effective teaching and highlighted the complexities it introduces to classroom dynamics, there is relatively little discussion about assessment issues in English-medium instruction (EMI) settings. This Researching EAP Practice article presents the distinct tensions faced by two EMI teachers and their coping strategies at a top Chinese university amid ongoing EMI curriculum reform since 2020. Drawing on findings from classroom observation and semi-structured interviews, the paper identifies three sources of EMI assessment tensions: the interplay between language and content, the clash between teachers' sense of responsibility and students' language proficiency, and the conflict between teachers’ assessment beliefs and institutional policies and cultures. The coping strategies suggested are categorized into language-related, pedagogical, and compromising approaches. The paper concludes with thoughtful pedagogical recommendations for alleviating these tensions, emphasizing the necessity for collaborative efforts among various stakeholders involved in the educational process.

虽然现有文献已经深入研究了评估在有效教学中的关键作用，并强调了它引入课堂动态的复杂性，但关于英语媒介教学（EMI）设置中的评估问题的讨论相对较少。这篇研究EAP实践的文章介绍了自2020年以来正在进行的EMI课程改革中，中国一所顶尖大学的两位EMI教师所面临的独特紧张局势及其应对策略。根据课堂观察和半结构化访谈的结果，本文确定了EMI评估紧张的三个来源：语言与内容之间的相互作用，教师责任感与学生语言能力之间的冲突，以及教师评估信念与制度政策和文化之间的冲突。建议的应对策略可分为语言相关策略、教学策略和妥协策略。论文最后提出了缓解这些紧张关系的深思熟虑的教学建议，强调了参与教育过程的各种利益相关者之间合作努力的必要性。

{"title":"Navigating assessment tensions in English-medium instruction (EMI) courses","authors":"Mo Li , Rui Yuan , Kailun Wang","doi":"10.1016/j.jeap.2024.101455","DOIUrl":"10.1016/j.jeap.2024.101455","url":null,"abstract":"<div><div>While existing literature has delved into the critical role of assessment in effective teaching and highlighted the complexities it introduces to classroom dynamics, there is relatively little discussion about assessment issues in English-medium instruction (EMI) settings. This Researching EAP Practice article presents the distinct tensions faced by two EMI teachers and their coping strategies at a top Chinese university amid ongoing EMI curriculum reform since 2020. Drawing on findings from classroom observation and semi-structured interviews, the paper identifies three sources of EMI assessment tensions: the interplay between language and content, the clash between teachers' sense of responsibility and students' language proficiency, and the conflict between teachers’ assessment beliefs and institutional policies and cultures. The coping strategies suggested are categorized into language-related, pedagogical, and compromising approaches. The paper concludes with thoughtful pedagogical recommendations for alleviating these tensions, emphasizing the necessity for collaborative efforts among various stakeholders involved in the educational process.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"73 ","pages":"Article 101455"},"PeriodicalIF":3.1,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743684","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 situated analysis of English-medium education in a private business university: Insights from the ROAD-MAPPING framework 对一所私立商业大学英语教学的情景分析：ROAD-MAPPING 框架的启示

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2024-11-01 DOI: 10.1016/j.jeap.2024.101457

Rhona Patricia Lohan , Emma Dafouz

As English-medium education (EME) expands globally, this paper focuses on the need for a situated analysis of the contextual factors possibly influencing students' English language development at a private business university in Spain. Using the ROAD-MAPPING framework (Dafouz & Smit, 2016) as an analytical and theoretical model, the study highlights the sociolinguistic dynamics that can affect student English proficiency in such EME programmes. Focusing on two different cohorts (English-medium and Spanish-medium degree students), with varying levels of training in English for Academic Purposes (EAP), our analysis suggests that this private university's efforts to organise regular interdepartmental meetings between content lecturers and EAP professionals contributes to improvements in classroom practices and course syllabi relating to disciplinary language learning in English. Moreover, by viewing internationalisation as central to university life, and emphasising the importance of English to achieve it, the study shows how an international stance also shapes students' disciplinary language development. The active promotion of EAP programmes for the whole student population, irrespective of the language of instruction, underscores their crucial role in this private business university. Finally, the paper closes with suggestions for further research in the form of emerging questions using the ROAD-MAPPING framework.

随着以英语为母语的教育（EME）在全球范围内的扩展，本文重点关注对可能影响西班牙一所私立商业大学学生英语语言发展的背景因素进行情景分析的必要性。本研究使用 ROAD-MAPPING 框架（Dafouz & Smit, 2016）作为分析和理论模型，强调了在此类 EME 课程中可能影响学生英语水平的社会语言动态。我们的分析表明，这所私立大学努力组织教学内容讲师与 EAP 专业人员之间的定期部门间会议，有助于改进与学科英语学习相关的课堂实践和课程大纲。此外，通过将国际化视为大学生活的核心，并强调英语在实现国际化方面的重要性，该研究显示了国际立场如何影响学生的学科语言发展。在这所私立商科大学中，面向全体学生（不分教学语言）的英语应用能力课程的积极推广凸显了其至关重要的作用。最后，本文以 "路线图"（ROAD-MAPPING）框架下新出现的问题为形式，提出了进一步研究的建议。

{"title":"A situated analysis of English-medium education in a private business university: Insights from the ROAD-MAPPING framework","authors":"Rhona Patricia Lohan , Emma Dafouz","doi":"10.1016/j.jeap.2024.101457","DOIUrl":"10.1016/j.jeap.2024.101457","url":null,"abstract":"<div><div>As English-medium education (EME) expands globally, this paper focuses on the need for a situated analysis of the contextual factors possibly influencing students' English language development at a private business university in Spain. Using the ROAD-MAPPING framework (Dafouz & Smit, 2016) as an analytical and theoretical model, the study highlights the sociolinguistic dynamics that can affect student English proficiency in such EME programmes. Focusing on two different cohorts (English-medium and Spanish-medium degree students), with varying levels of training in English for Academic Purposes (EAP), our analysis suggests that this private university's efforts to organise regular interdepartmental meetings between content lecturers and EAP professionals contributes to improvements in classroom practices and course syllabi relating to disciplinary language learning in English. Moreover, by viewing internationalisation as central to university life, and emphasising the importance of English to achieve it, the study shows how an international stance also shapes students' disciplinary language development. The active promotion of EAP programmes for the whole student population, irrespective of the language of instruction, underscores their crucial role in this private business university. Finally, the paper closes with suggestions for further research in the form of emerging questions using the ROAD-MAPPING framework.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101457"},"PeriodicalIF":3.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702207","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

Examining teacher-written conference abstracts: Rhetorical functions and syntactic complexity features 研究教师撰写的会议摘要：修辞功能和句法复杂性特征

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2024-11-01 DOI: 10.1016/j.jeap.2024.101454

Nazlinur Gokturk , Aysel Saricaoglu

This study explored the characteristics of accepted conference abstracts (CAs) written by language teachers for a large-scale national conference on English Language Teaching (Best Practices in Language Education Conference; BEST) compared to those produced by researchers or teacher-researchers for the teaching-oriented strands of a large-scale international conference on Applied Linguistics (American Association of Applied Linguistics Conference; AAAL). The comparative analysis focused on three rhetorical features of the abstracts (move-step realization, embeddedness, and sequence) and move-specific syntactic complexity features. Adopting the CA move/step framework of Yoon and Casal (2020a), we examined rhetorical functions and syntactic features in 60 abstracts from each conference: all BEST abstracts and the abstracts accepted to the two pedagogy-oriented strands of the AAAL conference. Our findings generally indicate prominent differences between BEST and AAAL writers in their use of moves, steps, and embedded steps. They also show differences between the two groups in terms of the use of some syntactic measures, such as the length of sentences and the use of complex nominals. These findings contribute to a better understanding of the characteristics of the CA genre and provide insight into language teachers’ research literacy with a focus on CA writing, which may be useful for the development of evidence-based CA writing guidelines for teachers.

本研究探讨了语言教师为大型全国性英语语言教学会议（Best Practices in Language Education Conference; BEST）撰写的会议摘要（CAs）与研究人员或教师研究人员为大型国际应用语言学会议（American Association of Applied Linguistics Conference; AAAL）中以教学为导向的部分撰写的会议摘要（CAs）的特点。比较分析的重点是摘要的三个修辞特征（移动-步骤实现、嵌入性和顺序）和特定移动的句法复杂性特征。采用 Yoon 和 Casal（2020a）的 CA 移动/步骤框架，我们研究了来自两个会议的 60 篇摘要的修辞功能和句法特征：BEST 会议的所有摘要和 AAAL 会议中两个以教学为导向的会议所接受的摘要。我们的研究结果普遍表明，BEST 和 AAAL 作者在使用动作、步骤和嵌入步骤方面存在显著差异。此外，我们还发现两组作家在使用某些句法指标方面也存在差异，如句子长度和复杂名词的使用。这些研究结果有助于更好地理解CA体裁的特点，并深入了解语文教师以CA写作为重点的研究素养，这可能有助于为教师制定以证据为基础的CA写作指南。

{"title":"Examining teacher-written conference abstracts: Rhetorical functions and syntactic complexity features","authors":"Nazlinur Gokturk , Aysel Saricaoglu","doi":"10.1016/j.jeap.2024.101454","DOIUrl":"10.1016/j.jeap.2024.101454","url":null,"abstract":"<div><div>This study explored the characteristics of accepted conference abstracts (CAs) written by language teachers for a large-scale national conference on English Language Teaching (Best Practices in Language Education Conference; BEST) compared to those produced by researchers or teacher-researchers for the teaching-oriented strands of a large-scale international conference on Applied Linguistics (American Association of Applied Linguistics Conference; AAAL). The comparative analysis focused on three rhetorical features of the abstracts (move-step realization, embeddedness, and sequence) and move-specific syntactic complexity features. Adopting the CA move/step framework of Yoon and Casal (2020a), we examined rhetorical functions and syntactic features in 60 abstracts from each conference: all BEST abstracts and the abstracts accepted to the two pedagogy-oriented strands of the AAAL conference. Our findings generally indicate prominent differences between BEST and AAAL writers in their use of moves, steps, and embedded steps. They also show differences between the two groups in terms of the use of some syntactic measures, such as the length of sentences and the use of complex nominals. These findings contribute to a better understanding of the characteristics of the CA genre and provide insight into language teachers’ research literacy with a focus on CA writing, which may be useful for the development of evidence-based CA writing guidelines for teachers.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101454"},"PeriodicalIF":3.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702809","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

“Contrary to findings from previous studies …”: Paradigmatic and ethnolinguistic influences on disagreement negotiation in research article discussions "与以往研究结果相反......"：范式和民族语言对研究文章讨论中分歧协商的影响

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2024-11-01 DOI: 10.1016/j.jeap.2024.101456

Chen Ming, Wang Wenbin

Academic disagreement is integral to knowledge construction in academic writing. The present study reports on a two-level analysis of academic disagreement in discussion sections from an integration of cross-linguistic and cross-paradigmatic perspectives. Based on a corpus of 80 applied linguistic research articles (RAs), this study examined whether functional components and engagement realizations of academic disagreement differed between Chinese and English RAs and between quantitative and qualitative RAs. Results demonstrated that English RAs negotiated with alternative views more often than Chinese RAs. Quantitative RAs more frequently settled academic disagreement with detailed explanations or supportive evidence than qualitative RAs. Chinese qualitative RAs differed markedly from other RA groups. These differences were attributable to culturally preferred discursive strategies, paradigmatically valued epistemological norms, and socially oriented views of the scientific approach. This study sheds light on how to implement interpersonal strategies to manage scholarly disagreement in different varieties of academic writing.

学术分歧是学术写作中知识建构不可或缺的一部分。本研究从跨语言和跨范式的视角出发，对讨论部分的学术分歧进行了两层分析。本研究基于80篇应用语言学研究文章（RAs）的语料库，考察了中英文RAs之间、定量RAs与定性RAs之间学术分歧的功能成分与参与实现是否存在差异。结果表明，英语研究员比汉语研究员更经常与其他观点进行协商。与定性评阅员相比，定量评阅员更经常通过详细解释或支持性证据来解决学术分歧。中文定性分析人员与其他分析人员群体有明显差异。这些差异可归因于文化上偏好的话语策略、范式上重视的认识论规范以及社会导向的科学方法观。本研究揭示了如何在不同类型的学术写作中实施人际交往策略来处理学术分歧。

{"title":"“Contrary to findings from previous studies …”: Paradigmatic and ethnolinguistic influences on disagreement negotiation in research article discussions","authors":"Chen Ming, Wang Wenbin","doi":"10.1016/j.jeap.2024.101456","DOIUrl":"10.1016/j.jeap.2024.101456","url":null,"abstract":"<div><div>Academic disagreement is integral to knowledge construction in academic writing. The present study reports on a two-level analysis of academic disagreement in discussion sections from an integration of cross-linguistic and cross-paradigmatic perspectives. Based on a corpus of 80 applied linguistic research articles (RAs), this study examined whether functional components and engagement realizations of academic disagreement differed between Chinese and English RAs and between quantitative and qualitative RAs. Results demonstrated that English RAs negotiated with alternative views more often than Chinese RAs. Quantitative RAs more frequently settled academic disagreement with detailed explanations or supportive evidence than qualitative RAs. Chinese qualitative RAs differed markedly from other RA groups. These differences were attributable to culturally preferred discursive strategies, paradigmatically valued epistemological norms, and socially oriented views of the scientific approach. This study sheds light on how to implement interpersonal strategies to manage scholarly disagreement in different varieties of academic writing.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101456"},"PeriodicalIF":3.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662363","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

Noun phrase complexity in English integrated writing placement test responses 英语综合写作分级测试答案中的名词短语复杂性

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2024-10-22 DOI: 10.1016/j.jeap.2024.101452

Phuong Nguyen

Research has shown that the use of noun phrases is a salient characteristic favored in academic writing (Biber et al., 2011; Biber & Gray, 2011; Parkinson & Musgrave, 2014). Although studies have examined the structure of noun phrases, further research is needed to deepen our understanding of noun phrase complexity in order to inform the instructional content of academic writing courses. In response to this need and the call for more empirical evidence for the developmental stages for complexity features proposed by Biber et al. (2011), this study aimed to investigate differences in the use of noun modifiers among second language learners of English at varying proficiency levels. A corpus consisting of 286 essays, written by international students in response to an English integrated writing placement test, was analyzed for grammatical structures of noun phrases. Results indicated that more proficient writers employed significantly more attributive adjectives, prepositional phrases, finite relative clauses with non-animate head nouns, and nonfinite relative clauses. These findings support previous research on the relationship between writing proficiency and the use of noun modifiers and provide implications for both academic writing instruction and the development of writing assessment criteria.

研究表明，名词短语的使用是学术写作中受到青睐的一个显著特征（Biber 等，2011；Biber & Gray，2011；Parkinson & Musgrave，2014）。尽管已有研究考察了名词短语的结构，但仍需进一步研究以加深我们对名词短语复杂性的理解，从而为学术写作课程的教学内容提供参考。为了满足这一需求，并为 Biber 等人（2011 年）提出的复杂性特征发展阶段提供更多实证证据，本研究旨在调查不同水平的英语第二语言学习者在使用名词修饰语方面的差异。研究分析了由国际学生在英语综合写作分级测试中所写的 286 篇文章组成的语料库中的名词短语语法结构。结果表明，水平较高的写作者使用的属性形容词、介词短语、带有非有形词头名词的有限相对从句和非有限相对从句明显较多。这些研究结果支持了之前关于写作能力与名词修饰语使用之间关系的研究，并对学术写作教学和写作评估标准的制定提供了启示。

{"title":"Noun phrase complexity in English integrated writing placement test responses","authors":"Phuong Nguyen","doi":"10.1016/j.jeap.2024.101452","DOIUrl":"10.1016/j.jeap.2024.101452","url":null,"abstract":"<div><div>Research has shown that the use of noun phrases is a salient characteristic favored in academic writing (Biber et al., 2011; Biber & Gray, 2011; Parkinson & Musgrave, 2014). Although studies have examined the structure of noun phrases, further research is needed to deepen our understanding of noun phrase complexity in order to inform the instructional content of academic writing courses. In response to this need and the call for more empirical evidence for the developmental stages for complexity features proposed by Biber et al. (2011), this study aimed to investigate differences in the use of noun modifiers among second language learners of English at varying proficiency levels. A corpus consisting of 286 essays, written by international students in response to an English integrated writing placement test, was analyzed for grammatical structures of noun phrases. Results indicated that more proficient writers employed significantly more attributive adjectives, prepositional phrases, finite relative clauses with non-animate head nouns, and nonfinite relative clauses. These findings support previous research on the relationship between writing proficiency and the use of noun modifiers and provide implications for both academic writing instruction and the development of writing assessment criteria.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101452"},"PeriodicalIF":3.1,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528251","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

Developing advanced citation skills: A mixed-methods approach to corpus technology training for novice researchers 开发高级引文技能：采用混合方法对研究新手进行语料库技术培训

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2024-10-18 DOI: 10.1016/j.jeap.2024.101451

Jiahao Yan, Qing Ma

In contrast with most existing corpus technology (CT) studies which focus primarily on general vocabulary and grammar learning, this study investigates the effectiveness of CT in addressing challenges encountered by novice researchers in improving an advanced linguistic skill in EAP writing: using reporting verbs to express rhetorical functions in citations in literature reviews. An eight-week CT training programme featuring a practical framework of the rhetorical functions of citations and utilising the Parallel EAP Corpora was implemented for 50 Chinese postgraduate students who were L2 English users. A mixed-methods approach was adopted. Paired-samples t-tests demonstrated statistically significant improvement with medium effect sizes in the frequency and diversity of reporting verb usage in citations, as well as in the complexity of expressing rhetorical functions of citations. These findings were further corroborated by corpus-aided descriptive statistical and textual analyses. Questionnaire data and interviews further revealed students' positive evaluations towards the training informed by the Parallel EAP Corpora, which facilitated participants' learning in various ways. These findings hold substantial value for EAP pedagogy, indicating that the incorporation of pedagogically sound CT training can significantly improve novice researchers’ development of academic discourse through nuanced citation practices and advanced rhetorical strategies for composing literature reviews.

大多数现有的语料库技术（CT）研究主要侧重于一般词汇和语法学习，与此不同，本研究调查了CT在解决研究新手在提高EAP写作高级语言技能方面遇到的挑战的有效性：在文献综述的引文中使用报告动词表达修辞功能。我们为 50 名英语为第二语言的中国研究生实施了为期八周的 CT 培训计划，该计划以引文修辞功能的实用框架为特色，并使用了 EAP 平行语料库。培训采用了混合方法。配对样本 t 检验表明，在引文中报告动词使用的频率和多样性方面，以及在表达引文修辞功能的复杂性方面，都有统计学意义上的显著提高，且效果大小适中。语料库辅助描述性统计和文本分析进一步证实了这些发现。问卷调查数据和访谈进一步显示，学生们对并行 EAP 语料库提供的培训给予了积极评价，认为该语料库以各种方式促进了学员的学习。这些研究结果对 EAP 教学法具有重要价值，表明通过细微的引文实践和撰写文献综述的高级修辞策略，纳入教学上合理的 CT 培训可以显著提高新手研究人员的学术话语发展能力。

{"title":"Developing advanced citation skills: A mixed-methods approach to corpus technology training for novice researchers","authors":"Jiahao Yan, Qing Ma","doi":"10.1016/j.jeap.2024.101451","DOIUrl":"10.1016/j.jeap.2024.101451","url":null,"abstract":"<div><div>In contrast with most existing corpus technology (CT) studies which focus primarily on general vocabulary and grammar learning, this study investigates the effectiveness of CT in addressing challenges encountered by novice researchers in improving an advanced linguistic skill in EAP writing: using reporting verbs to express rhetorical functions in citations in literature reviews. An eight-week CT training programme featuring a practical framework of the rhetorical functions of citations and utilising the Parallel EAP Corpora was implemented for 50 Chinese postgraduate students who were L2 English users. A mixed-methods approach was adopted. Paired-samples t-tests demonstrated statistically significant improvement with medium effect sizes in the frequency and diversity of reporting verb usage in citations, as well as in the complexity of expressing rhetorical functions of citations. These findings were further corroborated by corpus-aided descriptive statistical and textual analyses. Questionnaire data and interviews further revealed students' positive evaluations towards the training informed by the Parallel EAP Corpora, which facilitated participants' learning in various ways. These findings hold substantial value for EAP pedagogy, indicating that the incorporation of pedagogically sound CT training can significantly improve novice researchers’ development of academic discourse through nuanced citation practices and advanced rhetorical strategies for composing literature reviews.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101451"},"PeriodicalIF":3.1,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528253","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

Writing a successful applied linguistics conference abstract: The relationship between stylistic and linguistic features and raters’ evaluations 成功撰写应用语言学会议摘要：文体和语言特点与评分者评价之间的关系

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2024-10-14 DOI: 10.1016/j.jeap.2024.101450

Matt Kessler , Caitlin Cornell , J. Elliott Casal , Detong Xia

The conference abstract (CA) is a promotional genre that is vital to academic success. However, composing a high-quality abstract can be challenging for both first (L1) and second language (L2) writers. Some researchers have performed contrastive analyses of accepted/rejected CAs, yet few studies have analyzed the extent to which different stylistic and linguistic features can predict reviewers' scores. The current study furthers this line of inquiry, while also responding to scholars' recent calls for more replication work in the fields of applied linguistics and second language acquisition. Using a corpus of 304 abstracts from an applied linguistics conference, the current study is an approximate replication that analyzes the extent to which 32 variables are predictive of CA raters’ evaluations. Data analyses consisted of multiple stages, including examining the relationships between CA scores and nine stylistic variables (e.g., rhetorical moves, study completeness) and 23 linguistic variables (e.g., grammatical errors, and lexical and syntactic complexity measures). Statistically significant variables were then entered into a regression model. Results suggest that seven variables accounted for approximately 25 percent of CA scores. The pedagogical implications of these findings are discussed for L1/L2 writers, along with future research directions.

会议摘要（CA）是一种对学术成功至关重要的宣传体裁。然而，撰写高质量的摘要对第一语言（L1）和第二语言（L2）写作者来说都是一项挑战。一些研究人员对被接受/被拒绝的论文摘要进行了对比分析，但很少有研究分析不同的文体和语言特点能在多大程度上预测审稿人的评分。目前的研究进一步推进了这一研究方向，同时也响应了学者们最近提出的在应用语言学和第二语言习得领域开展更多复制工作的呼吁。本研究使用了一个应用语言学会议的 304 篇摘要语料库，近似复制分析了 32 个变量在多大程度上可以预测 CA 评委的评价。数据分析包括多个阶段，其中包括研究 CA 评分与 9 个文体变量（如修辞动作、研究完整性）和 23 个语言变量（如语法错误、词法和句法复杂性测量）之间的关系。然后将具有统计学意义的变量输入回归模型。结果表明，七个变量约占 CA 分数的 25%。本文讨论了这些发现对 L1/L2 级写作者的教学意义以及未来的研究方向。

{"title":"Writing a successful applied linguistics conference abstract: The relationship between stylistic and linguistic features and raters’ evaluations","authors":"Matt Kessler , Caitlin Cornell , J. Elliott Casal , Detong Xia","doi":"10.1016/j.jeap.2024.101450","DOIUrl":"10.1016/j.jeap.2024.101450","url":null,"abstract":"<div><div>The conference abstract (CA) is a promotional genre that is vital to academic success. However, composing a high-quality abstract can be challenging for both first (L1) and second language (L2) writers. Some researchers have performed contrastive analyses of accepted/rejected CAs, yet few studies have analyzed the extent to which different stylistic and linguistic features can predict reviewers' scores. The current study furthers this line of inquiry, while also responding to scholars' recent calls for more replication work in the fields of applied linguistics and second language acquisition. Using a corpus of 304 abstracts from an applied linguistics conference, the current study is an approximate replication that analyzes the extent to which 32 variables are predictive of CA raters’ evaluations. Data analyses consisted of multiple stages, including examining the relationships between CA scores and nine stylistic variables (e.g., rhetorical moves, study completeness) and 23 linguistic variables (e.g., grammatical errors, and lexical and syntactic complexity measures). Statistically significant variables were then entered into a regression model. Results suggest that seven variables accounted for approximately 25 percent of CA scores. The pedagogical implications of these findings are discussed for L1/L2 writers, along with future research directions.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101450"},"PeriodicalIF":3.1,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528252","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

From words to senses: A sense-based approach to quantitative polysemy detection across disciplines 从词语到意义：基于感官的跨学科多义词定量检测方法

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2024-10-12 DOI: 10.1016/j.jeap.2024.101449

Wenshu Geng , Maocheng Liang

Interdisciplinary polysemy refers to the phenomenon in which a word is understood and used differently across disciplines or fields. Nuanced variations in word meanings pose a significant challenge to effective communication and knowledge integration, especially in academic and professional settings. To address these issues, we propose the Interdisciplinary Polysemy Detection (IPD) method, which streamlines the identification of polysemous words by making the process more automatic, objective and efficient. IPD not only identifies polysemous words but also quantifies the extent of semantic variation within and across disciplines, providing deeper insights into the scale and nature of meaning shifts in different contexts. The evaluation results demonstrate that IPD can identify interdisciplinary polysemy effectively, showing heightened sensitivity to subtle differences in word senses. This sensitivity makes IPD a useful tool for both researchers and educators, helping to improve communication across fields and contributing to the development of more tailored pedagogical resources. The broader implications of this method may extend to enhancing the understanding of semantic variation in interdisciplinary research and advancing knowledge transfer between specialised domains.

跨学科多义词是指不同学科或领域对一个词的理解和使用不同的现象。词义的细微差别对有效交流和知识整合构成了巨大挑战，尤其是在学术和专业领域。为了解决这些问题，我们提出了跨学科多义词检测（IPD）方法，通过使这一过程更加自动、客观和高效，简化了多义词的识别过程。IPD 不仅能识别多义词，还能量化学科内和学科间的语义变化程度，从而更深入地了解不同语境中意义转换的规模和性质。评估结果表明，IPD 可以有效识别跨学科多义词，对词义的细微差别表现出更高的灵敏度。这种敏感性使 IPD 成为研究人员和教育工作者的有用工具，有助于改善跨领域交流，并有助于开发更有针对性的教学资源。这种方法的更广泛影响可能会扩展到加强对跨学科研究中语义变化的理解，以及促进专业领域之间的知识转移。

{"title":"From words to senses: A sense-based approach to quantitative polysemy detection across disciplines","authors":"Wenshu Geng , Maocheng Liang","doi":"10.1016/j.jeap.2024.101449","DOIUrl":"10.1016/j.jeap.2024.101449","url":null,"abstract":"<div><div>Interdisciplinary polysemy refers to the phenomenon in which a word is understood and used differently across disciplines or fields. Nuanced variations in word meanings pose a significant challenge to effective communication and knowledge integration, especially in academic and professional settings. To address these issues, we propose the Interdisciplinary Polysemy Detection (IPD) method, which streamlines the identification of polysemous words by making the process more automatic, objective and efficient. IPD not only identifies polysemous words but also quantifies the extent of semantic variation within and across disciplines, providing deeper insights into the scale and nature of meaning shifts in different contexts. The evaluation results demonstrate that IPD can identify interdisciplinary polysemy effectively, showing heightened sensitivity to subtle differences in word senses. This sensitivity makes IPD a useful tool for both researchers and educators, helping to improve communication across fields and contributing to the development of more tailored pedagogical resources. The broader implications of this method may extend to enhancing the understanding of semantic variation in interdisciplinary research and advancing knowledge transfer between specialised domains.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101449"},"PeriodicalIF":3.1,"publicationDate":"2024-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528250","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

Developing a genre-based research article reading module for undergraduate students 为本科生开发基于体裁的研究文章阅读模块

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2024-10-01 DOI: 10.1016/j.jeap.2024.101448

Guangsa Jin, Chenle Li, Ya Sun

Although research articles (henceforth RA) have been widely used in undergraduate teaching as assigned readings or supplementary teaching materials, studies addressing students' challenges in RA reading are infrequent. We conducted a two-cycle action research to examine the effect of genre instruction on RA reading comprehension of Year 3 and 4 undergraduate students in economics. In Cycle 1, students (n = 34) were introduced to move structures of conventional sections, including Introduction, Method, Results, Discussion, and Conclusion; in Cycle 2, students (n = 34) were introduced to a discipline-specific move model of economics. Apart from the conventional sections, the model used in Cycle 2 also describes the rhetorical structure of discipline-specific sections, such as Theoretical Model, Econometric Model, Robustness, and Mechanisms. Summary writing and multiple-choice tests were used to measure students' improvements in reading comprehension. The findings show that Cycle 2 instruction significantly improved students’ performance in summary writing (medium effect size) and multiple-choice tests (small effect size), whereas Cycle 1 instruction did not. Also, fewer students in Cycle 2 perceived cognitive overload challenges than their peers in Cycle 1. The findings can be useful for EAP practitioners teaching similar cohorts of students.

尽管研究性文章（以下简称RA）作为指定读物或辅助教材被广泛应用于本科教学中，但针对学生在RA阅读中遇到的挑战的研究却并不多见。我们开展了一项分为两个周期的行动研究，以考察体裁教学对经济学专业三、四年级本科生RA阅读理解的影响。在第一周期，我们向学生（34 人）介绍了常规章节的移动结构，包括引言、方法、结果、讨论和结论；在第二周期，我们向学生（34 人）介绍了经济学学科特定的移动模型。除了常规章节外，第二周期使用的模型还描述了学科特定章节的修辞结构，如理论模型、计量经济学模型、稳健性和机制。总结性写作和多项选择测试用于衡量学生在阅读理解方面的进步。研究结果表明，第二周期教学显著提高了学生在摘要写作（中等效应大小）和多项选择测试（小效应大小）中的表现，而第一周期教学则没有。此外，与第一周期的学生相比，第二周期的学生较少感受到认知负担过重的挑战。这些研究结果对教授类似学生的 EAP 从业人员很有帮助。

{"title":"Developing a genre-based research article reading module for undergraduate students","authors":"Guangsa Jin, Chenle Li, Ya Sun","doi":"10.1016/j.jeap.2024.101448","DOIUrl":"10.1016/j.jeap.2024.101448","url":null,"abstract":"<div><div>Although research articles (henceforth RA) have been widely used in undergraduate teaching as assigned readings or supplementary teaching materials, studies addressing students' challenges in RA reading are infrequent. We conducted a two-cycle action research to examine the effect of genre instruction on RA reading comprehension of Year 3 and 4 undergraduate students in economics. In Cycle 1, students (n = 34) were introduced to move structures of conventional sections, including Introduction, Method, Results, Discussion, and Conclusion; in Cycle 2, students (n = 34) were introduced to a discipline-specific move model of economics. Apart from the conventional sections, the model used in Cycle 2 also describes the rhetorical structure of discipline-specific sections, such as Theoretical Model, Econometric Model, Robustness, and Mechanisms. Summary writing and multiple-choice tests were used to measure students' improvements in reading comprehension. The findings show that Cycle 2 instruction significantly improved students’ performance in summary writing (medium effect size) and multiple-choice tests (small effect size), whereas Cycle 1 instruction did not. Also, fewer students in Cycle 2 perceived cognitive overload challenges than their peers in Cycle 1. The findings can be useful for EAP practitioners teaching similar cohorts of students.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101448"},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142425174","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 effect of intralingual live subtitling on students’ performance and perception in EMI lectures in Flanders: A pilot study 在佛兰德斯的 EMI 讲座中，内部语言实时字幕对学生表现和感知的影响：试点研究

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2024-09-17 DOI: 10.1016/j.jeap.2024.101445

Yanou Van Gauwbergen, Isabelle S. Robert, Iris Schrijver

One of the challenges in higher education is providing educational access to an increasingly multilingual and multicultural student population. Universities are therefore considering using English as language of instruction (EMI), but students' limited proficiency in English can be a drawback. Live subtitling might help to overcome this language barrier. The aim of this article is to report on (1) whether these subtitles influence their performance and (2) how university students in Flanders perceive EMI lectures with intralingual live subtitles. This has been investigated during five 2-h Marketing lectures taught in English to students of Economics who have Dutch as mother tongue (27% bilingual). The live subtitling was produced in each lecture in real time through respeaking during two lecture fragments of approximately 25 min. Quantitative and qualitative data have been collected using (1) online language tests, consisting of a certified listening test and vocabulary test to determine the students’ English proficiency; (2) an online demographics questionnaire (e.g. mother tongue and self-reported proficiency in English); (3) tests after each lecture about the content and perception of the lecture. The findings show that, on average, students performed noticeably better in a comprehension test when given intralingual live subtitles.

高等教育面临的挑战之一是为越来越多的多语言和多文化学生提供受教育的机会。因此，各大学都在考虑使用英语作为教学语言（EMI），但学生的英语水平有限可能会成为一个弊端。实时字幕可能有助于克服这一语言障碍。本文旨在报告：(1) 这些字幕是否会影响学生的学习成绩；(2) 佛兰德斯的大学生如何看待带有内部语言实时字幕的 EMI 讲座。本文对以荷兰语为母语（27% 为双语）的经济学专业学生进行的五场 2 小时英语市场营销讲座进行了调查。在每次讲座中，通过在两个约 25 分钟的讲座片段中重述，实时制作现场字幕。收集定量和定性数据的方法有：(1) 在线语言测试，包括听力测试和词汇测试，以确定学生的英语水平；(2) 在线人口统计学问卷（如母语和自我报告的英语水平）；(3) 每次讲座后关于讲座内容和感知的测试。研究结果表明，平均而言，学生在获得内语实时字幕的情况下，在理解测试中的表现明显更好。

{"title":"The effect of intralingual live subtitling on students’ performance and perception in EMI lectures in Flanders: A pilot study","authors":"Yanou Van Gauwbergen, Isabelle S. Robert, Iris Schrijver","doi":"10.1016/j.jeap.2024.101445","DOIUrl":"10.1016/j.jeap.2024.101445","url":null,"abstract":"<div><p>One of the challenges in higher education is providing educational access to an increasingly multilingual and multicultural student population. Universities are therefore considering using English as language of instruction (EMI), but students' limited proficiency in English can be a drawback. Live subtitling might help to overcome this language barrier. The aim of this article is to report on (1) whether these subtitles influence their performance and (2) how university students in Flanders perceive EMI lectures with intralingual live subtitles. This has been investigated during five 2-h Marketing lectures taught in English to students of Economics who have Dutch as mother tongue (27% bilingual). The live subtitling was produced in each lecture in real time through respeaking during two lecture fragments of approximately 25 min. Quantitative and qualitative data have been collected using (1) online language tests, consisting of a certified listening test and vocabulary test to determine the students’ English proficiency; (2) an online demographics questionnaire (e.g. mother tongue and self-reported proficiency in English); (3) tests after each lecture about the content and perception of the lecture. The findings show that, on average, students performed noticeably better in a comprehension test when given intralingual live subtitles.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101445"},"PeriodicalIF":3.1,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142272665","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