Journal of English for Academic Purposes最新文献

英文中文

A multi-dimensional analysis of thesis abstracts: Variation across academic levels and L1 backgrounds

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.2024.101465

Ahmad Ansarifar , Hesamoddin Shahriari , Shelley Staples , Mohammad Ghazanfari

This study used a Multi-Dimensional analysis to describe linguistic variation in thesis abstracts based on two factors: academic level and L1 background. To do so, a corpus of 1800 thesis abstracts written by MA and PhD students from three L1 backgrounds (Chinese, Persian, and English) was compiled. Our analysis revealed four dimensions of variation, interpreted as (1) extended procedural/reported discourse versus descriptive, informational discourse; (2) extended contextualization; (3) expression of argument/persuasion; (4) human-focused informational density. The results showed that Dimensions 1 and 3 distinguished between the writing practices of MA and PhD students. Additionally, Dimensions 1, 2, and 3 differentiated the writing of students across L1 backgrounds. Interestingly, the differences between L1 English and L1 Persian abstracts did not turn out to be significant, suggesting that L1 Persian students showed a closer alignment with L1 English students compared to L1 Chinese students. Finally, the interaction between academic level and L1 background was statistically significant concerning Dimensions 1 and 2, suggesting there are different trajectories between MA and PhD level students depending on the language background.

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引用次数: 0

“These are my ‘selling points’”: Disciplinary variation in rhetorical features of graduate school statements of purpose

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.2024.101469

Yuanheng (Arthur) Wang

Despite the productive line of EAP genre research on the textual features of academic promotional genres (e.g., conference abstracts and grant proposals), limited attention has been devoted to issues related to disciplinary variation. To address this gap, this study investigated disciplinary variation in the rhetorical features of 100 Statements of Purpose (SoPs) authored by applicants successfully accepted into their target U.S. graduate school programs across four disciplines: Business, Engineering, Liberal Arts, and Science, supplemented by interviews with authors of the SoPs, EAP writing teachers, and admissions committee members regarding their perceptions of the genre analytic findings. The textual analysis unveiled various cross-disciplinary and discipline-specific strategies, characterizing the applicants’ potential alignment with and understanding of the epistemological stances and discursive conventions upheld by their target disciplinary communities. However, the interviews revealed multifaceted resonations and tensions between the findings of the genre analysis and the experiences of those who write, teach, read, or evaluate the SoP genre in terms of (1) the differences between academic disciplinary writing and promotional disciplinary writing, (2) the role of SoPs in the evaluation process, and (3) the pedagogical value of findings from the genre analysis. Future research and practical implications are discussed.

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引用次数: 0

Specialized multiword units in traditional Chinese medicine

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.2024.101467

Cailing Lu , Averil Coxhead

Traditional Chinese Medicine (TCM), Chinese culture, Chinese language all root in ancient Chinese philosophy, and thus each of them penetrates the others. This study adopted a mixed-method approach of quantitative and qualitative semantic analysis to identify the most frequent multiword units in TCM. A list of 538 TCM collocations and lexical bundles was developed from a corpus of TCM textbooks and journal articles. These multiword units are made up of one or more of the following types of words: Chinese loan words (e.g., dang gui), Chinese loan words plus English words (e.g., qi transformation), and English words (e.g., the lung channel). A functional taxonomy analysis revealed three main categories of TCM multiword units: diagnosis, treatment, and theoretical. These results suggest that collocations and lexical bundles play an essential role in creating both the structure and subject knowledge of TCM discourse, supporting previous research which revealed that some technical words need to be seen in combinations rather than as individual words.

引用次数: 0

BALEAP news – Looking back, looking forward …

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.2024.101468

Conrad Heyns

引用次数: 0

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-01-01 DOI: 10.1016/j.jeap.2024.101397

Joyce Kling, Sophia Juul

引用次数: 0

The art of referencing: Patterns of citation and authorial stance in academic texts written by Thai students and professional writers

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2024-12-31 DOI: 10.1016/j.jeap.2024.101470

Attapol Khamkhien

This study investigated the citation practices used to acknowledge and refer to the work of others by Thai university students compared to professional writers in academic texts. The data analysed comprised 404,793 words from research reports written in English by Thai L2 students and 833,809 words written by professional writers from leading scholarly journals in applied linguistics and English studies. Drawing on elements from the SFL-based Engagement framework, all citation instances produced by these two writer groups were analysed based on their surface citation patterns in terms of citation form, rhetorical function, and patterns of authorial stances. The findings revealed that Thai L2 students employed a relatively limited range of reporting structures. Meanwhile, the attribution function was primarily used to demonstrate their knowledge of the topic and to refer to the data source. They predominantly adopted a non-committal stance, distancing themselves from the cited materials. The pedagogical implications derived from the findings relate to improving citation practices in teaching academic writing and enhancing the opportunity for student research findings to be published in scholarly journals.

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引用次数: 0

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。

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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。

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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。

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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。

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