Journal of English for Academic Purposes最新文献

英文中文

Beyond the silence: Exploring the nexus between EAP students’ personality traits and participation in university classrooms 超越沉默：探索EAP学生个性特征与大学课堂参与之间的关系

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-08-14 DOI: 10.1016/j.jeap.2025.101559

Jenny Steele

Against a background of continuing interest in language and identity, this study examines the interplay between language, personality traits, and classroom engagement. Drawing on the theoretical concepts of positioning, investment, and cultural capital, it seeks to understand how international students who have completed an EAP programme navigate their sense of self in various settings. Perspectives and insights were gathered from international postgraduates, EAP tutors, and academic lecturers in a Scottish university. Data from semi-structured interviews were analysed using strategies from grounded theory, exemplifying key themes which connected to the social constructionist framework. Findings indicate that the prevailing expectations of interactive UK classrooms can present challenges for learners from diverse educational backgrounds. This type of environment may also be unsuited to those who prefer independent work and time to reflect in lessons. Instructors demonstrated a degree of understanding as to why users of other languages sometimes choose to remain quiet, and tried to avoid negative labelling. However, there were still underlying assumptions about what constitutes ‘valid’ participation. The paper concludes with implications for pedagogy and policy, underscoring the need for inclusive approaches which value different personalities and learning styles. By reassessing the interpretation of silence, it contributes to a counter-narrative around ‘quiet’ students which moves beyond deficit-based approaches.

在对语言和身份的持续关注的背景下，本研究探讨了语言、人格特征和课堂参与度之间的相互作用。利用定位、投资和文化资本的理论概念，它试图了解完成EAP课程的国际学生如何在各种环境中导航他们的自我意识。来自苏格兰一所大学的国际研究生、EAP导师和学术讲师的观点和见解。半结构化访谈的数据使用扎根理论的策略进行分析，举例说明与社会建构主义框架相关的关键主题。研究结果表明，对互动式英国课堂的普遍期望可能会给来自不同教育背景的学习者带来挑战。这种环境可能也不适合那些喜欢独立工作和有时间在课堂上反思的人。教师们表现出一定程度的理解，为什么其他语言的使用者有时选择保持沉默，并试图避免负面标签。然而，对于什么是“有效的”参与，仍然存在一些潜在的假设。论文总结了对教育学和政策的启示，强调了重视不同个性和学习风格的包容性方法的必要性。通过重新评估沉默的解释，它有助于围绕“安静”学生的反叙事，这超越了基于赤字的方法。

{"title":"Beyond the silence: Exploring the nexus between EAP students’ personality traits and participation in university classrooms","authors":"Jenny Steele","doi":"10.1016/j.jeap.2025.101559","DOIUrl":"10.1016/j.jeap.2025.101559","url":null,"abstract":"<div><div>Against a background of continuing interest in language and identity, this study examines the interplay between language, personality traits, and classroom engagement. Drawing on the theoretical concepts of positioning, investment, and cultural capital, it seeks to understand how international students who have completed an EAP programme navigate their sense of self in various settings. Perspectives and insights were gathered from international postgraduates, EAP tutors, and academic lecturers in a Scottish university. Data from semi-structured interviews were analysed using strategies from grounded theory, exemplifying key themes which connected to the social constructionist framework. Findings indicate that the prevailing expectations of interactive UK classrooms can present challenges for learners from diverse educational backgrounds. This type of environment may also be unsuited to those who prefer independent work and time to reflect in lessons. Instructors demonstrated a degree of understanding as to why users of other languages sometimes choose to remain quiet, and tried to avoid negative labelling. However, there were still underlying assumptions about what constitutes ‘valid’ participation. The paper concludes with implications for pedagogy and policy, underscoring the need for inclusive approaches which value different personalities and learning styles. By reassessing the interpretation of silence, it contributes to a counter-narrative around ‘quiet’ students which moves beyond deficit-based approaches.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101559"},"PeriodicalIF":3.4,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144841247","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

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-08-13 DOI: 10.1016/j.jeap.2025.101560

Ugilkhon Kakilova, Ulugbek Nurmukhamedov

引用次数: 0

A meaning-based academic vocabulary list 一个基于意义的学术词汇表

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-08-06 DOI: 10.1016/j.jeap.2025.101557

Tongxi Gong , Lei Liu , Jianjun Shi , Yi Guo

Students must have a strong vocabulary to comprehend academic texts effectively. To assist with this, several academic word lists have been developed. However, there is an ongoing debate in the literature about whether to include common words, such as “paper” and “state”, in these lists. This conflict arises because previous studies did not differentiate between the various meanings of these words. In this article, we used a large language model, BERT, to semantically annotate English corpora, treating each sense of a word separately. As a result, we developed a meaning-based academic vocabulary list, comprising 1550 words (or lexemes) that focus solely on their academic meanings. The words on this list are found to be common across different disciplines, more frequently used in academic texts, and representative in various academic corpora. By categorizing “paper” (meaning “a sheet”) as a general word while “paper” (meaning “an essay”) as an academic word, this article effectively solved the debate over whether certain common words should be included in an academic vocabulary list.

学生必须有很强的词汇量才能有效地理解学术文章。为了帮助解决这个问题，已经开发了几个学术词汇表。然而，关于是否在这些列表中包括“paper”和“state”等常用词，文献中存在着持续的争论。出现这种冲突是因为以前的研究没有区分这些词的不同含义。在本文中，我们使用一个大型语言模型BERT对英语语料库进行语义注释，分别处理单词的每个意思。因此，我们开发了一个基于含义的学术词汇表，其中包括1550个单词（或词汇），这些单词只关注它们的学术含义。这些词在不同的学科中都很常见，在学术文本中使用得更频繁，在各种学术语料库中也有代表性。本文通过将“paper”（意为“一张纸”）归类为一般词汇，而将“paper”（意为“一篇文章”）归类为学术词汇，有效地解决了关于某些常用词是否应该纳入学术词汇表的争论。

引用次数: 0

A comparative study of text characteristics of CET-6, IELTS, and TOEFL reading passages based on computational tools 基于计算工具的大学英语六级、雅思和托福阅读文章文本特征比较研究

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-08-05 DOI: 10.1016/j.jeap.2025.101556

Lin Chen, Qingyun Luo

This study conducts a multidimensional analysis of reading texts from three major English proficiency tests--CET-6, IELTS, and TOEFL--using computational tools such as Coh-Metrix, VocabProfile, and WordSmith. Based on a corpus of 60 reading passages from each test, the study evaluates text characteristics across five dimensions: vocabulary, syntax, textbase, situation model, and readability. The results reveal significant variations across multiple indices: (a) CET-6 texts demonstrate lower lexical and syntactic complexity but weaker cohesion at the textbase and situation model levels, while TOEFL passages exhibit the highest levels of lexical and syntactic sophistication; (b) IELTS texts occupy an intermediate position, with greater variability in text length; (c) no significant differences were observed across the three tests in terms of L2 Readability, suggesting that these exams may be more comparable in this aspect than previously assumed.

The findings highlight the interplay between text characteristics and cognitive demands, offering empirical insights for both test development and language education. This study underscores the necessity of adopting a multidimensional approach to assess text complexity, ultimately assisting learners in optimizing test preparation and language acquisition.

本研究使用Coh-Metrix、VocabProfile和WordSmith等计算工具，对三种主要英语水平考试——CET-6、IELTS和TOEFL的阅读文本进行了多维度分析。基于每个测试的60篇阅读文章的语料库，该研究从五个方面评估文本特征：词汇、语法、文本库、情境模型和可读性。结果显示，在多个指标上存在显著差异：(a)在文本库和情景模型层面，CET-6文本的词汇和句法复杂性较低，衔接能力较弱，而TOEFL文本的词汇和句法复杂性最高；(b)雅思文本处于中间位置，文本长度变化较大；(c)在二语可读性方面，三个测试没有观察到显著差异，这表明这些测试在这方面可能比之前假设的更具可比性。研究结果强调了文本特征与认知需求之间的相互作用，为测试开发和语言教育提供了经验见解。本研究强调了采用多维方法评估文本复杂性的必要性，最终帮助学习者优化考试准备和语言习得。

{"title":"A comparative study of text characteristics of CET-6, IELTS, and TOEFL reading passages based on computational tools","authors":"Lin Chen, Qingyun Luo","doi":"10.1016/j.jeap.2025.101556","DOIUrl":"10.1016/j.jeap.2025.101556","url":null,"abstract":"<div><div>This study conducts a multidimensional analysis of reading texts from three major English proficiency tests--CET-6, IELTS, and TOEFL--using computational tools such as Coh-Metrix, VocabProfile, and WordSmith. Based on a corpus of 60 reading passages from each test, the study evaluates text characteristics across five dimensions: vocabulary, syntax, textbase, situation model, and readability. The results reveal significant variations across multiple indices: (a) CET-6 texts demonstrate lower lexical and syntactic complexity but weaker cohesion at the textbase and situation model levels, while TOEFL passages exhibit the highest levels of lexical and syntactic sophistication; (b) IELTS texts occupy an intermediate position, with greater variability in text length; (c) no significant differences were observed across the three tests in terms of L2 Readability, suggesting that these exams may be more comparable in this aspect than previously assumed.</div><div>The findings highlight the interplay between text characteristics and cognitive demands, offering empirical insights for both test development and language education. This study underscores the necessity of adopting a multidimensional approach to assess text complexity, ultimately assisting learners in optimizing test preparation and language acquisition.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101556"},"PeriodicalIF":3.4,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144771285","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

Pre-admission EAP course completion as evidence of English language proficiency for university admission: A longitudinal evaluation study 大学入学前EAP课程的完成作为大学入学英语语言能力的证据：一项纵向评估研究

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-08-05 DOI: 10.1016/j.jeap.2025.101555

Khaled Barkaoui , Jason Holmes , Saskia Van Viegen

To increase the number of international students, a growing number of English-medium universities offer multiple pathways for demonstrating English language proficiency (ELP) as part of the admission process. While the standard practice requires achieving a minimum score on a standardized ELP test, an alternative pathway entails completing one or more pre-admission English for Academic Purposes (EAP) courses successfully. This practice assumes that these students possess ELP levels comparable to those meeting the minimum score on an ELP test and that both pathway groups can anticipate achieving similar levels of academic achievement at university. This longitudinal study examines these assumptions by comparing the academic achievement (i.e., Grade Point Average [GPA]) over ten semesters of undergraduate students admitted to a large Canadian English-medium university after successfully completing pre-admission EAP courses with domestic students and those admitted via IELTS scores. The findings indicated that students admitted through the EAP program initially achieved lower GPA in the first semester. This gap endured throughout the ten semesters, albeit gradually narrowing over time. The implications of these findings are discussed.

为了增加国际学生的数量，越来越多的英语授课大学提供多种途径来证明英语语言能力（ELP），作为入学过程的一部分。虽然标准做法要求在标准化的ELP考试中达到最低分数，但另一种途径需要成功完成一门或多门入学前学术英语（EAP）课程。这种做法假设这些学生的ELP水平与达到ELP测试最低分数的学生相当，并且两个途径组都可以预期在大学取得相似的学术成就水平。这项纵向研究通过比较在成功完成入学前EAP课程后被加拿大一所大型英语大学录取的本科生与国内学生和通过雅思成绩录取的学生在十个学期的学业成绩（即平均绩点[GPA]）来检验这些假设。研究结果表明，通过EAP项目录取的学生最初在第一学期的GPA较低。这一差距持续了10个学期，尽管随着时间的推移逐渐缩小。讨论了这些发现的意义。

{"title":"Pre-admission EAP course completion as evidence of English language proficiency for university admission: A longitudinal evaluation study","authors":"Khaled Barkaoui , Jason Holmes , Saskia Van Viegen","doi":"10.1016/j.jeap.2025.101555","DOIUrl":"10.1016/j.jeap.2025.101555","url":null,"abstract":"<div><div>To increase the number of international students, a growing number of English-medium universities offer multiple pathways for demonstrating English language proficiency (ELP) as part of the admission process. While the standard practice requires achieving a minimum score on a standardized ELP test, an alternative pathway entails completing one or more pre-admission English for Academic Purposes (EAP) courses successfully. This practice assumes that these students possess ELP levels comparable to those meeting the minimum score on an ELP test and that both pathway groups can anticipate achieving similar levels of academic achievement at university. This longitudinal study examines these assumptions by comparing the academic achievement (i.e., Grade Point Average [GPA]) over ten semesters of undergraduate students admitted to a large Canadian English-medium university after successfully completing pre-admission EAP courses with domestic students and those admitted via IELTS scores. The findings indicated that students admitted through the EAP program initially achieved lower GPA in the first semester. This gap endured throughout the ten semesters, albeit gradually narrowing over time. The implications of these findings are discussed.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101555"},"PeriodicalIF":3.4,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144771286","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

Evaluating the effect of teacher written feedback on developing Chinese L2 graduate students’ paraphrasing performance 评价教师书面反馈对培养中国第二语言研究生释义能力的影响

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-07-24 DOI: 10.1016/j.jeap.2025.101553

Nianning Chen , Weisheng Xiong , Emily Di Zhang

L2 students often struggle with paraphrasing. Despite numerous calls for paraphrasing instruction, there is a paucity of empirical research. The present study aimed to scrutinize how teacher written feedback influenced developing L2 graduate students' paraphrasing performance. Eighty first-year graduate students participated in an academic reading and writing project, including reading, selecting, and paraphrasing relevant source texts, revising their paraphrasing based on teacher written feedback, and writing literature reviews. Textual analysis was conducted to examine the students' linguistic transformation and content faithfulness. Twelve of the participants were interviewed to elicit their perceptions of the effectiveness of the teacher written feedback on their paraphrasing performance. A significant decrease was found in Near Copy and Minimal Revision across the three paraphrasing tasks, and a significant reduction in Overused Language and Retained Structures between the first and third tasks. Some student interviews suggested that the teacher written feedback had increased their understanding of paraphrasing as involving knowledge transformation, and regarded more frequent feedback and more feedback on source use as beneficial. These findings provide insights into the instructional design of classroom activities and feedback provision to foster L2 students’ paraphrasing ability, avoiding potential plagiarism and becoming legitimate participants in academia.

第二语言学生经常在释义方面遇到困难。尽管有许多人呼吁改写教学，但缺乏实证研究。本研究旨在探讨教师书面反馈如何影响发展中的第二语言研究生的意译表现。80名一年级研究生参加了一项学术阅读和写作项目，包括阅读，选择和解释相关源文本，根据老师的书面反馈修改他们的释义，并撰写文献评论。通过语篇分析，考察学生的语言转换和内容忠实度。12名参与者接受了采访，以了解他们对老师对他们释义表现的书面反馈的有效性的看法。在三个意译任务中，“接近复制”和“最小修改”显著减少，在第一和第三个任务中，“过度使用语言”和“保留结构”显著减少。一些学生的访谈表明，教师的书面反馈增加了他们对释义涉及知识转化的理解，并认为更频繁的反馈和更多关于源使用的反馈是有益的。这些发现为课堂活动的教学设计和反馈提供了见解，以培养第二语言学生的释义能力，避免潜在的剽窃，并成为学术的合法参与者。

{"title":"Evaluating the effect of teacher written feedback on developing Chinese L2 graduate students’ paraphrasing performance","authors":"Nianning Chen , Weisheng Xiong , Emily Di Zhang","doi":"10.1016/j.jeap.2025.101553","DOIUrl":"10.1016/j.jeap.2025.101553","url":null,"abstract":"<div><div>L2 students often struggle with paraphrasing. Despite numerous calls for paraphrasing instruction, there is a paucity of empirical research. The present study aimed to scrutinize how teacher written feedback influenced developing L2 graduate students' paraphrasing performance. Eighty first-year graduate students participated in an academic reading and writing project, including reading, selecting, and paraphrasing relevant source texts, revising their paraphrasing based on teacher written feedback, and writing literature reviews. Textual analysis was conducted to examine the students' linguistic transformation and content faithfulness. Twelve of the participants were interviewed to elicit their perceptions of the effectiveness of the teacher written feedback on their paraphrasing performance. A significant decrease was found in Near Copy and Minimal Revision across the three paraphrasing tasks, and a significant reduction in Overused Language and Retained Structures between the first and third tasks. Some student interviews suggested that the teacher written feedback had increased their understanding of paraphrasing as involving knowledge transformation, and regarded more frequent feedback and more feedback on source use as beneficial. These findings provide insights into the instructional design of classroom activities and feedback provision to foster L2 students’ paraphrasing ability, avoiding potential plagiarism and becoming legitimate participants in academia.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101553"},"PeriodicalIF":3.1,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144695091","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

Prioritising authenticity in live lecture comprehension pre-sessional assessment task design 现场讲座理解课前评估任务设计中的真实性优先

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-07-20 DOI: 10.1016/j.jeap.2025.101554

Stefan O'Grady, Aaron Rotsinger, Mark Carver

Where pre-sessional assessments determine student progression, authenticity is crucial to deliver construct validity and support high-stakes progress decisions. However, replicating the natural processes that occur in academic environments poses challenges relating to domain representation and test-taker engagement as well as meeting stakeholder needs such as benchmarking against commercial tests. The current study reports on a project devised to develop an authentic lecture assessment for a pre-sessional programme, informed by a university-wide needs analysis. In the study, 66 students completed a live lecture comprehension task, and data were analysed using classical test theory and many facet Rasch measurement. In addition, students completed a questionnaire which was analysed using stepwise linear regression. Analysis of the lecture transcript was completed to evaluate the suitability of the content for the target level. Results showed that speech rate and vocabulary were appropriate for the assessment objectives, student self-reported comprehension accounted for some test score variance, and the test was reliable. However, many facet Rasch measurement showed the test was only able to categorise test takers into two distinct levels, which was problematic as the pre-sessional needed to multiple levels for schools to make admissions decisions. Recommendations for balancing these challenges in assessment design are presented.

在课程前评估决定学生进步的地方，真实性对于提供结构有效性和支持高风险的进步决策至关重要。然而，复制在学术环境中发生的自然过程带来了与领域表示和考生参与以及满足利益相关者需求（如针对商业测试的基准测试）相关的挑战。目前的研究报告是关于一个项目，该项目是根据全校范围的需求分析，为会前方案制定一个真正的讲座评估。在研究中，66名学生完成了一项现场演讲理解任务，并使用经典测试理论和多面Rasch测量对数据进行了分析。此外，学生还完成了一份调查问卷，使用逐步线性回归进行分析。对讲稿的分析已完成，以评估内容对目标层次的适宜性。结果表明，语速和词汇量与评价目标相符，学生自述的理解程度对考试成绩有一定的影响，测试是可靠的。然而，Rasch在许多方面的测量显示，该测试只能将考生分为两个不同的水平，这是有问题的，因为学校需要通过多个水平的预习来做出录取决定。提出了在评估设计中平衡这些挑战的建议。

{"title":"Prioritising authenticity in live lecture comprehension pre-sessional assessment task design","authors":"Stefan O'Grady, Aaron Rotsinger, Mark Carver","doi":"10.1016/j.jeap.2025.101554","DOIUrl":"10.1016/j.jeap.2025.101554","url":null,"abstract":"<div><div>Where pre-sessional assessments determine student progression, authenticity is crucial to deliver construct validity and support high-stakes progress decisions. However, replicating the natural processes that occur in academic environments poses challenges relating to domain representation and test-taker engagement as well as meeting stakeholder needs such as benchmarking against commercial tests. The current study reports on a project devised to develop an authentic lecture assessment for a pre-sessional programme, informed by a university-wide needs analysis. In the study, 66 students completed a live lecture comprehension task, and data were analysed using classical test theory and many facet Rasch measurement. In addition, students completed a questionnaire which was analysed using stepwise linear regression. Analysis of the lecture transcript was completed to evaluate the suitability of the content for the target level. Results showed that speech rate and vocabulary were appropriate for the assessment objectives, student self-reported comprehension accounted for some test score variance, and the test was reliable. However, many facet Rasch measurement showed the test was only able to categorise test takers into two distinct levels, which was problematic as the pre-sessional needed to multiple levels for schools to make admissions decisions. Recommendations for balancing these challenges in assessment design are presented.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101554"},"PeriodicalIF":3.1,"publicationDate":"2025-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144665946","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

Empowering learners to invest in imagined and EAP identities to claim as legitimate English users: A multiple-case study 授权学习者投资于想象和EAP身份，以声称自己是合法的英语用户：一个多案例研究

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-07-11 DOI: 10.1016/j.jeap.2025.101546

Yue Zhang , Binyu Yang

While identity has garnered increasing attention from English for Academic Purposes (EAP) scholars, relatively little research has investigated how identity can serve as a critical lens for exploring the ways in which EAP learners navigate complex power dynamics and engage with the discursive norms of distinct academic disciplines and professions. Recognizing that EAP learners negotiate multiple, intersecting identities within EAP contexts, this action research adopts the model of second language (L2) investment to examine how university students invest in their EAP identities that are intertwined with their social, cultural, and imagined identities and claim legitimacy as English users within their respective imagined communities. Drawing on triangulated data sources—including teaching materials, techno-reflective narrative interviews, and learner artifacts—this article presents findings from a multiple-case study of two Chinese EAP students in the discipline of politics. The study investigates how these two cases were empowered to envision their roles within their own sociocultural communities, develop proposals, and present posters addressing key global issues, thereby positioning themselves as legitimate contributors to society. The findings illustrate how the participants developed two distinct agendas—primary education in Africa and gender equity in education in China—through which they simultaneously performed imagined government official identities, disciplinary, authorial, and discoursal EAP identities, as well as their social and cultural identities. The article concludes by discussing pedagogical implications for EAP practitioners and outlining directions for future research.

虽然身份已经引起了学术英语（EAP）学者越来越多的关注，但相对较少的研究调查了身份如何作为探索EAP学习者驾驭复杂权力动态和参与不同学科和专业话语规范的关键视角。认识到EAP学习者在EAP语境中协商多重交叉的身份，本行动研究采用第二语言（L2）投资模型来研究大学生如何投资他们的EAP身份，这些身份与他们的社会、文化和想象身份交织在一起，并在各自的想象社区中主张英语使用者的合法性。本文利用三角数据来源——包括教材、技术反射式叙事访谈和学习者工件——展示了对两名中国政治学科EAP学生的多案例研究结果。该研究调查了这两个案例如何被授权设想他们在自己的社会文化社区中的角色，制定建议，并提出解决关键全球问题的海报，从而将自己定位为社会的合法贡献者。研究结果说明了参与者如何发展出两个截然不同的议程——非洲的初等教育和中国的教育中的性别平等——通过这些议程，他们同时表现出想象中的政府官员身份、学科、作者和话语中的性别平等身份，以及他们的社会和文化身份。文章最后讨论了对EAP从业者的教学意义，并概述了未来研究的方向。

{"title":"Empowering learners to invest in imagined and EAP identities to claim as legitimate English users: A multiple-case study","authors":"Yue Zhang , Binyu Yang","doi":"10.1016/j.jeap.2025.101546","DOIUrl":"10.1016/j.jeap.2025.101546","url":null,"abstract":"<div><div>While identity has garnered increasing attention from English for Academic Purposes (EAP) scholars, relatively little research has investigated how identity can serve as a critical lens for exploring the ways in which EAP learners navigate complex power dynamics and engage with the discursive norms of distinct academic disciplines and professions. Recognizing that EAP learners negotiate multiple, intersecting identities within EAP contexts, this action research adopts the model of second language (L2) investment to examine how university students invest in their EAP identities that are intertwined with their social, cultural, and imagined identities and claim legitimacy as English users within their respective imagined communities. Drawing on triangulated data sources—including teaching materials, techno-reflective narrative interviews, and learner artifacts—this article presents findings from a multiple-case study of two Chinese EAP students in the discipline of politics. The study investigates how these two cases were empowered to envision their roles within their own sociocultural communities, develop proposals, and present posters addressing key global issues, thereby positioning themselves as legitimate contributors to society. The findings illustrate how the participants developed two distinct agendas—primary education in Africa and gender equity in education in China—through which they simultaneously performed imagined government official identities, disciplinary, authorial, and discoursal EAP identities, as well as their social and cultural identities. The article concludes by discussing pedagogical implications for EAP practitioners and outlining directions for future research.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101546"},"PeriodicalIF":3.1,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144597298","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

Titles in archaeology research articles: a corpus-based comparison with other disciplines 考古学研究论文标题：基于语料库的与其他学科的比较

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-07-07 DOI: 10.1016/j.jeap.2025.101545

David Finbar Brett

In comparison to other academic disciplines, the language of archaeology has received little attention from linguists. It is important to address this gap in our knowledge not only for its own sake, but also because archaeology today is a particularly heterogenous field, featuring contributions from disciplines across the soft and hard sciences. It is therefore of great interest to examine how the cooperation of experts from different traditions is reflected in the written discourse of its scholarly publications.

The characteristics of archaeology research article (RA) titles are analysed using a corpus of 845 samples from twelve journals. The design of the corpus allows its characteristics to be compared with data reported for six other fields in the soft and hard sciences. The archaeology RA titles are analysed and compared with these disciplines in terms of length, mood, syntax and structure. The sample data features a wealth of rhetorical devices and especially wordplay, at frequencies that are statistically significant when compared with other fields.

The findings suggest that in general Archaeology RA titles are similar to those of the soft sciences. However, RA titles in some archaeology journals with high hard science content show influence from the conventions of these disciplines.

与其他学科相比，考古学的语言很少受到语言学家的关注。解决我们知识上的这一差距非常重要，不仅是为了它本身，也是因为今天的考古学是一个特别异质的领域，以软科学和硬科学各学科的贡献为特色。因此，研究来自不同传统的专家的合作如何反映在其学术出版物的书面论述中是非常有趣的。利用12种期刊的845个样本语料库，分析了考古学研究论文标题的特征。语料库的设计允许将其特征与其他六个软科学和硬科学领域的数据报告进行比较。从篇幅、语气、句法、结构等方面对考古类RA标题与这些学科的RA标题进行了分析比较。样本数据具有丰富的修辞手段，特别是文字游戏，其频率与其他领域相比具有统计学意义。研究结果表明，一般来说，考古学RA的头衔与软科学的头衔相似。然而，在一些硬科学含量较高的考古期刊中，RA标题受到了这些学科惯例的影响。

{"title":"Titles in archaeology research articles: a corpus-based comparison with other disciplines","authors":"David Finbar Brett","doi":"10.1016/j.jeap.2025.101545","DOIUrl":"10.1016/j.jeap.2025.101545","url":null,"abstract":"<div><div>In comparison to other academic disciplines, the language of archaeology has received little attention from linguists. It is important to address this gap in our knowledge not only for its own sake, but also because archaeology today is a particularly heterogenous field, featuring contributions from disciplines across the soft and hard sciences. It is therefore of great interest to examine how the cooperation of experts from different traditions is reflected in the written discourse of its scholarly publications.</div><div>The characteristics of archaeology research article (RA) titles are analysed using a corpus of 845 samples from twelve journals. The design of the corpus allows its characteristics to be compared with data reported for six other fields in the soft and hard sciences. The archaeology RA titles are analysed and compared with these disciplines in terms of length, mood, syntax and structure. The sample data features a wealth of rhetorical devices and especially wordplay, at frequencies that are statistically significant when compared with other fields.</div><div>The findings suggest that in general Archaeology RA titles are similar to those of the soft sciences. However, RA titles in some archaeology journals with high hard science content show influence from the conventions of these disciplines.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101545"},"PeriodicalIF":3.1,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144572626","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

BALEAP News BALEAP新闻

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-07-01 DOI: 10.1016/j.jeap.2025.101544

引用次数: 0

首页上一页

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Journal of English for Academic Purposes

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀