Journal of English for Academic Purposes最新文献_第6页

Advancing principles of systemic functional linguistics in responsive graduate teacher education through design-based research 通过基于设计的研究，推进系统功能语言学原理在响应性研究生教师教育中的应用

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101568

Alissa Blair , Mary A. Avalos

Within current U.S. and international education contexts, teachers are challenged to support students in meeting subject-area expectations that require increasingly demanding uses of language and literacy in English. The rise of culturally and linguistically diverse (CLD) learners in K-12 classrooms, along with educational policies emphasizing standards, assessment, and accountability requires the preparation of all teachers to serve CLD learners. A growing body of research using Systemic Functional Linguistics (SFL) and Design-Based Research (DBR) to develop and engage teachers in professional learning has been effective in supporting CLD learners' language and literacy development. This paper examines how DBR supported the iterative development of instructional principles informed by SFL in a graduate program for in-service secondary teachers. Course documents, course artifacts, and programmatic data for two cohorts of secondary teachers were analyzed to respond to teachers' SFL learning needs and drive course revisions. Findings show how the DBR process supported and refined SFL-informed principles to address teachers' professional learning needs and affirm SFL's value for a meaning-based, content-focused approach. Refined principles and course revisions addressed teachers' nuanced content area differences, constrained teaching contexts, incorporation of culturally responsive teaching, and knowledge of instruction for disciplinary discourses.

在当前的美国和国际教育背景下，教师面临着支持学生满足学科领域期望的挑战，这些学科领域对语言和英语读写能力的要求越来越高。文化和语言多样性（CLD）学习者在K-12课堂中的崛起，以及强调标准、评估和问责制的教育政策，要求所有教师为服务CLD学习者做好准备。越来越多的研究使用系统功能语言学（SFL）和基于设计的研究（DBR）来发展和吸引教师参与专业学习，有效地支持了CLD学习者的语言和读写能力发展。本文探讨了DBR如何支持在职中学教师研究生课程中以外语为基础的教学原则的迭代发展。我们分析了两组中学教师的课程文件、课程工件和程序性数据，以回应教师的外语学习需求并推动课程修订。研究结果显示了DBR过程如何支持和完善了SFL知情原则，以满足教师的专业学习需求，并肯定了SFL以意义为基础、以内容为中心的方法的价值。完善的原则和课程修订解决了教师细微的内容领域差异、受约束的教学环境、文化响应教学的结合以及学科话语的教学知识。

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引用次数: 0

Investigating routine and adaptive expertise of experienced teachers in English for academic purposes writing 研究学术英语写作经验教师的日常和适应性专业知识

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-08-27 DOI: 10.1016/j.jeap.2025.101566

Zhenjie Weng

This classroom-based case study explores how experienced English for Academic Purposes (EAP) writing teachers apply their routine and adaptive expertise in an EAP composition program. Particularly, the study involves two experienced EAP writing teachers and examines their instructional strategies, focusing on how they navigated the pre-established curriculum with their rich teaching backgrounds. Data collection include classroom observations, reflective journals, and semi-structured interviews, capturing how these teachers deployed and adapted their routine expertise in a new teaching environment and responded to prescribed course materials and content. Findings indicate that while the teachers are well-versed in student-centered pedagogies and process-oriented writing instruction, they exhibited adaptive expertise by critically evaluating and modifying program-imposed materials. The research illustrates that routine and adaptive expertise are cooperative and symbiotic. Routine expertise serves as the foundation, enabling the development of adaptive expertise used to address teaching challenges and student needs dynamically. Implications of this study are comprehensive: informing future research, EAP writing teacher education, and professional development.

这个以课堂为基础的案例研究探讨了有经验的学术英语写作教师如何将他们的常规和适应性专业知识应用于学术英语写作项目。特别的是，该研究涉及两位经验丰富的EAP写作教师，并考察了他们的教学策略，重点关注他们如何利用他们丰富的教学背景驾驭预先建立的课程。数据收集包括课堂观察、反思日志和半结构化访谈，捕捉这些教师如何在新的教学环境中部署和调整他们的常规专业知识，并对规定的课程材料和内容做出反应。研究结果表明，虽然教师精通以学生为中心的教学法和以过程为导向的写作指导，但他们通过批判性地评估和修改项目强加的材料，表现出了适应性专业知识。研究表明，常规专业知识和适应性专业知识是合作共生的。常规专业知识作为基础，使适应性专业知识的发展能够动态地应对教学挑战和学生需求。本研究的意义是全面的：为未来的研究、EAP写作教师教育和专业发展提供信息。

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引用次数: 0

The use of the passive voice in science students’ writing 被动语态在理科生写作中的运用

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-08-21 DOI: 10.1016/j.jeap.2025.101561

Jean Parkinson , Lisa Woods

The passive voice has been discouraged by writing textbooks (Pullum, 2014), yet it remains a key register feature in academic science writing, and is highly frequent in research articles (Leong, 2014, 2020) and undergraduate science textbooks (Luo, 2018). Functionally the passive voice is considered as contributing to logical information structure of the text (Biber et al., 1999; Halliday, 1988) as well as to achieving an objective voice (Ding, 2002). The passive can be difficult to acquire for those for whom English is a second language and is used at lower frequencies by writers using English as a second language (Hinkel, 2002a) .

The focus of this article is undergraduate science laboratory reports. Using a small corpus of laboratory reports, drawn from the British Academic Written English corpus (BAWE), use of the passive voice by writers of English as a first language (L1) and those writing in English as a second language (L2) was compared with its frequency and use in research articles. L1 writers of undergraduate science laboratory reports were found to use the passive about as frequently as it is used in research articles and textbooks, while L2 writers used it much less frequently.

被动语态一直不受教科书写作的鼓励（Pullum, 2014），但它仍然是学术科学写作的一个关键特征，并且在研究文章（Leong, 2014, 2020）和本科科学教科书（Luo, 2018）中非常频繁。在功能上，被动语态被认为有助于文本的逻辑信息结构（Biber et al., 1999; Halliday, 1988）以及实现客观语态（Ding, 2002）。对于那些以英语为第二语言的人来说，被动语态很难习得，并且在将英语作为第二语言的作者中使用的频率较低（Hinkel, 2002a）。本文的重点是大学生科学实验报告。使用从英国学术书面英语语料库（BAWE）中抽取的小型实验室报告语料库，比较了以英语为第一语言（L1）和以英语为第二语言（L2）写作的作者对被动语态的使用频率和在研究文章中的使用情况。研究发现，本科科学实验报告的母语作者使用被动语态的频率与研究文章和教科书中使用被动语态的频率相当，而第二语言作者使用被动语态的频率要低得多。

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引用次数: 0

Multilevel engagement in academic L2 reading: Developing and validating a scale 学术二语阅读的多层次参与：量表的开发与验证

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-08-21 DOI: 10.1016/j.jeap.2025.101563

Maryam Zandi , Hiwa Weisi , Sarah Mercer

This study aimed to develop and validate four self-report questionnaires related to four contextual levels of academic L2 reading engagement, namely, activity, session, course, and out-of-class, each incorporating behavioral, cognitive, and affective dimensions of engagement. The activity-level scale measured students' engagement in an L2 reading comprehension activity, which lasted several minutes; the session-level scale assessed students' engagement in academic L2 reading during class time lasting approximately 1–2 h; the course-level scale evaluated students' engagement in academic L2 reading in the classroom setting throughout a single academic term; and the out-of-class-level scale looked at students' engagement in the course-related academic L2 reading materials outside the class over the duration of the same academic term. To generate items, the researchers primarily drew on the engagement literature and adapted items from existing scales. Various processes were employed to refine the items and confirm their content validity, including expert reviews, focus group interviews, and pilot testing. Through Exploratory Factor Analysis (EFA), a three-factor structure, comprising behavioral, cognitive, and affective engagement factors, was identified for each scale level. Following this, each structure was analyzed as both a first-order and second-order factor model through Confirmatory Factor Analysis (CFA), resulting in a satisfactory model fit. Additionally, the convergent and discriminant validity of the structures, along with the composite reliability and Cronbach's alpha reliability of the scales, were established. These scales make a valuable contribution to the field of L2 engagement, enabling a multilevel and multifaceted investigation of learners' L2 reading engagement.

本研究旨在开发和验证四份自我报告问卷，这些问卷涉及学术第二语言阅读参与的四个语境层面，即活动、会话、课程和课外，每个层面都包含参与的行为、认知和情感维度。活动水平量表测量学生在持续几分钟的第二语言阅读理解活动中的参与度；会话水平量表评估学生在大约1-2小时的课堂时间内对学术性第二语言阅读的投入程度；课程水平量表评估学生在一个学期的课堂环境中对学术性第二语言阅读的参与程度；而课外水平量表则考察了学生在同一学期的课外时间内对与课程相关的第二语言学术阅读材料的参与情况。为了生成项目，研究人员主要借鉴了敬业度文献，并从现有量表中调整了项目。我们采用了不同的过程来完善项目并确认其内容的有效性，包括专家评审、焦点小组访谈和试点测试。通过探索性因素分析（EFA），确定了每个量表水平的三因素结构，包括行为、认知和情感参与因素。随后，通过验证性因子分析（Confirmatory factor Analysis， CFA）将每个结构作为一阶和二阶因子模型进行分析，得到了令人满意的模型拟合。此外，还建立了结构的收敛效度和判别效度，以及量表的复合信度和Cronbach’s alpha信度。这些量表对二语阅读投入领域做出了宝贵的贡献，使学习者的二语阅读投入能够进行多层次和多方面的调查。

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引用次数: 0

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。

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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。

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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。

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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。

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引用次数: 0