Journal of English for Academic Purposes最新文献

英文中文

Negotiating the path to publication: Functional units and lexical bundles in author responses to peer review 协商出版之路：作者对同行评审的回应中的功能单元和词汇束

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-06-06 DOI: 10.1016/j.jeap.2025.101537

Luda Liu , Feng (Kevin) Jiang

The critical role of peer-review reports in validating research quality and upholding academic integrity is well recognized. The genre of author response letters (ARLs) which address these reviews, however, remains an underexplored, yet equally significant facet of academic publishing. This study seeks to fill this gap by analysing the functional units and lexical bundles that characterize successful ARLs. Drawing on a corpus from the BMJ, we identified seven functional units in this author-reviewer interaction, including two highly frequent units (Expressing gratitude and Discussing revisions), three regular units (Providing clarifications, Accepting the feedback, and Justifying research decisions) and two infrequent units (Acknowledging limitations and Requesting further details). We also identified the recurrent lexical bundles that facilitate these communicative acts. Compared with research articles, ARLs tend to favour active verb-related bundles, which serve to outline revisions and improve the accessibility of responses for reviewers. The frequent use of participant-oriented bundles further underlines the genre's dialogic nature, where authors must navigate not only the technical aspects of feedback but also the socio-rhetorical and interpersonal dynamics. By demystifying this high-stakes genre, this research not only aids authors in coping with the reviewer feedback, but also informs pedagogical resources for EAP instruction.

同行评议报告在验证研究质量和维护学术诚信方面的关键作用是公认的。然而，针对这些评论的作者回应信（ARLs）类型仍然是一个未被充分探索的领域，但在学术出版中同样重要。本研究试图通过分析功能单位和词汇束来填补这一空白，这些功能单位和词汇束表征了成功的arl。根据英国医学杂志的语料库，我们确定了作者-审稿人互动中的七个功能单元，包括两个高频率单元（表达感谢和讨论修订），三个常规单元（提供澄清，接受反馈和证明研究决定）和两个不常见单元（承认局限性和要求进一步的细节）。我们还发现了促进这些交际行为的反复出现的词汇束。与研究性文章相比，arl倾向于使用与主动动词相关的信息包，这有助于概述修订内容，并提高审稿人对回复的可访问性。频繁使用以参与者为导向的捆绑包进一步强调了该类型的对话性质，作者不仅要驾驭反馈的技术方面，还要驾驭社会修辞和人际动态。通过揭开这种高风险类型的神秘面纱，本研究不仅帮助作者应对审稿人的反馈，而且为EAP教学提供了教学资源。

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引用次数: 0

Promoting research: Academic hypes embedded in the rhetorical move structure of sociology research article abstracts 促进研究：社会学研究论文摘要修辞动作结构中蕴含的学术炒作

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-05-29 DOI: 10.1016/j.jeap.2025.101535

Zhijun Li , Jingyi Lin , Jinfen Xu

Under the fierce competition for getting research achievements published internationally in recent decades, the abstract serves not only as a summary of the accompanying article but also markets research. This study investigates how writers promote their research in abstracts. Based on a corpus of 210 abstracts in sociology, from a diachronic perspective, we examined how the rhetorical move structure of abstracts and academic hypes embedded therein promote or embellish aspects of research. The results revealed an increasingly complex rhetorical move structure of abstracts which encompasses a growing number of promotional steps that claim the centrality of the topic, identify the research gap and state the implications or significance of the research. Academic hypes showed a dramatic rise and were dominantly embedded in the rhetorical move of research background, method and conclusion. Implications for EAP/ESP writing and pedagogy are discussed.

近几十年来，在国际上对研究成果的激烈竞争下，摘要不仅是对相关文章的总结，而且是对市场的研究。本研究探讨作者如何在摘要中推广他们的研究。基于210篇社会学摘要的语料库，我们从历时的角度考察了摘要的修辞动作结构和其中嵌入的学术炒作如何促进或修饰研究的各个方面。结果表明，摘要的修辞动作结构日益复杂，其中包括越来越多的宣传步骤，这些步骤声称主题的中心地位，确定研究差距并说明研究的含义或意义。学术炒作急剧上升，主要体现在研究背景、研究方法和研究结论的修辞动作中。讨论了对EAP/ESP写作和教学的启示。

引用次数: 0

Kuroko workflows: Process over product in translingual reading and writing 黑子工作流程：翻译阅读和写作中的过程高于产品

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-05-27 DOI: 10.1016/j.jeap.2025.101536

Julie Townsend

This article examines the reading and writing processes of Akari, a self-identified bilingual in Japanese and English, as she completed Ph.D.-level tasks. Central to the article is the concept of the kuroko workflow, which emphasizes performativity, agency, and behind-the-scenes actions of multilingual writers, as they tie together tools within and across languages. The study provides granular insight into the everyday, academic workflows and kuroko workflows that Akari used within and across English and Japanese. The findings indicate translingual reading and writing processes are systematic and part of everyday practice for Akari. Additionally, the findings point to specific tasks that lead Akari to encounter porous boundaries between Japanese and English. This research can improve direct instruction for multilingual students to navigate planning, reading, note taking, translating, formulating, and revising across tools, tasks, languages, and unforeseen disruptions. Additionally, the study demonstrates fluidity of languages, contributing to a deeper understanding of translingual practices.

这篇文章探讨了Akari的阅读和写作过程，她自称是日语和英语的双语者，她完成了博士级的任务。本文的核心是kuroko工作流的概念，它强调多语言作者的表演、代理和幕后操作，因为他们将语言内部和跨语言的工具联系在一起。这项研究为Akari在英语和日语中使用的日常学术工作流程和黑子工作流程提供了细致的见解。研究结果表明，译语阅读和写作过程是系统的，是阿卡里日常练习的一部分。此外，研究结果指出了导致Akari遇到日语和英语之间模糊界限的特定任务。这项研究可以改善多语种学生在跨工具、任务、语言和不可预见的干扰下进行计划、阅读、笔记、翻译、制定和修改的直接指导。此外，该研究还证明了语言的流动性，有助于更深入地理解翻译实践。

引用次数: 0

Move-stance connection in Chinese and English research article conclusion sections: A cross-linguistic study 汉英研究文章结语部分：跨语言研究

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-05-27 DOI: 10.1016/j.jeap.2025.101520

Liming Deng , Ping He , Xiaoping Gao

This study investigates the rhetorical structures of Chinese and English research article (RA) conclusion sections, the use of stance markers, and the move-stance connection features. The analysis is based on two corpora of 360 RAs published in international English journals and local Chinese journals in four soft disciplines (i.e., Applied Linguistics, Economics, Psychology and Sociology). Results show that both Chinese and English RA conclusions have similar distributions of moves, but there are differences in the frequencies of moves and distributions of steps. Remarkable distinctions were identified in the use of stance markers between the two corpora, with dense use of stance markers in English RA conclusions. Chinese writers tend to utilize boosters and attitude markers, while English writers prefer to employ hedges and self-mentions. Importantly, notwithstanding the identified variations in the deployment of stance markers across moves and steps, a specific move-stance connection pattern was found. The findings have both theoretical and pedagogical implications in the way of proposing the move-stance connection in RA conclusions, underscoring the convergence and divergence in the distributions of stance markers in moves/steps, and deepening novice writers’ awareness of the rhetorical devices in RAs and the importance of different competencies necessary for successful academic writing.

本研究考察了英汉研究型文章结语部分的修辞结构、立场标记的使用以及动位连接特征。该分析是基于在四个软学科（即应用语言学、经济学、心理学和社会学）的国际英文期刊和本地中文期刊上发表的360个RAs的两个语料库。结果表明，中英文RA结论的步数分布相似，但在步数频率和步数分布上存在差异。两种语料库在立场标记的使用上存在显著差异，英语RA结论中立场标记的使用较为密集。中文作家倾向于使用助推器和态度标记，而英文作家则倾向于使用模糊限制语和自我提及。重要的是，尽管确定了跨动作和步骤的姿态标记部署的变化，但发现了特定的动作-姿态连接模式。这一研究结果具有重要的理论和教学意义，它揭示了动作/步骤中姿态标记分布的趋同和差异，并加深了新手作者对动作/步骤中修辞手段和不同能力对成功学术写作的重要性的认识。

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引用次数: 0

Critical thinking on a 10-week EAP course: Teachers' and international pre-university students’ views and experiences 十周EAP课程的批判性思维：教师和国际预科学生的观点和经验

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-05-20 DOI: 10.1016/j.jeap.2025.101534

Julio Gimenez , Edward Greening , Hilary Key McDowell , Matt Lawrence , Sarah Miccoli , Svetlana Page , Kat Robb , Ernesto Roque Gutierrez , Samina Salim , Mariangela Spinillo

Critical thinking (CT) is a widely recognised academic practice in what is often termed “Western” higher education (HE) and has been the subject of debate and research, particularly since the late 1980s. However, discussions on CT often rely on dichotomous and rigid categories: whether it is a cognitive or emotional endeavour, whether it can be taught and learned, and if so, whether it should be taught in isolation or embedded within disciplines.

This article aims at contributing to previous studies of CT in HE by exploring the views and experiences of 12 English for Academic Purposes (EAP) teachers and 50 international pre-university students enrolled on a 10-week summer pre-sessional course at a university in the United Kingdom (UK). Using pre- and post-course survey data analysed thematically, the study reported on here reveals dynamic rather than rigid views and experiences of CT among the participants. Participating teachers emphasised different aspects of CT to be taught and assessed in an EAP context. Additionally, they tended to view CT primarily as an academic practice, but their students tended to view it as both an academic and social practice. Crucially, the findings indicate that CT can be developed over a 10-week period, with meaningful changes in international pre-university students’ understanding and application of CT at the end of the course.

The article discusses the implications of these findings for CT instruction on pre-sessional courses and highlights key theoretical and pedagogical considerations for future practice.

批判性思维（CT）是一种被广泛认可的学术实践，通常被称为“西方”高等教育（HE），自20世纪80年代末以来一直是辩论和研究的主题。然而，关于CT的讨论往往依赖于二元和僵化的分类：它是认知还是情感的努力，它是否可以教授和学习，如果可以，它是应该孤立地教授还是嵌入学科中。本文旨在通过探讨12名学术英语（EAP）教师和50名参加英国一所大学为期10周的暑期预科课程的国际大学预科学生的观点和经验，为高等教育中的CT研究做出贡献。使用课程前和课程后的调查数据进行主题分析，这里报告的研究揭示了参与者对CT的动态而不是僵化的观点和经验。参与的教师强调了在EAP背景下教授和评估CT的不同方面。此外，他们倾向于将CT主要视为一种学术实践，但他们的学生倾向于将其视为一种学术和社会实践。至关重要的是，研究结果表明，CT可以在10周的时间内发展，在课程结束时，国际大学预科学生对CT的理解和应用会发生有意义的变化。本文讨论了这些发现对会前课程CT教学的影响，并强调了未来实践的关键理论和教学考虑。

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引用次数: 0

Rhetorical moves in teachers’ PowerPoint presentations: Variation across disciplines and school stages 教师ppt演讲中的修辞动作：不同学科和学校阶段的差异

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-05-19 DOI: 10.1016/j.jeap.2025.101532

Duygu Candarli , Alice Deignan

This study examines the rhetorical characteristics of teachers' PowerPoint presentations, a commonly used yet underexplored genre in school language, across school stages (primary-secondary) and between disciplines. Although there have been empirical studies on the linguistic characteristics of other genres, such as textbooks, PowerPoint presentations have received very little attention despite their widespread use in educational settings. Using Swalesian genre analysis, the present study uncovered six moves and 37 steps in a corpus of 240 PowerPoint presentations, which were selected in a principled manner out of a corpus of school language, across an important phase of education, namely the transition from primary to secondary school. The findings revealed significant variations in the rhetorical structures of PowerPoint presentations across disciplines and school stages. One of the key findings was that secondary school presentations, which became more multifunctional, featured ‘introducing the context’ less while featuring other steps that sought students' contributions more than those of primary schools, highlighting the increase in comprehension demands for students. Our moves/steps framework for the PowerPoint presentations makes the rhetorical characteristics of PowerPoint presentations visible to teachers and trainers and has the potential to ease possible comprehension challenges of students across the school stages.

本研究考察了教师的ppt演讲的修辞特征，这是一种在学校语言中常用但未被充分开发的类型，跨学校阶段（小学-中学）和学科之间。尽管对教科书等其他类型的语言特征进行了实证研究，但PowerPoint演示文稿尽管在教育环境中广泛使用，但却很少受到关注。使用斯瓦尔西亚体裁分析，本研究在240个ppt演讲的语料库中发现了6个动作和37个步骤，这些演讲是以有原则的方式从学校语言语料库中选择出来的，跨越了教育的重要阶段，即从小学到中学的过渡。研究结果显示，不同学科和学校阶段的学生在ppt演讲的修辞结构上存在显著差异。其中一个重要的发现是，中学的演讲变得更加多功能，“介绍背景”的特点更少，而要求学生贡献的其他步骤比小学的多，这突出了对学生理解要求的增加。我们的ppt演示动作/步骤框架使教师和培训师能够看到ppt演示的修辞特征，并有可能缓解学生在整个学校阶段可能遇到的理解挑战。

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引用次数: 0

Student question types and subject-position pronominal choices: An exploratory frequency-based comparison of interactive vs. monologic academic lectures 学生问题类型和主位代词选择：互动式与单位式学术讲座的探索性频率比较

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-05-14 DOI: 10.1016/j.jeap.2025.101522

Burak Senel

引用次数: 0

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-05-13 DOI: 10.1016/j.jeap.2025.101524

Wang Zhenhua

引用次数: 0

GPT as book reviewer: A move and syntactic complexity analysis of GPT-generated versus scholar-written academic book reviews GPT作为书评人：GPT生成的与学者撰写的学术书评的移动和句法复杂性分析

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-05-13 DOI: 10.1016/j.jeap.2025.101533

Yao Guangyuan , Liu Zhaoxia

This study investigates the rhetorical and syntactic features of GPT-generated versus scholar-written academic book reviews through move analysis and syntactic complexity assessment. Drawing on Swales’ genre analysis framework, we compare 50 human-authored reviews from SSCI-indexed journals with 100 GPT-generated reviews produced using two prompting strategies. Our analysis reveals three key findings: a systematic divergence in rhetorical strategy, fundamentally different syntactic strategies across rhetorical moves, and a clear hierarchy of rhetorical accessibility to GPT. Human reviewers tend to tailor their approach to the context and employ rhetorical steps selectively, whereas GPT applies a more exhaustive and potentially formulaic strategy. In addition, human-authored reviews employ higher levels of subordination to create hierarchical relationships between ideas, while GPT-generated reviews achieve complexity through increased nominal elaboration and coordination. Furthermore, GPT demonstrates proficiency in standardized structural moves (content description and closing evaluation), but faces significant challenges with disciplinary contextualization. These patterns suggest that while GPT can effectively replicate formal aspects of academic genres, it lacks the rhetorical judgment and disciplinary insight that characterize expert human writing. Our findings contribute to theoretical understandings of genre analysis by revealing how rhetorical moves exist along a spectrum of technological accessibility and implications for AI-human collaboration in academic writing contexts.

本研究通过移动分析和句法复杂性评估，探讨了gpt生成的学术书评与学者撰写的学术书评的修辞和句法特征。根据Swales的体裁分析框架，我们比较了50篇来自ssci索引期刊的人工撰写的评论和100篇使用两种提示策略生成的ggt生成的评论。我们的分析揭示了三个主要发现：修辞策略的系统性差异，不同修辞动作的句法策略根本不同，以及对GPT的修辞可及性的明确层次。人类审稿人倾向于根据上下文定制他们的方法，并有选择地使用修辞步骤，而GPT应用更详尽和潜在的公式化策略。此外，人类撰写的评审采用更高层次的从属关系来创建思想之间的层次关系，而gpt生成的评审通过增加名义上的细化和协调来实现复杂性。此外，GPT展示了标准化结构动作（内容描述和结束评估）的熟练程度，但在学科情境化方面面临重大挑战。这些模式表明，虽然GPT可以有效地复制学术体裁的正式方面，但它缺乏人类专业写作所特有的修辞判断和学科洞察力。我们的研究结果通过揭示修辞动作如何在学术写作环境中沿着技术可及性和人工智能-人类协作的范围存在，有助于对体裁分析的理论理解。

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引用次数: 0

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-05-13 DOI: 10.1016/j.jeap.2025.101523

Alqefari Abdulrahman Nasser, Alharbi Majed Abdullah

引用次数: 0

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