English for Specific Purposes最新文献

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Cross-disciplinary variation in exemplification: A local grammar analysis of biology and applied linguistics research articles 例证中的跨学科变化：生物学和应用语言学研究文章的局部语法分析

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2026-01-18 DOI: 10.1016/j.esp.2026.01.001

Arefe Amini Faskhodi, Mohsen Shirazizadeh, Somayeh Fathali

Exemplification serves as a crucial rhetorical strategy in academic writing, yet its functional realisations across disciplines remain underexplored. This study addresses this gap by investigating how exemplification operates differently in biology and applied linguistics research articles. Analyzing a corpus of 200 published articles through a local grammar framework, the study reveals significant disciplinary distinctions in both frequency and functional deployment of exemplification patterns. The analysis shows that applied linguistics articles employ exemplification more extensively, often integrating it with authorial voice, certain forms of citation, and contextualized argumentation. In contrast, biology articles demonstrate a more limited usage of this discourse act, reflecting their higher reliance on persuasion through direct and objective presentation of data. Both disciplines, however, share certain core exemplification structures, suggesting underlying commonalities in academic discourse. The findings offer new insights into how disciplinary writing conventions influence rhetorical strategies, with significant implications for academic writing instruction and genre-informed pedagogy. This research advances our understanding of exemplification as a significant and context-sensitive discourse act whose use is shaped by disciplinary epistemologies and informed by disciplinary preferences.

例证在学术写作中是一种至关重要的修辞策略，但其跨学科的功能实现仍未得到充分探索。本研究通过调查例证在生物学和应用语言学研究文章中的不同运作方式来解决这一差距。通过一个地方语法框架分析了200篇已发表的文章的语料库，该研究揭示了例证模式在频率和功能部署方面的显著学科差异。分析表明，应用语言学文章更广泛地使用例证，通常将例证与作者的声音、某些引用形式和语境化论证结合起来。相比之下，生物学文章对这种话语行为的使用更为有限，反映出它们更依赖于通过直接和客观的数据呈现来说服。然而，这两个学科共享某些核心例证结构，表明学术话语中的潜在共性。这些发现为学科写作惯例如何影响修辞策略提供了新的见解，对学术写作指导和体裁通知教学法具有重要意义。本研究促进了我们对例证作为一种重要的语境敏感话语行为的理解，其使用受学科认识论的影响，并受学科偏好的影响。

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引用次数: 0

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2026-01-17 DOI: 10.1016/j.esp.2026.01.002

Zhiyi Zhou

引用次数: 0

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2026-01-07 DOI: 10.1016/j.esp.2025.12.001

Dan Douglas

引用次数: 0

Making sense of the uncommon-sense: A Linguistic exploration of disciplinary discourse in English-medium MBBS (Bachelor of medicine and Bachelor of Surgery) programs in China 理解非常识性：中国以英语授课的医学和外科学士学位课程中学科话语的语言学探索

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-12-16 DOI: 10.1016/j.esp.2025.11.006

Lin Chen

The prominence of English for Medical Purposes (EMP) is clearly demonstrated via the growing adoption of English-medium instruction (EMI) in medical education across non-Anglophone countries. A notable example is China's MBBS (Bachelor of Medicine and Bachelor of Surgery) program, an English-medium medical program designed for international students. Existing studies focus on ethnographic issues and language proficiency and discussions on medical discourse often lack sufficient consideration of its context, the nature of medical knowledge. To scaffold MBBS students' apprenticeship into tertiary science, this study analyzes the complexity of a medical textbook by examining linguistic choices across the strata of field and discourse semantics and lexicogrammar following Systemic Functional Linguistics. Integrating medical discourse and medical knowledge in analysis, it identifies field relations underpinning scientific knowledge and outlines their realizations via language resources in discourse semantics and lexicogrammar. The study demonstrates the way reconceptualization of field phenomena shapes the complexity of tertiary science. It highlights systematic mismatches in realization relations as a central linguistic mechanism enabling the transition from common-sense to uncommon-sense knowledge. This study enhances our understanding of field as a meaning-making resource and of knowledge building through language. These findings further inform EMP pedagogy through three key dimensions: adopting a tri-stratal approach to navigate the interplay between contextual factors and linguistic resources, utilizing multimodal semiosis to unpack multiple perspectives, and fostering closer collaboration between language and discipline teachers in textbook design and course development.

在非英语国家的医学教育中，越来越多地采用英语教学（EMI），这清楚地证明了医学英语（EMP）的重要性。一个值得注意的例子是中国的MBBS（医学和外科学士学位）课程，这是一个为国际学生设计的英语医学课程。现有的研究侧重于民族志问题和语言能力，对医学话语的讨论往往缺乏对其背景，医学知识性质的充分考虑。为了帮助MBBS学生进入高等科学领域，本研究在系统功能语言学的指导下，通过检查跨领域、话语语义和词汇语法层次的语言选择，分析了医学教科书的复杂性。在分析中整合医学语篇和医学知识，识别支撑科学知识的领域关系，并通过语篇语义和词汇语法中的语言资源概述其实现。该研究证明了场现象的重新概念化如何塑造了高等科学的复杂性。它强调了实现关系中的系统性错配作为一种中心语言机制，使常识知识向非常识知识过渡。本研究增强了我们对场域作为意义生成资源和通过语言构建知识的理解。这些发现通过三个关键维度进一步为EMP教学提供了信息：采用三层方法来导航上下文因素和语言资源之间的相互作用，利用多模态符号学来揭示多个视角，以及在教科书设计和课程开发中促进语言和学科教师之间更密切的合作。

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引用次数: 0

An idiodynamic investigation of student listening experiences in an English medium instruction political science lecture 英语媒介教学政治课学生听力体验的独特动态调查

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-12-14 DOI: 10.1016/j.esp.2025.11.005

Joseph Siegel, Aki Siegel, Maria Kuteeva

Listening to and learning from a university lecture can be an arduous task, particularly when the lecture is given in a second/additional language, which is often the case in English medium instruction (EMI) contexts. Further, listening research has been limited by methodological constraints and has offered few real-time insights into the lecture listening experience. This paper introduces an innovative idiodynamic method for monitoring lecture comprehension with the help of a footpedal device set in an EMI political science lecture. The data set includes the lecture recording, footpedal readings, and stimulated recall interviews with four students (two males, two females; four different first languages). We examine 1) what comprehension challenges students report during the lecture; 2) how the reported challenges vary among the four students; and 3) whether a listening challenge reported at a given time by more than one student has the same reason. Reported reasons for non-comprehension were categorized based on a data-coding scheme including top-down, bottom-up, affective, multimodal and environmental factors. More than half of the reported instances were due to top-down factors, followed by multimodal factors. The findings highlight that each student has idiosyncratic ways of engaging with the lecture content.

聆听和学习大学讲座可能是一项艰巨的任务，特别是当讲座以第二语言/额外语言进行时，这通常是英语媒介教学（EMI）环境中的情况。此外，听力研究受到方法上的限制，并没有提供关于讲座听力体验的实时见解。本文介绍了一种创新的独特动力学方法，利用EMI政治学讲座中设置的踏板装置来监测讲座理解情况。数据集包括讲座录音、脚踏读物和四名学生（两男两女，四种不同的母语）的刺激回忆访谈。我们考察1)学生在讲座中报告的理解挑战；2)四名学生报告的挑战有何不同；3)一个听力挑战在给定时间内被多个学生报告是否有相同的原因。报告的不理解原因根据数据编码方案进行分类，包括自顶向下、自底向上、情感、多模态和环境因素。报告的案例中有一半以上是由自上而下的因素造成的，其次是多模式因素。研究结果强调，每个学生都有自己独特的学习方式。

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引用次数: 0

AI-mediated genre learning in the business English class ai介导的商务英语体裁学习

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-12-11 DOI: 10.1016/j.esp.2025.11.004

Xiaoqiong You , Xiaoye You

This paper examines what prompts agentive students use to enable genre learning when engaged in AI-mediated business genre activities. The study draws on the data collected from 24 sophomore students taking a business English writing course at a business international trade university in East China. We analyzed the contents, prompting styles, purposes of the students’ prompts and the specific stages of composing in which these prompts were used, and then we juxtaposed the analysis with student perceptions of AI-mediated genre learning. The study reveals that the students developed their models of AI use by blending different prompting styles in different stages of their composing process; that the prompts were used to query on genre knowledge domains, outlines of a genre, revisions, products and trade practice, and audience response; that these prompts appeared to be effective in developing students’ formal, subject matter, and rhetorical knowledge and their genre awareness; that the machine-human mediation enriched the intertextuality of students’ genre products. The students’ use of AI in genre activities prompts us to raise questions about genre knowledge as a conceptual framework for guiding genre learning. We conclude the study by drawing implications for AI-mediated teaching and learning of genre.

本文研究了代理学生在从事人工智能介导的商业类型活动时使用什么提示来实现类型学习。该研究的数据收集自华东一所国际贸易大学的24名选修商务英语写作课程的大二学生。我们分析了学生提示的内容、提示风格、目的以及使用这些提示的具体作曲阶段，然后我们将分析结果与学生对人工智能介导的体裁学习的看法并置。研究表明，学生在写作过程的不同阶段，通过混合不同的提示风格来发展他们的人工智能使用模型；这些提示用于查询类型知识领域、类型概要、修订、产品和贸易实践以及观众反应；这些提示在培养学生的形式、主题和修辞知识以及体裁意识方面似乎是有效的；人机中介丰富了学生类型作品的互文性。学生在类型活动中使用AI促使我们提出关于类型知识的问题，作为指导类型学习的概念框架。我们总结了对ai介导的体裁教学和学习的启示。

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引用次数: 0

Metadiscoursal adjectives in novice academic writing 初级学术写作中的元语篇形容词

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-12-01 DOI: 10.1016/j.esp.2025.11.003

Višnja Pavičić Takač , Vesna Bogdanović , Jagoda Topalov

This study investigates the usage patterns of metadiscoursal adjectives among novice academic writers. Specifically, it compares the use of adjectives that function as interactional metadiscourse (following Hyland's (2005) model) and the semantic properties of these metadiscoursal adjectives (following Dixon's (2004) categorization), across L1 and L2 English writings. The subcorpora comprise the Discussion sections of MA theses in English as L1 and L2, selected for their crucial significance in academic discourse involving knowledge synthesis and interpretation. Adjective tokens were extracted using Sketch Engine and manually verified for their metadiscourse function. Findings reveal that L1 writers exhibit more nuanced and diverse uses of interactional metadiscoursal adjectives compared to their L2 counterparts, indicating a correlation between linguistic proficiency and rhetorical skill. Furthermore, a strong correlation between adjectival semantic categories and their metadiscourse functions highlights writers' intentional rhetorical choices. These findings underline the significance of metadiscoursal adjectives in determining the persuasiveness and authority of academic communication. This study enhances the understanding of how metadiscourse emerges in academic writing practice and suggests implications for educators aiming to enhance novice writers' mastery of disciplinary rhetorical conventions.

本研究调查了初学学术作家元语篇形容词的使用模式。具体来说，它比较了作为互动元话语的形容词的使用（遵循Hyland（2005）的模型）和这些元话语形容词的语义属性（遵循Dixon（2004）的分类），在L1和L2英语写作中。子语料库包括英语硕士论文的第一和第二部分的讨论部分，因为它们在涉及知识综合和解释的学术话语中具有重要意义。使用Sketch Engine提取形容词令牌，并手动验证其元话语功能。研究结果显示，与二语写作者相比，母语写作者对互动元语篇形容词的使用更加细致和多样化，这表明语言熟练程度与修辞技巧之间存在相关性。此外，形容词的语义范畴与其元话语功能之间存在着很强的相关性，这凸显了作者有意的修辞选择。这些发现强调了元语篇形容词在决定学术交际的说服力和权威性方面的重要性。本研究增进了对元话语如何在学术写作实践中出现的理解，并为旨在提高新手作家对学科修辞惯例的掌握的教育工作者提供了启示。

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引用次数: 0

A BERT-based method to develop discipline-specific academic vocabulary lists in large corpora 基于bert的大型语料库中学科专用学术词汇表的开发方法

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-11-20 DOI: 10.1016/j.esp.2025.11.002

Tongxi Gong , Lei Liu

Accurately identifying discipline-specific vocabulary—particularly common words with specialized meanings—remains a critical challenge in vocabulary list development. This study introduces a novel approach to integrating BERT-based semantic annotation with statistically rigorous thresholds to address three limitations of prior methods: (1) the disconnect between overall word frequency and specialized meanings, (2) reliance on arbitrary statistical cutoffs, and (3) the need for manual disambiguation. We demonstrate this approach by constructing the Medical Sense List (MSL), a sense-level inventory of 961 medical terms validated against corpora and dictionaries. The MSL shows a 78.5 % overlap with established medical dictionaries, achieves a higher mean coverage per sense (12.25 ‰) than existing medical vocabulary lists, and utilizes BERT with 94 % disambiguation accuracy. Crucially, our method establishes objective thresholds through combinatorially symmetric cross-validation (CSCV), significantly reducing reliance on human judgment. This transparently outlined approach can be readily adapted to other disciplines or languages.

准确识别特定学科的词汇，特别是具有特殊含义的常用词，仍然是词汇表开发中的一个关键挑战。本研究引入了一种新颖的方法，将基于bert的语义注释与统计严格的阈值相结合，以解决先前方法的三个局限性：(1)总体词频与专门化含义之间的脱节，(2)依赖任意统计截止点，(3)需要手动消歧。我们通过构建医学意义列表（MSL）来演示这种方法，这是一个针对语料库和字典验证的961个医学术语的意义级清单。MSL显示与现有医学词典有78.5%的重叠，每个意义的平均覆盖率（12.25‰）高于现有医学词汇表，并且使用BERT消除歧义的准确率为94%。至关重要的是，我们的方法通过组合对称交叉验证（CSCV）建立客观阈值，显著降低了对人类判断的依赖。这种透明概述的方法可以很容易地适用于其他学科或语言。

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引用次数: 0

Unlocking the full potential of English-medium education: A longitudinal exploration of business students’ views of disciplinary literacies 释放英语媒介教育的全部潜力：商科学生对学科素养观点的纵向探索

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-11-18 DOI: 10.1016/j.esp.2025.11.001

Emma Dafouz , Sonia López-Serrano

This study investigated student perceptions of Disciplinary Literacies (DLs) in an English-medium education (EME) Business Studies programme at a Spanish university. It re-examined DLs through a bi/multilingual and internationalised lens, positioning them as a dynamic meeting ground for English for Specific Purposes (ESP) and EME professionals. The study had two aims: (i) to explore how prior EME experience shaped first-year students' perceptions of DLs and self-efficacy beliefs, and (ii) to examine how these perceptions evolved over three academic years. Using a validated survey covering four dimensions—English use, L1 use, international community of practice, and internationalisation—findings show that prior EME experience was linked to greater self-reported confidence in English, while perceptions of the other dimensions remained consistent. From a longitudinal perspective, students continued to value their L1 as a cognitive resource, though their expectations of internationalisation slightly declined. These results highlight the need to explicitly support DL development in EME to unlock its full language learning potential and to recognise students’ multilingual repertoires. The study advocates for closer collaboration between ESP and EME professionals to co-design inclusive, context-sensitive literacy instruction that promotes equitable access to academic content.

本研究调查了西班牙一所大学的英语媒介教育（EME）商业研究项目中学生对学科素养（dl）的看法。它通过双/多语言和国际化的视角重新审视dl，将其定位为特殊用途英语（ESP）和EME专业人士的动态会议场所。本研究有两个目的：(i)探索先前的EME经历如何塑造一年级学生对dl和自我效能感信念的看法，以及（ii）研究这些看法在三个学年中的演变情况。通过一项涵盖英语使用、母语使用、国际实践社区和国际化四个维度的有效调查，结果表明，先前的EME经历与更高的英语自我报告信心有关，而对其他维度的看法保持一致。从纵向角度来看，尽管学生对国际化的期望略有下降，但他们仍然将母语视为一种认知资源。这些结果强调了在EME中明确支持DL发展的必要性，以释放其全部语言学习潜力，并认识到学生的多语言能力。该研究提倡ESP和EME专业人员之间更密切的合作，共同设计包容性、上下文敏感的扫盲教学，促进公平获取学术内容。

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引用次数: 0

Cultivating critical thinking dispositions in EGAP courses: The importance of teaching materials selection 在EGAP课程中培养批判性思维：教材选择的重要性

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-11-12 DOI: 10.1016/j.esp.2025.10.006

Zheng Li , Bing Li , Xinglong Wang , Tao Wang

Designers and instructors of English for General Academic Purposes (EGAP) courses aim to integrate critical thinking into the curriculum but often lack actionable strategies. To address this challenge, our study proposed and evaluated strategies for selecting teaching materials that instructors can readily implement. We recruited 853 graduate students enrolled in EGAP courses in China and collected data on their critical thinking dispositions at four different time points with an eight-week interval. Along with the four-wave data collection, we also collected information on students' prior test grades and teachers' use of discipline-specific, latest research-related teaching materials to build a nonlinear conditional latent growth model. The results showed that students' critical thinking dispositions exhibited temporal growth within the EGAP course context. Furthermore, with students' prior test grades controlled, exposure to discipline-specific, latest research-related materials in EGAP courses promoted the temporal growth of students’ critical thinking dispositions. Implications for cultivating critical thinking through EGAP instruction, particularly in Chinese educational contexts, are discussed.

通用学术英语（EGAP）课程的设计师和教师旨在将批判性思维融入课程，但往往缺乏可操作的策略。为了应对这一挑战，我们的研究提出并评估了选择教师易于实施的教材的策略。我们在中国招募了853名参加EGAP课程的研究生，并在四个不同的时间点以8周的间隔收集了他们批判性思维倾向的数据。在四波数据收集的同时，我们还收集了学生以往考试成绩和教师使用学科最新研究相关教材的信息，建立了非线性条件潜在增长模型。结果表明，在EGAP课程背景下，学生的批判性思维倾向表现出时间上的增长。此外，在控制学生之前的考试成绩的情况下，在EGAP课程中接触特定学科的最新研究相关材料，促进了学生批判性思维倾向的时间增长。讨论了通过EGAP教学培养批判性思维的意义，特别是在中国的教育背景下。

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