English for Specific Purposes最新文献

英文中文

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-12-02 DOI: 10.1016/j.esp.2024.11.001

Sharif Alghazo , Hassan Mohebbi

引用次数: 0

Genre learning from the EAP class to undergraduate research symposiums 从 EAP 课到本科生研究专题讨论会的体裁学习

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-10-25 DOI: 10.1016/j.esp.2024.10.004

Xiaoqiong You , Xiaoye You

English for Academic Purposes (EAP) courses have provided undergraduate students with a supporting structure for their research. After leaving these courses, students may write their senior theses or write for research journals or research symposiums. What genre knowledge and writing expertise will they gain through these activities and how? This paper examines the genre learning of a group of Chinese university students as they participated in three undergraduate research symposiums (URSs). The study reveals that they furthered genre knowledge across five domains—subject matter knowledge, formal genre knowledge, rhetorical knowledge, process knowledge, and genre awareness. They achieved these gains as they searched for appropriate research questions and analytical models, annotated and modelled Chinese research articles, experimented with new genre forms critically across lingua-cultural differences, negotiated with non-disciplinary raters and shifting rating criteria of the URSs, and managed their affect productively. Given the affordances of URSs, we conclude the study by suggesting ways to strengthen the ties between the EAP curriculum and URSs.

学术英语课程（EAP）为本科生的研究工作提供了支持性结构。离开这些课程后，学生可能会撰写毕业论文，或为研究期刊或研究研讨会撰稿。通过这些活动，他们将获得哪些体裁知识和写作技巧？本文研究了一组中国大学生在参加三次本科生研究讨论会（URS）过程中的体裁学习情况。研究显示，他们在五个领域（主题知识、正式体裁知识、修辞知识、过程知识和体裁意识）进一步学习了体裁知识。他们在寻找合适的研究问题和分析模型、对中文研究文章进行注释和建模、跨越语言文化差异批判性地尝试新的体裁形式、与非学科评分者和不断变化的URS评分标准进行协商，以及有效地管理自己的情绪的过程中获得了这些收获。鉴于URS的优势，我们在研究的最后提出了加强EAP课程与URS之间联系的建议。

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引用次数: 0

Verbal-visual skill-building and perceptional changes in English presentation 英语演讲中的语言-视觉技能培养和感知变化

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-10-22 DOI: 10.1016/j.esp.2024.10.002

Wen-Chun Chen

Oral presentations in English are emphasized in higher education, yet verbal and visual communication often lack balance in academic training. Mastery of visual aids is as crucial as verbal expression, especially for nonnative English speakers. This research proposed a skill-building pedagogy to optimize dual-channel communication, involving 19 college students from a Southern Taiwanese University. A progressive instructional design incorporated English for Specific Academic Purposes, visual communication, and tech-tool applications. Verbal fluency and visual use were assessed to evaluate learning outcomes; perceptional changes were revealed. Data collection included presentation footage, surveys, and interviews. Results showed significant improvements in verbal fluency and visual mastery after multimodal reinforcement. Students' awareness and confidence grew with skill development, significantly changing their preparation stage perceptions. Presentation language, visualization skills, and technological tools empowered nonnative English speakers to overcome linguistic constraints through practice and feedback. This research highlighted the need for comprehensive training programs that empirically demonstrate how verbal and visual resources enhance each other during presentations. The findings validated that deliberate learning and conscious preparation in oral speech and visual techniques optimize communication. Enhancing English learners' multimodal expression skills prepares them for academic and professional success.

高等教育强调英语口头报告，但在学术培训中，口头和视觉交流往往缺乏平衡。掌握视觉辅助工具与口头表达同样重要，尤其是对英语非母语者而言。本研究提出了一种技能培养教学法，以优化双通道交流，来自台湾南部一所大学的 19 名大学生参与了这项研究。渐进式教学设计融合了学术英语、视觉交流和技术工具应用。通过评估语言流畅性和视觉使用情况来评价学习成果，并揭示了感知方面的变化。数据收集包括演示录像、调查和访谈。结果表明，经过多模态强化后，学生的语言流畅性和视觉掌握能力有了明显提高。随着技能的发展，学生的意识和自信心也在不断增强，他们对准备阶段的看法也发生了显著变化。演示语言、可视化技能和技术工具增强了非英语母语者通过练习和反馈克服语言限制的能力。这项研究强调了综合培训计划的必要性，这些计划可以通过经验证明语言和视觉资源如何在演讲过程中相互促进。研究结果证明，有意识地学习和准备口语和视觉技巧可以优化交流。提高英语学习者的多模态表达能力可以帮助他们在学术和职业上取得成功。

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引用次数: 0

Guiding and engaging the audience: Visual metadiscourse in PowerPoint slides of Three Minute Thesis presentations 引导并吸引听众：三分钟论文演讲 PowerPoint 幻灯片中的视觉元话语

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-10-21 DOI: 10.1016/j.esp.2024.10.003

Yuanyuan Ma, Feng Kevin Jiang

A compelling academic presentation extends beyond the mere linguistic strategies of the presenter. The effective use of diverse multimodal elements in the presentation slides also merits considerable attention. Therefore, this research explores the way presenters use visual components to turn passive listeners into active participants in the Three Minute Thesis (3MT) presentation. For this purpose, this study developed a framework to analyse visual metadiscourse based on Hyland's (2005) model of metadiscourse and visual grammar by Kress and van Leeuwen (2021), exploring the interactive and interactional functions of visual metadiscourse. The realization resources of each visual metadiscourse marker were identified based on 240 PowerPoint slides. This research emphasizes the critical role of visual metadiscourse for presenters in facilitating the guidance and engagement of a heterogeneous listener. The findings of this research could significantly contribute to improving visual literacy for researchers to cater to the need to design various digital genres in academic and professional settings.

引人入胜的学术演讲不仅仅是演讲者的语言策略。在演讲幻灯片中有效使用各种多模态元素也值得高度重视。因此，本研究探讨了在三分钟论文（3MT）演讲中，演讲者如何利用视觉元素将被动的听众变成主动的参与者。为此，本研究以 Hyland（2005 年）的元话语模型和 Kress 和 van Leeuwen（2021 年）的视觉语法为基础，建立了一个分析视觉元话语的框架，探索视觉元话语的互动和交互功能。根据 240 张 PowerPoint 幻灯片，确定了每个视觉元话语标记的实现资源。这项研究强调了视觉元话语在促进引导和吸引异质听众方面对演讲者的关键作用。这项研究的结果将大大有助于提高研究人员的视觉素养，以满足在学术和专业环境中设计各种数字流派的需要。

引用次数: 0

Lexical coverage in science popularization discourse: The case of popular science news from Scientific American 科学普及话语中的词汇覆盖：科学美国人》的科普新闻案例

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-10-17 DOI: 10.1016/j.esp.2024.10.001

Hong Yu , Ju Wen

Science popularization discourse offers valuable reading materials for second language (L2) learners in English for Academic Purposes (EAP) contexts. However, the lexical demands of these materials remain largely unexplored. To address this gap, this study examines the lexical profile of Scientific American (SA), one of the most widely read popular science publications. Based on a corpus of popular science news collected from the SA website, we analyzed its lexical demand in terms of Nation's (2018) BNC/COCA word frequency lists and West's (1953) General Service List of English Words (GSL) plus Coxhead's (2000) Academic Word List (AWL). Our results indicate that to achieve minimal comprehension of popular science news published in SA, learners should be familiar with approximately 5,000 word families, while optimal comprehension requires knowledge of around 10,000 word families, including proper nouns, marginal words, transparent compounds, and acronyms. Notably, the GSL covers 77.55% and the AWL covers 7.08% coverage of the SA corpus, suggesting that our SA corpus has a higher coverage of general English words and a lower coverage of academic English words than university-level academic written texts. These findings highlight the potential value of popular science news in supporting academic reading, particularly for beginning EAP learners who may find these materials less lexically demanding than research articles. Pedagogical implications for incorporating popular science news into EAP courses are also provided.

科学普及话语为学术英语（EAP）语境中的第二语言（L2）学习者提供了宝贵的阅读材料。然而，这些材料的词汇需求在很大程度上仍未得到探讨。为了填补这一空白，本研究考察了《科学美国人》（SA）的词汇概况，它是阅读量最大的科普出版物之一。基于从《科学美国人》网站收集的科普新闻语料库，我们根据 Nation（2018 年）的 BNC/COCA 词频表和 West（1953 年）的英语词汇通用服务表（GSL）以及 Coxhead（2000 年）的学术词汇表（AWL）分析了其词汇需求。我们的研究结果表明，要达到对南澳大利亚州发布的科普新闻的最低理解能力，学习者应熟悉约 5,000 个词族，而最佳理解能力则需要了解约 10,000 个词族，包括专有名词、边缘词、透明化合物和缩略语。值得注意的是，在 SA 语料库中，GSL 的覆盖率为 77.55%，AWL 的覆盖率为 7.08%，这表明我们的 SA 语料库与大学学术书面文本相比，普通英语词汇的覆盖率较高，而学术英语词汇的覆盖率较低。这些发现凸显了科普新闻在支持学术阅读方面的潜在价值，特别是对于初学 EAP 的学习者来说，他们可能会发现这些材料对词汇的要求没有研究文章那么高。研究还提供了将科普新闻纳入 EAP 课程的教学意义。

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引用次数: 0

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-10-04 DOI: 10.1016/j.esp.2024.09.003

Wenfeng Wang

引用次数: 0

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-10-04 DOI: 10.1016/j.esp.2024.09.002

Enyao Li

引用次数: 0

Artificial Intelligence for Academic Purposes (AIAP): Integrating AI literacy into an EAP module 学术用途人工智能（AIAP）：将人工智能扫盲纳入 EAP 模块

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-09-30 DOI: 10.1016/j.esp.2024.09.001

Thu Ngan Ngo , David Hastie

With the rise of generative AI (GenAI) tools such as ChatGPT and their growing relevance in academic contexts, the need for AI literacy has become imperative, particularly for international students in EAP programs. The study addresses the gap in practical guidance for incorporating AI literacy by developing and implementing a 10-week AI-integrated EAP module at a pathway college in Scotland based on a novel framework termed AI for Academic Purposes (AIAP). Utilising a mixed-methods approach, the research investigates the impact of this module on international students' attitudes, confidence, and purposes of using AI tools. Results of this study indicate significant improvements in students' ability to critically evaluate GenAI output, confidence in using a greater variety of AI tools, understanding of ethical AI use, and an expansion in the purposes for which students use AI tools. The integration of AI literacy with traditional EAP skills was found to meet students' academic needs effectively. This study provides a replicable model for integrating AI literacy into EAP courses, offering a holistic educational approach that aligns technological proficiency with ethical awareness.

随着 ChatGPT 等生成式人工智能（GenAI）工具的兴起及其在学术环境中日益增长的相关性，对人工智能素养的需求已变得势在必行，尤其是对于参加 EAP 课程的留学生而言。本研究在苏格兰一所路径学院开发并实施了一个为期 10 周的人工智能整合 EAP 模块，该模块基于一个名为 "学术目的人工智能（AIAP）"的新颖框架，从而弥补了人工智能扫盲实践指导方面的不足。本研究采用混合方法，调查了该模块对留学生使用人工智能工具的态度、信心和目的的影响。研究结果表明，学生批判性评估 GenAI 输出的能力、使用更多人工智能工具的信心、对人工智能使用道德的理解以及使用人工智能工具的目的都有了显著提高。研究发现，将人工智能素养与传统的 EAP 技能相结合能有效满足学生的学术需求。这项研究为将人工智能素养融入 EAP 课程提供了一个可复制的模式，提供了一种将技术能力与道德意识相结合的整体教育方法。

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引用次数: 0

Cohesion in the discussion section of research articles: A cross-disciplinary investigation 研究文章讨论部分的凝聚力：跨学科调查

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-09-12 DOI: 10.1016/j.esp.2024.08.004

Seyyed Ehsan Golparvar , Guangwei Hu , Seyedeh Elaheh Seyedi

Despite its prominence and functionality in academic writing, cohesion is under-researched in academic genres, including research articles (RAs). Moreover, there is little cross-disciplinary research on cohesion in academic discourse. Thus, this study aimed to investigate cohesion in the discussion section of RAs at sentence, paragraph and text levels, across three disciplines (i.e., applied linguistics, chemistry, and economics). To this end, 24 indices of local, global, and text cohesion were analyzed in a corpus of 300 discussion sections (100 from each discipline). MANOVAs identified significant cross-disciplinary variations in local, global, and text cohesion. Specifically, indices of local cohesion were generally higher in applied linguistics discussions, but measures of global, and text cohesion were mostly higher in chemistry and economics texts, respectively. Random forest modeling revealed that negative connectives were the most powerful classifiers of applied linguistics discussions, whereas adjacent sentence overlap noun synonyms and positive connectives were the best predictors of chemistry and economics discussions, respectively. These results are discussed with a view to offering theoretical and pedagogical implications for English-for-specific-purposes researchers and practitioners.

尽管内聚力在学术写作中具有突出的地位和功能，但对包括研究文章（RA）在内的学术体裁的研究却不足。此外，关于学术话语中内聚力的跨学科研究也很少。因此，本研究旨在调查三个学科（即应用语言学、化学和经济学）研究报告讨论部分在句子、段落和文本层面的内聚力。为此，我们在 300 个讨论部分（每个学科 100 个）的语料库中分析了 24 个局部、整体和文本内聚力指数。通过 MANOVA 发现了局部、全局和文本内聚力的显著跨学科差异。具体来说，应用语言学讨论中的局部内聚力指数普遍较高，但化学和经济学文本中的整体内聚力和文本内聚力大多较高。随机森林模型显示，负连接词是应用语言学讨论最有力的分类器，而相邻句子重叠名词同义词和正连接词则分别是化学和经济学讨论的最佳预测器。本文讨论了这些结果，以期为特定目的英语研究人员和从业人员提供理论和教学启示。

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引用次数: 0

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-09-06 DOI: 10.1016/j.esp.2024.08.003

Yanli ZOU

引用次数: 0

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