English for Specific Purposes最新文献_第2页

Writing beyond the academy: Towards tasks that promote genre knowledge and transfer across contexts 学院之外的写作：朝向促进体裁知识和跨语境转移的任务

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-11-07 DOI: 10.1016/j.esp.2025.10.005

Lisa McGrath , Raffaella Negretti , Christine B. Feak

Despite increasing expectations for scholars to communicate their research to the public, and the advanced communicative skills this expectation requires, research in genre pedagogy has almost exclusively targeted academic writing. Our aim was to design and trial a “multi-genre task”, a task sequence that incorporates working with academic and outreach genres concurrently. This task combined examples of two genres tied to different social contexts (a blog post and an abstract), comparison and reflection, and guided practice. Doctoral students in the UK and Sweden completed the task. Textual analysis of task responses showed that participants reformulated and recontextualised their writing – from academic to outreach and vice versa – on the content, lexical, grammatical and structural level. Interview data revealed that the task fostered the development of genre-specific knowledge, genre awareness, and prompted metacognitive insights on the students’ own writing. Our study provides new evidence of the dynamics behind the development of genre knowledge andawareness, recontextualization abilities across genres and contexts, as well as a task that promotes transfer.

尽管越来越多的人期望学者向公众传达他们的研究成果，以及这种期望所要求的高级沟通技巧，但体裁教学法的研究几乎完全针对学术写作。我们的目标是设计和试验一个“多类型任务”，一个同时结合学术和外展类型工作的任务序列。这项任务结合了与不同社会背景相关的两种类型的例子（一篇博客文章和一篇摘要），比较和反思，以及指导实践。英国和瑞典的博士生完成了这项任务。对任务回答的文本分析表明，参与者在内容、词汇、语法和结构层面上对他们的写作进行了重新表述和重新语境化——从学术到拓展，反之亦然。访谈数据显示，该任务促进了体裁特定知识、体裁意识的发展，并促进了学生对自己写作的元认知见解。我们的研究为体裁知识和意识的发展、跨体裁和语境的再语境化能力以及促进迁移的任务背后的动态提供了新的证据。

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引用次数: 0

Stance beyond words: How TED speakers construct stance through multimodal semiotic resources 超越话语的立场：TED演讲者如何通过多模态符号学资源构建立场

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-11-03 DOI: 10.1016/j.esp.2025.10.001

Jihua Dong, Mingyue Zhang

This study examines how speakers construct stance toward online non-specialist audiences through multimodal resources, including verbal language, paralanguage, gesture, and head movement. Drawing on multimodal discourse analysis and adapting Hyland's (2005b) stance framework, this study analyzes twenty TED Talk videos in hard and soft sciences. The analysis focuses on the types and frequencies of stance markers, the composition of multimodal ensembles, and the interrelations among semiotic resources. Results indicate that (a) stance markers occur more frequently in soft science talks; (b) speakers in soft sciences employ a wider range of multimodal resources to convey stance; and (c) stress and beat gestures constitute the top two most frequently used modes in expressing stance. The findings provide insights into the multimodal construction of stance and its disciplinary variation within academic communication and contribute to our understanding of the form-function mapping of stance. The findings also shed light on how academic knowledge is effectively communicated and made accessible to broader audiences by means of strategic multimodal integration of verbal and non-verbal resources in digital contexts.

本研究考察了说话者如何通过多模态资源，包括口头语言、副语言、手势和头部运动，构建对在线非专业听众的立场。本研究借鉴多模态语篇分析，采用Hyland （2005b）的立场框架，分析了20个TED演讲视频在软硬科学领域的应用。重点分析了姿态标记的类型和频率、多模态集合的组成以及符号资源之间的相互关系。结果表明：(a)立场标记在软科学演讲中出现的频率更高；(b)软科学领域的演讲者使用更广泛的多模态资源来传达立场；(c)重音和拍手势是表达姿态最常用的两种方式。这一发现为学术交流中立场的多模态构建及其学科差异提供了见解，并有助于我们对立场的形式-功能映射的理解。研究结果还揭示了学术知识如何通过数字环境中语言和非语言资源的战略性多模式整合有效地传播并使更广泛的受众获得。

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引用次数: 0

Interactional metadiscourse in student and professional business correspondence writing 学生与专业商务信函写作中的互动元语篇

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-10-27 DOI: 10.1016/j.esp.2025.10.003

Xue Xiao , Shuangling Li

This study investigates how professionals and students use interactional metadiscourse in business correspondence writings (BCWs), drawing on two corpora: student-generated texts (BCS) and professional texts (BCP). Guided by an adapted interpersonal model of interactional metadiscourse in business discourse, it explores similarities and differences in metadiscourse use between the two groups. Results indicate statistically significant differences in interactional metadiscourse use between student and professional BCWs, and the professionals used interactional metadiscourse more frequently and strategically. Students relied more on boosters to assert statement validity and used self-mentions heavily, reflecting a self-oriented style. In contrast, professionals favored hedges and engagement markers, prioritizing tentativeness and negative politeness strategies to adopt a reader-oriented approach. The two groups also diverged in linguistic preferences for realizing metadiscourse types. By highlighting these differences, this study aims to enrich the body of knowledge on interactional metadiscourse and BCWs and offer implications for the teaching and learning of interactional metadiscourse in BCW contexts.

本研究利用两个语料库：学生生成文本（BCS）和专业文本（BCP），探讨了专业人士和学生如何在商务函电写作（bcw）中使用互动元话语。本文以商务话语中相互作用元话语的人际模型为指导，探讨了两个群体在元话语使用上的异同。结果显示，学生bcw和专业bcw在互动元话语的使用上存在统计学上的显著差异，专业bcw使用互动元话语的频率和策略更高。学生更多地依靠助推器来断言陈述的有效性，并大量使用自我提及，反映出自我导向的风格。相比之下，专业人士更喜欢模糊限制语和参与标记，优先考虑尝试性和消极礼貌策略，采用以读者为导向的方法。两组在实现元话语类型的语言偏好上也存在差异。通过强调这些差异，本研究旨在丰富互动元语篇和BCW的知识体系，并为BCW语境下互动元语篇的教学提供启示。

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引用次数: 0

One size doesn't fit all: Exploring student expectations and disciplinary voices in ESP in Estonia 一种方法并不适用于所有：探索爱沙尼亚ESP中学生的期望和纪律声音

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-10-26 DOI: 10.1016/j.esp.2025.10.004

Merilyn Meristo , Aigi Heero

Following the 2014/15 university reform in Estonia, English for Specific Purposes (ESP) instruction gained significant prominence, with compulsory ESP courses now integrated into nearly every curriculum. This policy shift aimed to enhance students' professional competences in an increasingly globalised academic and professional landscape. The present study investigates how students themselves perceive ESP teaching and learning by exploring their expectations, preferences, and prior experiences. A mixed-methods survey was conducted with 208 students (146 female, 62 male) from a range of academic disciplines at both BA and MA levels. The results indicate that students' highest expectations centred on the development of speaking skills, followed by the acquisition of field-specific terminology, writing, reading, and listening. Notably, a substantial number of students expected ESP to resemble General English, which is perhaps unsurprising given that 67 % of respondents reported no prior exposure to ESP. Students also commented on classroom methods: grammar-focused activities were considered the most useful, whereas discussions were rated as the most enjoyable. These findings highlight a complex interplay between learners’ skill priorities, affective responses, and disciplinary backgrounds, offering important implications for the design of more learner-responsive ESP courses in Estonia.

在2014/15年爱沙尼亚大学改革之后，特殊用途英语（ESP）教学得到了显著的重视，ESP必修课程现在几乎融入了所有课程。这一政策转变旨在提高学生在日益全球化的学术和专业环境中的专业能力。本研究通过探究学生的期望、偏好和先前的经验来调查学生对ESP教学和学习的看法。对208名学生（146名女性，62名男性）进行了一项混合方法的调查，这些学生来自各个学科的学士和硕士学位。结果表明，学生们的最高期望集中在口语技能的发展上，其次是掌握特定领域的术语、写作、阅读和听力。值得注意的是，相当多的学生期望ESP与普通英语相似，这也许并不奇怪，因为67%的受访者表示之前没有接触过ESP。学生们还对课堂方法进行了评论：以语法为重点的活动被认为是最有用的，而讨论被认为是最令人愉快的。这些发现强调了学习者的技能优先级、情感反应和学科背景之间复杂的相互作用，为爱沙尼亚设计更具学习者响应性的ESP课程提供了重要启示。

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引用次数: 0

Exploring the linguistic features of About Us texts on the official websites of international organizations: A corpus-based move analysis with multi-dimensional analysis 国际组织官方网站“About Us”文本的语言特征探析——基于语料库的多维分析

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-10-18 DOI: 10.1016/j.esp.2025.10.002

Huiyu Zhang , Yining Hou , Yayu Shi

Official websites serve as an important channel for international organizations to communicate with the public, and About Us (AU) pages, usually among the most frequently visited, provide basic information and act as a self-promotional platform to establish a positive institutional image. To explore the linguistic features of AU texts, this study combines a corpus-based move analysis with multi-dimensional analysis to examine the AU pages of 529 major international organizations. Thirteen moves are identified, with Moves 1, 3, 4, 8, 9, and 11 represent informational discourse focusing on conveying factual information, while the remaining moves express stance and evaluation as promotional discourse. Multi-dimensional analysis reveals that promotional and informational discourse differ significantly in Dimensions 1 and 4. Specifically, the strategic use of high-frequency nouns emerges as a key linguistic feature in constructing informational discourse, which also shows a marked avoidance of certain linguistic features such as analytic negation, stranded prepositions, and the pro-verb do. In contrast, promotional moves use more private verbs, first-person pronouns, and predicative adjectives to express evaluations, assessments, and stance. Modal verbs are also used to articulate organizational aspirations and future commitments.

官方网站是国际组织与公众沟通的重要渠道，而“关于我们”（About Us， AU）页面通常是最常访问的页面之一，它提供了基本信息，并作为一个自我宣传的平台，建立了一个积极的机构形象。为了探究非盟文本的语言特征，本研究将基于语料库的移动分析与多维分析相结合，对529个主要国际组织的非盟页面进行了研究。共有13步，其中第1、3、4、8、9和11步是侧重于传达事实性信息的信息性话语，其余的是表达立场和评价的促进性话语。多维分析表明，促销语篇和信息语篇在第1维度和第4维度上存在显著差异。具体来说，高频名词的策略性使用是构建信息语篇的一个关键语言特征，它也显示出对某些语言特征的明显回避，如分析否定、介词搁浅和亲动词do。相比之下，促销活动更多地使用私人动词、第一人称代词和谓语形容词来表达评价、评价和立场。情态动词也用于表达组织的愿望和未来的承诺。

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引用次数: 0

Compiling a custom corpus and word list for ESAP: The case of English for Geographers 为ESAP编写自定义语料库和单词列表：以地理学家英语为例

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-10-10 DOI: 10.1016/j.esp.2025.09.004

Andreja Drašler, Monika Kavalir

The study presents a step-by-step procedure for building a specialised corpus and compiling a technical word list to support instruction in English for Specific Academic Purposes (ESAP). Recognising the lack of suitable textbooks for a highly specialised ESAP course, a custom corpus of 1.4 million words was constructed to support the development of corpus-informed teaching materials for undergraduate geography students. The corpus was compiled from textbook chapters and journal articles that geography professors recommended as directly relevant to students. To ensure representativeness, the corpus was aligned with the first-year BA geography curriculum. A combined approach of keyword analysis and technicality was used to compile a geographical word list according to the following criteria: (1) simple maths keyness score in Sketch Engine, (2) minimum document frequency, (3) technicality (the inclusion of a term in a technical dictionary or its validation by a discipline-specific expert). Keyword analysis has shown that the vast majority (94.24%) of keywords and multi-word items extracted by Sketch Engine are technical and have thus been included in the final word list, which comprises 507 geographical terms relevant to students’ academic needs. More than half of these terms were incorporated into teaching materials, primarily selected based on topic relevance. This study proposes a corpus-informed methodology for designing teaching materials that is straightforward and user-friendly. It offers a practical and methodologically sound framework for ESP practitioners seeking to develop curriculum-aligned, custom corpora and discipline-specific word lists for teaching.

该研究提出了一个逐步建立专门语料库和编制技术词汇表的过程，以支持特定学术英语教学（ESAP）。认识到缺乏适合高度专业化的ESAP课程的教科书，我们构建了一个140万字的自定义语料库，以支持为地理本科学生开发基于语料库的教学材料。该语料库是根据地理学教授推荐的与学生直接相关的教科书章节和期刊文章汇编而成的。为了确保代表性，语料库与一年级文学学士地理课程保持一致。采用关键字分析和技术性相结合的方法，根据以下标准编制地理词表：(1)Sketch Engine中的简单数学关键字得分，(2)最低文档频率，(3)技术性（术语在技术词典中的包含或由特定学科专家验证）。关键词分析表明，Sketch Engine提取的关键词和多词项目绝大多数（94.24%）是技术性的，因此被纳入最终的单词列表，该列表包含507个与学生学术需求相关的地理术语。这些术语中有一半以上被纳入教材，主要是根据主题相关性选择的。本研究提出了一种基于语料库的教材设计方法，该方法简单易懂且用户友好。它为ESP从业者提供了一个实用的、方法论上健全的框架，帮助他们开发与课程一致的、定制的语料库和特定学科的教学词汇表。

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引用次数: 0

Can digital multimodal composition facilitate content learning in a CLIL context? Insights from students’ composing processes in a legal English course 数字多模态作文能促进CLIL语境下的内容学习吗？法律英语课程中学生写作过程的感悟

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-10-07 DOI: 10.1016/j.esp.2025.09.003

Sichen Xia , Zhuowen Li

This study explores the role of digital multimodal composing (DMC) in facilitating disciplinary content learning within a content and language integrated learning (CLIL) context, focusing on a legal English course for tertiary-level English majors. While prior research on DMC has primarily emphasized language teaching, limited attention has been given to its potential for supporting subject knowledge acquisition in content-based courses. Drawing on data from students’ composing processes, learning outcomes, and post-learning reflections, the study examines when and how DMC influences content learning. The findings reveal that content engagement varies across the DMC process. The early stages, such as topic selection and planning, involve intensive disciplinary learning, while the scripting stage requires students to synthesize, rephrase, and communicate specialized knowledge for a lay audience, fostering both content retention and language acquisition. In contrast, the later stages—shooting, editing, and finalizing—shift the focus to multimodal composing with limited explicit content learning. The study also demonstrates that DMC projects enhance subject knowledge by promoting conceptual integration, extension, and discovery, while enabling students to apply, recontextualize, and engage with disciplinary literacy in authentic scenarios. The study suggests that DMC, with appropriate scaffolding, is an effective tool for integrating content and language learning in higher education CLIL contexts.

本研究探讨了在内容和语言综合学习（CLIL）的背景下，数字多模态排版（DMC）在促进学科内容学习中的作用，重点是针对高等英语专业的法律英语课程。虽然先前对DMC的研究主要强调语言教学，但很少关注它在基于内容的课程中支持学科知识获取的潜力。根据学生写作过程、学习成果和学习后反思的数据，该研究考察了DMC何时以及如何影响内容学习。研究结果显示，在整个DMC过程中，内容参与度各不相同。早期阶段，如主题选择和计划，涉及密集的学科学习，而脚本阶段要求学生为外行观众综合，重新措辞和交流专业知识，促进内容保留和语言习得。相比之下，后期阶段-拍摄，编辑和定稿-将重点转移到多模态组合，有限的明确内容学习。该研究还表明，DMC项目通过促进概念整合、扩展和发现来增强学科知识，同时使学生能够在真实场景中应用、重新情境化和参与学科素养。研究表明，在高等教育CLIL语境下，DMC在适当的框架下是整合内容和语言学习的有效工具。

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引用次数: 0

Exploring interdisciplinary boundaries: A BERTopic modeling approach to analyze four interdisciplinary fields at the abstract and sentence levels 探索跨学科边界：BERTopic建模方法在抽象和句子层面分析四个跨学科领域

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-10-06 DOI: 10.1016/j.esp.2025.09.002

Yagang Chen, Jiajin Xu

Interdisciplinary research plays a central role in addressing complex global challenges; however, its linguistic realization remains underexplored. This comparative study investigated the thematic structures of interdisciplinary academic writing using BERTopic, a context-sensitive topic modeling method, which leverages sentence embeddings. Drawing on a corpus of 4,000 research abstracts from four mature interdisciplinary fields – biomedical engineering, environmental science, cognitive science, and digital humanities – this analysis compared topic structures at two granularity levels: abstracts and individual sentences. At the abstract level, six dominant topics exhibited a strong disciplinary alignment, indicating that even in explicitly interdisciplinary domains, boundaries remained prominent. However, sentence-level modeling revealed a more complex landscape with 80 fine-grained topics, which included both discipline-specific and multi-disciplinary categories. The latter were classified into shared research focus, methodological convergence, and research practice. These findings suggested that, while interdisciplinary writing retained core disciplinary identities, it exhibited selective semantic integration across fields. This study further argued that mature interdisciplinary fields served as coherent units for comparative discourse analysis. It contributed to the interdisciplinary discourse and offered implications for ESP research.

跨学科研究在应对复杂的全球挑战方面发挥着核心作用；然而，它的语言实现尚未得到充分的探索。本比较研究使用BERTopic（一种利用句子嵌入的上下文敏感主题建模方法）来研究跨学科学术写作的主题结构。利用来自四个成熟的跨学科领域——生物医学工程、环境科学、认知科学和数字人文学科——的4000篇研究摘要的语料库，本分析在两个粒度级别上比较了主题结构：摘要和单个句子。在抽象层面上，六个主要主题表现出强烈的学科一致性，这表明即使在明确的跨学科领域，边界仍然突出。然而，句子级建模揭示了一个更复杂的景观，包含80个细粒度主题，其中包括特定学科和多学科类别。后者可分为共同研究焦点、方法趋同和研究实践。这些发现表明，虽然跨学科写作保留了核心学科身份，但它表现出跨领域的选择性语义整合。本研究进一步认为，成熟的跨学科领域是比较语篇分析的连贯单位。它促进了跨学科的话语，并为ESP研究提供了启示。

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引用次数: 0

Business English writing problems of business English majors: A triangulated approach 商务英语专业学生的商务英语写作问题：三角法

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-09-18 DOI: 10.1016/j.esp.2025.08.004

Si Ning Tan , Madhubala Bava Harji , Yue Hui Wang

In universities or colleges that offer Business English undergraduate programs, Business English writing is taught as a compulsory course designed to equip Business English majors with workplace-ready writing skills. However, their Business English writing competence still fails to meet the workplace-specific requirements. While prior research has identified several problems in students' writing, very few have adopted a mixed-methods approach or systematically applied theoretical models to identify and analyze Business English writing problems. Addressing this gap, this study employed a triangulated approach, using multiple instruments including questionnaires, semi-structured interviews, and students' business letters, to examine Business English majors' Business English writing problems. The findings showed that students' problems are mainly in business knowledge, intercultural competence, sociolinguistic competence, grammar, vocabulary, and mechanics. This study contributes to the Business English writing pedagogy by highlighting Business English majors’ writing problems to promote autonomous learning, urging teachers to transcend conventional language pedagogy, and advocating for syllabus adaptation such as expanding teaching hours and offering prerequisite courses in business fundamentals and intercultural communication.

在提供商务英语本科课程的大学或学院中，商务英语写作是一门必修课，旨在使商务英语专业的学生掌握职场写作技巧。然而，他们的商务英语写作能力仍然不能满足工作场所的具体要求。虽然之前的研究已经发现了学生写作中的一些问题，但很少有人采用混合方法或系统地应用理论模型来识别和分析商务英语写作问题。为了解决这一差距，本研究采用三角法，使用多种工具，包括问卷调查、半结构化访谈和学生的商务信函，来调查商务英语专业学生的商务英语写作问题。调查结果显示，学生的问题主要集中在商务知识、跨文化能力、社会语言能力、语法、词汇和机械方面。本研究通过突出商务英语专业学生的写作问题，促进自主学习，敦促教师超越传统的语言教学，倡导教学大纲的调整，如扩大教学时数，开设商业基础和跨文化交际的先决课程，为商务英语写作教学法做出贡献。

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引用次数: 0

EAL scholars' experiences of writing for publication in English: A meta-ethnographic synthesis of qualitative evidence EAL学者的英文出版写作经验：质性证据的元民族志综合

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-09-11 DOI: 10.1016/j.esp.2025.09.001

Mingyu Li , Fengqiang Wang

This meta-ethnographic synthesis integrates qualitative findings from 26 empirical studies exploring English-as-an-additional-language (EAL) scholars' experiences of writing for publication in English (WPE). It identified three key elements shaping these experiences, including the motivation behind WPE, encompassing both personal aspirations and institutional pressures; insecurity about WPE, stemming from uneven institutional support, biased journal gatekeeping, and professional and linguistic self-doubt; and coping strategies for WPE, including seeking support from multiple sources, metacognitive reflection, and alternative, sometimes critical, approaches. Together, these findings reveal how systemic constraints can exacerbate scholars' anxieties, while adaptive strategies underscore EAL researchers’ resilience. The study contributes a more integrative conceptual framework linking these aspects to illustrate the complexities of WPE. It concludes by highlighting the need for institutional reforms, broader recognition of diverse publication outputs, and inclusive editorial policies.

这一元民族志综合综合了26项实证研究的定性发现，这些研究探索了英语作为附加语言（EAL）学者以英语写作出版（WPE）的经历。它确定了形成这些经验的三个关键因素，包括WPE背后的动机，包括个人愿望和体制压力；对WPE的不安全感，源于不均衡的机构支持、有偏见的期刊把关，以及专业和语言上的自我怀疑；以及WPE的应对策略，包括寻求多种来源的支持、元认知反思和替代（有时是批判性的）方法。总之，这些发现揭示了系统约束如何加剧学者的焦虑，而适应性策略则强调了EAL研究人员的弹性。该研究提供了一个更综合的概念框架，将这些方面联系起来，以说明WPE的复杂性。报告最后强调，需要进行机构改革，更广泛地承认出版产出的多样性，并制定包容性的编辑政策。

引用次数: 0