English for Specific Purposes最新文献

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Rhetorical distinctions: Comparing metadiscourse in essays by ChatGPT and students 修辞学上的区别：学生与ChatGPT作文中的元话语比较

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-03-28 DOI: 10.1016/j.esp.2025.03.001

Feng (Kevin) Jiang , Ken Hyland

This study investigates the use of metadiscourse in argumentative essays generated by ChatGPT compared to those written by British university students. Using Hyland's (2005) framework, we analysed interactive and interactional metadiscourse to uncover rhetorical and linguistic distinctions. The findings reveal that ChatGPT essays, though structurally coherent and logically organised, exhibit a significantly lower frequency of interactional metadiscourse, such as hedges, boosters, and attitude markers, leading to a more impersonal and expository tone. Conversely, student essays demonstrate higher rhetorical engagement, employing nuanced stance markers and personalised expressions to foster reader interaction. ChatGPT prioritises clarity and structural coherence through transitions and endophoric markers, reflecting its algorithmic nature and training. The variability in student writing highlights the influence of individual style and instructional practices. These differences underscore the complementary roles of AI and human authorship in academic writing, with implications for pedagogy. This research advances our understanding of the rhetorical strategies employed by large language models and their potential in academic contexts.

本研究调查了ChatGPT生成的议论文中元话语的使用情况，并将其与英国大学生的议论文进行了比较。利用Hyland（2005）的框架，我们分析了互动元话语和互动元话语，以揭示修辞和语言的区别。研究结果显示，尽管ChatGPT的文章结构连贯、逻辑有序，但互动元话语（如限制语、助推器和态度标记）的使用频率明显较低，导致语气更加客观和说明文。相反，学生论文表现出更高的修辞参与度，使用细微的立场标记和个性化的表达来促进读者互动。ChatGPT通过过渡和内源性标记优先考虑清晰度和结构一致性，反映了其算法性质和训练。学生写作的可变性突出了个人风格和教学实践的影响。这些差异强调了人工智能和人类作者在学术写作中的互补作用，并对教育学产生影响。本研究促进了我们对大型语言模型所采用的修辞策略及其在学术语境中的潜力的理解。

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引用次数: 0

A cross-disciplinary study of value arguments in doctoral theses submitted to universities in Hong Kong 香港大学博士论文价值论证的跨学科研究

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-03-11 DOI: 10.1016/j.esp.2025.02.002

Guangwei Hu, Emmanuel Mensah Bonsu

The doctoral thesis is a key academic genre that documents doctoral students' socialisation into their disciplinary knowledge-making practices and their contributions to disciplinary knowledge. However, little attention has been paid to how doctoral students promote the value of their research in their theses. Using Carter's value arguments (VAs) framework, this study explored how doctoral students construct VAs strategically to underscore and promote the significance of their research. Analyses of 90 doctoral theses in the disciplines of applied linguistics, psychology, and physics, submitted to UGC-funded Hong Kong universities, revealed disciplinary differences in the formal and functional classes of VAs. Formally, applied linguistics theses employed explicit VAs significantly more frequently than those of psychology and physics did. Functionally, significant disciplinary differences were found in the use of VAs to narrow the focus of a study, intensify the importance of research gaps, justify the importance of gaps in literature, demonstrate the overall value of the research, and demonstrate the value of research findings. These findings highlight disciplinary influences on VAs as a promotional strategy for doctoral students to persuade readers of their research's value and merits. Based on these findings, implications are derived for English-for-academic-purposes pedagogy, doctoral supervision, and further research on promotion.

博士论文是一种重要的学术类型，它记录了博士生在其学科知识创造实践中的社会化过程以及他们对学科知识的贡献。然而，博士生如何在论文中提升自己的研究价值却很少受到关注。本研究运用Carter的价值论点（VAs）框架，探讨博士生如何策略性地建构价值论点，以强调和促进其研究的意义。对提交给教资会资助大学的90篇应用语言学、心理学和物理学学科的博士论文进行分析后，发现VAs的正式和功能类别存在学科差异。从形式上看，应用语言学论文使用显性VAs的频率明显高于心理学和物理学论文。功能上，在使用VAs缩小研究焦点、强化研究空白的重要性、证明文献空白的重要性、展示研究的整体价值和展示研究成果的价值方面，发现了显著的学科差异。这些发现突出了学科对VAs的影响，这是博士生说服读者相信其研究价值和优点的一种推广策略。在此基础上，本文对学术英语教学法、博士指导以及进一步的晋升研究提出了建议。

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引用次数: 0

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-02-18 DOI: 10.1016/j.esp.2025.02.001

John M. Swales

引用次数: 0

Ideational interplay of textual and visual elements in graphical abstracts of biology research articles 生物学研究文章图形摘要中文本和视觉元素的概念相互作用

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-01-30 DOI: 10.1016/j.esp.2025.01.002

Junqiang Ren , Jiajin Xu

Academic journals in a wide range of disciplines are increasingly requiring graphical abstracts (GAs). A commonly noted feature of this emerging genre is the simultaneous use of textual and visual elements within a single-panel multimodal text. This dimension, however, has not been described in sufficient detail in available GA studies. To advance the discussion on textual-visual interactions in GAs, we focused on the interplay of ideational meanings created by these two distinct semiotic sources. We collected the GAs of all 129 open-access research articles published in the journal Cell throughout 2023. Using edge detection and manual checks, we decomposed these GAs into basic textual and visual units. Each basic textual unit (BTU) was paired with its visual correlates through an analytical procedure that considers both visual and semantic clues. We categorized the ideational interplay within each textual-visual pair using a framework adapted from Unsworth's (2007) taxonomy. Our findings reveal that textual elements are integral to this visually prominent genre, and the ideational textual-visual interplay exhibits several realization patterns that can serve as practical references for effective GA design. These insights may inform future research and practices in the design of graphical abstracts.

许多学科的学术期刊对图形摘要的要求越来越高。这种新兴类型的一个普遍特点是在单面板多模态文本中同时使用文本和视觉元素。然而，在现有的遗传遗传研究中，这一维度还没有得到足够详细的描述。为了进一步探讨文本与视觉的交互作用，我们将重点放在这两种不同的符号源所产生的概念意义的相互作用上。我们收集了2023年在Cell杂志上发表的所有129篇开放获取研究论文的GAs。使用边缘检测和人工检查，我们将这些GAs分解为基本的文本和视觉单元。每个基本文本单位（BTU）通过一个考虑视觉和语义线索的分析过程与其视觉关联进行配对。我们使用Unsworth（2007）分类法改编的框架对每个文本-视觉对中的概念相互作用进行了分类。我们的研究结果表明，文本元素是这种视觉上突出的类型的组成部分，并且概念文本-视觉相互作用展示了几种实现模式，可以为有效的GA设计提供实用参考。这些见解可以为图形摘要设计的未来研究和实践提供信息。

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引用次数: 0

Meeting the needs of EAP students in Canadian colleges: Insights from a needs analysis study 满足加拿大大学EAP学生的需求：来自需求分析研究的见解

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-01-21 DOI: 10.1016/j.esp.2025.01.001

Valerie Smith , Sheila Windle , Leanne Johnny

This article presents the findings of a mixed-methods study conducted on the writing needs of English for Academic Purposes (EAP) students at a Canadian college. While numerous studies have explored the writing needs of EAP students entering university programs, this study examines the unique needs of EAP learners who transition into the more vocationally oriented Canadian college system. The study draws primarily on a sample of 44 participants enrolled in a college post-secondary program who had completed the college's EAP program prior to beginning their program of study. Participants completed surveys examining the usefulness and alignment of the skills and genres learned in EAP for their college programs. Focus group data from 11 student participants and 7 professors was also collected and used for triangulation purposes. The findings offer insights into students' perceptions of the most critical skills and assignment types within a Canadian college milieu, which include the prevalence of vocational writing types, research assignments and group writing. The study also revealed that participants believed there was a strong connection between completing an EAP program and success in later college programs of study. Pedagogical implications for EAP college writing programs are discussed.

本文介绍了一项针对加拿大一所大学学术英语（EAP）学生写作需求的混合方法研究的结果。虽然有许多研究探讨了EAP学生进入大学课程的写作需求，但本研究考察了过渡到更以职业为导向的加拿大大学系统的EAP学习者的独特需求。这项研究的主要样本是44名参加大学专上课程的参与者，他们在开始学习课程之前已经完成了学院的EAP课程。参与者完成了调查，检查在EAP中学到的技能和类型对他们大学课程的有用性和一致性。来自11名学生参与者和7名教授的焦点小组数据也被收集并用于三角测量目的。调查结果揭示了学生对加拿大大学环境中最关键的技能和作业类型的看法，其中包括职业写作类型、研究作业和小组写作的流行程度。研究还显示，参与者认为完成EAP课程与以后大学课程学习的成功之间有很强的联系。讨论了EAP大学写作课程的教学意义。

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引用次数: 0

Authorial identity construction through implicit stance-taking in the introduction of research articles 研究文章导论中隐含立场的作者身份建构

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2025-01-07 DOI: 10.1016/j.esp.2024.12.003

Yajing Wu

Stance is an important resource for the construction of authorial identity. However, much attention has been paid to explicit self-mentions (e.g., I/we), and very little is known about how authorial identities are constructed through implicit stance resources across disciplines. Drawing upon an adapted stance model from Hyland (2005a), this research explores authorial identities constructed through implicit stance resources in 120 introductions of research articles from both soft (i.e., philosophy and linguistics) and hard (i.e., bioscience and materials science) disciplines by using mixed methods. Findings show that: (1) In the construction of opinion holders, with the exception of linguistics, all disciplines tend to employ certainty-indicating boosters rather than fact-asserting boosters to express their opinions; authors of soft disciplines tend to employ commitment hedges, while authors of hard disciplines tend to employ accuracy-oriented hedges. (2) In the construction of evaluators, all disciplines predominantly employ assessment markers and rarely use emotional markers; authors of linguistics use less significance markers than those of hard disciplines to highlight the research value. These nuanced findings are beneficial for teaching students to construct discipline-recognized authorial identities in academic writing.

立场是建构作者身份的重要资源。然而，人们对明确的自我提及（例如，我/我们）关注甚多，而对作者身份如何通过跨学科的隐式立场资源构建知之甚少。本研究借鉴Hyland（2005）的立场模型，采用混合方法，对120篇软学科（即哲学和语言学）和硬学科（即生物科学和材料科学）研究文章的介绍中，通过隐含立场资源构建的作者身份进行了探索。结果表明：(1)在意见持有人的构建中，除语言学外，所有学科都倾向于使用确定性指示助推器而不是事实断言助推器来表达意见；软学科的作者倾向于使用承诺模糊限制语，而硬学科的作者倾向于使用以准确性为导向的模糊限制语。(2)在评价者的构建中，各学科均以评价标记为主，情感标记较少；语言学作者比硬学科作者使用更少的显著性标记来突出研究价值。这些细微的发现有助于教授学生在学术写作中构建学科认可的作者身份。

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引用次数: 0

Assessing the language needs of L2 English student pilots preparing for flight training in English-speaking countries 评估在英语国家准备飞行训练的第二语言英语学生飞行员的语言需求

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-12-31 DOI: 10.1016/j.esp.2024.12.007

Maria Treadaway, John Read

After COVID-19, pent-up demand for worldwide travel is driving recruitment of commercial pilots from non-English-speaking backgrounds who need to speak English as the language of international aviation. However, within aviation training environments, organisations delivering flight training programs to student pilots often use English language tests not designed to target their specific needs. Therefore, this study offers an investigation into the language training needs of English L2 student pilots about to undertake practical flight training in an English-speaking country. A quantitative survey collected data from 56 student pilots while semi-structured interviews were conducted with 12 subject-matter experts. Findings revealed that the language proficiency required by the student pilots should be situated within the specific communicative events of this target language use (TLU) domain. This investigation enabled the creation of diagnostic language tests, tailored to this specialised context. As such, the study contributes to an understanding of the test tasks that could be incorporated by ESP specialists into their assessment of student pilots undertaking practical flight training. It also sheds light on the linguistic specificity of the aviation training environment and its challenges, made more complex by attitudinal and cultural influences, which impact ESP teaching and learning within this domain.

新冠肺炎疫情后，被压抑的全球旅行需求推动了对非英语背景的商业飞行员的招聘，这些飞行员需要说英语作为国际航空的语言。然而，在航空培训环境中，向学生飞行员提供飞行培训课程的组织经常使用英语语言测试，而不是针对他们的特定需求设计的。因此，本研究对英语国家即将进行实际飞行训练的英语第二语言学生飞行员的语言培训需求进行了调查。定量调查收集了56名学生飞行员的数据，并与12名主题专家进行了半结构化访谈。研究结果表明，学生飞行员所要求的语言能力应该位于目标语言使用（TLU）领域的特定交际事件中。这项调查使针对这种特殊情况量身定制的诊断语言测试得以创建。因此，该研究有助于理解测试任务，ESP专家可以将其纳入对学生飞行员进行实际飞行训练的评估中。它还揭示了航空培训环境的语言特殊性及其挑战，由于态度和文化的影响而变得更加复杂，这些影响影响了该领域内的ESP教学。

{"title":"Assessing the language needs of L2 English student pilots preparing for flight training in English-speaking countries","authors":"Maria Treadaway, John Read","doi":"10.1016/j.esp.2024.12.007","DOIUrl":"10.1016/j.esp.2024.12.007","url":null,"abstract":"<div><div>After COVID-19, pent-up demand for worldwide travel is driving recruitment of commercial pilots from non-English-speaking backgrounds who need to speak English as the language of international aviation. However, within aviation training environments, organisations delivering flight training programs to student pilots often use English language tests not designed to target their specific needs. Therefore, this study offers an investigation into the language training needs of English L2 student pilots about to undertake practical flight training in an English-speaking country. A quantitative survey collected data from 56 student pilots while semi-structured interviews were conducted with 12 subject-matter experts. Findings revealed that the language proficiency required by the student pilots should be situated within the specific communicative events of this target language use (TLU) domain. This investigation enabled the creation of diagnostic language tests, tailored to this specialised context. As such, the study contributes to an understanding of the test tasks that could be incorporated by ESP specialists into their assessment of student pilots undertaking practical flight training. It also sheds light on the linguistic specificity of the aviation training environment and its challenges, made more complex by attitudinal and cultural influences, which impact ESP teaching and learning within this domain.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"78 ","pages":"Pages 125-138"},"PeriodicalIF":3.2,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

When Methods and Results intertwine: An exploration from congruent and metaphorical construal 当方法和结果交织在一起：从同构和隐喻解释的探索

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-12-31 DOI: 10.1016/j.esp.2024.12.001

Yingyu Wang (瑛宇王)

Structural variation in research articles is a significant challenge in the pedagogy of academic writing. One crucial reason for this is our limited understanding of how changes in one section can lead to a series of adjustments in other sections. To address this issue, this paper investigates the rhetorical impact on Results when the Methods is placed at the end of the articles. It is found that to clarify the process of generating results and demonstrate rigor, Researchers’ action often intertwine with Finding presentation in 10 distinct patterns. Of these, six patterns (three congruent and three metaphorical) are responsible for construing consequential relation between the categories; four patterns (two congruent and two metaphorical) are responsible for construing proving relation between the categories. The congruent and incongruent patterns are different subtly: the logical relations in the congruent patterns tend to be simple and vague, whereas metaphorical patterns significantly enrich and clarify the relation by using material verbs, relational verbs, and prepositions. More importantly, the metaphorical patterns construe a more abstract scientific world than the congruent patterns do. The findings have implications for academic discourse research and pedagogical practice.

研究论文的结构变化是学术写作教学中的一个重大挑战。造成这种情况的一个关键原因是我们对一个部分的变化如何导致其他部分的一系列调整的理解有限。为了解决这个问题，本文研究了当方法放在文章末尾时对结果的修辞影响。研究发现，为了澄清产生结果的过程并展示其严谨性，研究人员的行动经常与以10种不同的模式进行展示交织在一起。其中，6种模式（3种全同模式和3种隐喻模式）负责构建范畴间的结果关系；四个模式（两个同构模式和两个隐喻模式）负责构建范畴间的证明关系。同构模式与不同构模式存在着微妙的差异：同构模式中的逻辑关系趋于简单和模糊，而隐喻模式通过使用物质动词、关系动词和介词显著地丰富和澄清了逻辑关系。更重要的是，隐喻模式比一致模式解释了一个更抽象的科学世界。研究结果对学术话语研究和教学实践具有启示意义。

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引用次数: 0

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-12-26 DOI: 10.1016/j.esp.2024.12.005

An Cheng

引用次数: 0

Examining promotional strategies and trends in successful grant application abstracts: Moves and appraisal resources 研究成功拨款申请摘要的推广策略和趋势：行动和评估资源

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-12-19 DOI: 10.1016/j.esp.2024.12.004

Ying Wang

Grant application abstracts represent a high-stakes academic genre, serving as a sales pitch targeting broad audiences. Using an approach that considers both rhetorical structure and appraisal resources, the present study contributes to our understanding of this under-researched genre, with a particular focus on its promotional nature. Through a manual analysis of a corpus of 120 abstracts of grant applications spanning a 12-year period in the domain of humanities, which have successfully secured funding from the largest governmental research funding body in Sweden, the study reveals a clear move structure, which seems stable across time. In addition, it provides evidence for the interaction between moves and appraisal resources. The implications for all stakeholders are discussed in the current context of scientific communication, which has become increasingly promotional.

拨款申请摘要代表了一种高风险的学术类型，作为面向广泛受众的销售宣传。使用一种既考虑修辞结构又考虑评价资源的方法，本研究有助于我们理解这一研究不足的类型，特别关注其促销性质。通过人工分析120份跨越12年的人文学科拨款申请摘要的语料库，该研究揭示了一个清晰的移动结构，该结构似乎随着时间的推移而稳定。这些申请成功地获得了瑞典最大的政府研究资助机构的资助。此外，它还为搬家与评估资源之间的相互作用提供了证据。在科学传播的当前背景下，讨论了对所有利益相关者的影响，科学传播越来越受到促进。

引用次数: 0

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