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A practitioner commentary: Flowerdew, J. and Wan, A. (2010). The linguistic and the contextual in applied genre analysis: The case of the company audit report. English for Specific Purposes 29 (2010), 78–93 从业者评论:Flowerdew,J.和Wan,A.(2010)。应用类型分析中的语言与语境:以公司审计报告为例。《特定用途英语》29(2010),78-93
IF 2.5 1区 文学 Q1 LINGUISTICS Pub Date : 2023-10-01 DOI: 10.1016/j.esp.2023.05.005
Philip Jeffrey Saxon

This commentary reviews Flowerdew & Wan's 2010 research article, in which a genre analysis of finished audit reports is combined with an ethnographic investigation into the context of their production within the Hong Kong accounting and audit community. The process whereby an audit report is created is observed from start to finish, with elements of both intertextuality and interdiscursivity (as well as L1 use) noted. Meanwhile, a sample of 25 authentic auditors' reports is examined, with examples involving "original" (as opposed to boilerplate) language being subjected to a move structure analysis. It is concluded that the approach embodied by this study is useful in two main ways. It makes it possible to identify a range of competencies that tax accountants and auditors need to be able to write an audit report in a specific workplace and cultural context. However, it also illustrates how combining both information sources and research methods can yield insights that can inform Business English or ESP training.

这篇评论评论Flowerdew&;Wan在2010年的研究文章中,对完成的审计报告进行了类型分析,并结合香港会计和审计界对其制作背景进行了民族志调查。从开始到结束都观察到了创建审计报告的过程,注意到了互文性和交叉性的元素(以及L1的使用)。同时,对25份真实的审计报告进行了抽样调查,其中涉及“原始”(而非样板)语言的例子进行了移动结构分析。结论是,本研究所体现的方法在两个主要方面是有用的。它可以确定税务会计师和审计师在特定工作场所和文化背景下撰写审计报告所需的一系列能力。然而,它也说明了信息来源和研究方法的结合如何产生见解,为商务英语或ESP培训提供信息。
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引用次数: 0
A corpus-based study of vocabulary in massive open online courses (MOOCs) 基于语料库的大规模在线开放课程词汇研究
IF 2.5 1区 文学 Q1 LINGUISTICS Pub Date : 2023-10-01 DOI: 10.1016/j.esp.2023.08.002
Chen-Yu Liu

Massive open online courses (MOOCs) provide rich academic content to learners around the world. However, understanding such content is challenging to second-language learners. Given the importance of vocabulary knowledge to comprehension, this study constructed a 10.2-million-word corpus of MOOCs from four disciplinary areas (engineering, humanities and arts, science and math, and social sciences), and examined (a) the lexical demands of MOOCs, (b) the coverage of general and discipline-specific academic vocabulary lists in MOOCs, and (c) the extent to which these lists helped learners with MOOCs' lexical demands. The results show that – together with proper nouns, marginal words, transparent compounds, and acronyms – the most frequent 3,000 and 4,000 word families of general English respectively provide 90% and 95% coverage of the corpus, indicating that MOOCs are as lexically challenging as university lectures. Also, because both general and discipline-specific academic vocabulary lists provide high coverage of MOOCs, studying them can lower students' learning burdens and help them achieve higher coverage of MOOCs than learning words by frequency. Lastly, based on learners’ existing vocabulary knowledge and target disciplines, this study provides pedagogical recommendations to teachers on how to employ general and discipline-specific academic word lists as vocabulary support for EAP students.

大规模开放在线课程(MOOC)为世界各地的学习者提供了丰富的学术内容。然而,理解这些内容对第二语言学习者来说是一项挑战。鉴于词汇知识对理解的重要性,本研究构建了一个来自四个学科领域(工程、人文艺术、科学数学和社会科学)的1020万字的慕课语料库,并考察了(a)慕课的词汇需求,(b)慕课中一般和特定学科的学术词汇表的覆盖范围,以及(c)这些列表在多大程度上帮助了MOOC的词汇需求。结果表明,普通英语中最常见的3000和4000个单词族,连同专有名词、边缘词、透明复合词和首字母缩略词,分别提供了90%和95%的语料库覆盖率,这表明MOOC在词汇上与大学讲座一样具有挑战性。此外,由于通用和特定学科的学术词汇表都提供了高覆盖率的MOOC,因此研究它们可以减轻学生的学习负担,并帮助他们实现比按频率学习单词更高的MOOC覆盖率。最后,基于学习者现有的词汇知识和目标学科,本研究为教师提供了如何使用通用和特定学科的学术词汇表作为EAP学生的词汇支持的教学建议。
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引用次数: 0
书评
IF 2.5 1区 文学 Q1 LINGUISTICS Pub Date : 2023-10-01 DOI: 10.1016/j.esp.2023.08.004
Mohsen Shirazizadeh, Arefe Amini Faskhodi
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引用次数: 0
书评
IF 2.5 1区 文学 Q1 LINGUISTICS Pub Date : 2023-10-01 DOI: 10.1016/j.esp.2023.08.005
Basim Alamri
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引用次数: 0
A rhetorical function and phraseological analysis of commentaries on visuals 视觉评论的修辞功能与语词分析
IF 2.5 1区 文学 Q1 LINGUISTICS Pub Date : 2023-09-27 DOI: 10.1016/j.esp.2023.09.001
Jincheng Wu , Cecilia Guanfang Zhao , Xiaofei Lu , Tan Jin

Visuals (e.g., figures) are prevalent in academic writing across disciplines, and they are usually accompanied by commentaries that summarize and/or interpret the information they contain. Commentaries on visuals have not yet been studied in terms of their rhetorical and phraseological features, and insights into these features could help novice academic writers integrate such commentaries more effectively. To address the gap, this study examined and reported on frequently employed rhetorical functions and phrase-frames for commentaries on visuals, based on a corpus of such commentaries extracted from 100 social science research reports. Specifically, the corpus was first manually annotated using a rhetorical function framework developed based on previous studies. Five- to seven-gram phrase-frames were also automatically extracted based on corpus statistics and then manually scrutinized to generate a pedagogically useful list. The finalized 169 phrase-frames were then linked to the rhetorical functions based on their occurrences and sorted accordingly in the final list. Under each rhetorical function, the phrase-frames were further categorized into specialized, semi-specialized, and non-specialized types, following previous studies. Pedagogical and empirical implications of the phrase-frame list for English for specific purposes programs are discussed.

视觉(如数字)在各学科的学术写作中普遍存在,通常伴随着总结和/或解释其所包含信息的评论。视觉评论的修辞和措辞特征尚未得到研究,深入了解这些特征可以帮助新手学术作家更有效地整合这些评论。为了弥补这一差距,本研究基于从100份社会科学研究报告中提取的评论语料库,对视觉评论常用的修辞功能和短语框架进行了研究和报道。具体来说,语料库首先使用基于先前研究开发的修辞功能框架进行手动注释。基于语料库统计,还自动提取了五到七个语法短语框架,然后手动仔细检查,以生成一个有用的教学列表。最后确定的169个短语框架根据它们的出现情况与修辞功能联系起来,并在最终列表中进行相应排序。根据以往的研究,在每种修辞功能下,短语框架都被进一步分为专门型、半专门型和非专门型。讨论了短语框架列表对特定用途英语课程的教学和实证意义。
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引用次数: 0
Tracking the first-year experience in English medium instruction: A pre-post study of transitional challenges 追踪英语教学一年级的经历:过渡挑战的前后研究
IF 2.5 1区 文学 Q1 LINGUISTICS Pub Date : 2023-09-21 DOI: 10.1016/j.esp.2023.09.002
Ikuya Aizawa

This study explores the changes in perceptions of transitional challenges faced by learners studying Chemistry through English-medium instruction (EMI) at a university in Japan over one academic semester. The research investigates the relationship between students’ English proficiency, academic performance, and their perception of transitional challenges. The study involves 27 students from an introductory Chemistry course and adopts a mixed-methods approach. The quantitative analysis utilises IELTS scores, as well as pre-and post-content tests, to examine the relationship between language proficiency and academic performance. Complementing these findings, the qualitative analysis provides insights from semi-structured interviews conducted at the start and end of a 12-week semester. These interviews offer an in-depth look into the individual transition processes of six purposefully selected students who represent a range of backgrounds and varying degrees of success in EMI, including both international and local students. The findings indicate that English proficiency alone does not guarantee a successful transition into EMI. Other factors play crucial roles in the rate and extent to which students overcome transitional challenges. The study recognises the need for ongoing support to help students navigate persistent transitional challenges in EMI. Implications are discussed regarding language support, EMI curriculum planning, and future research directions.

本研究探讨了在日本一所大学通过英语教学(EMI)学习化学的学生在一个学期内对过渡挑战的认知变化。本研究调查了学生的英语水平、学习成绩和对过渡挑战的感知之间的关系。这项研究涉及27名化学入门课程的学生,采用了混合方法。定量分析利用雅思成绩以及内容前后测试来检验语言水平与学习成绩之间的关系。作为对这些发现的补充,定性分析提供了在12周学期开始和结束时进行的半结构化访谈的见解。这些访谈深入了解了六名有意选择的学生的个人过渡过程,他们代表了EMI的各种背景和不同程度的成功,包括国际和本地学生。研究结果表明,仅靠英语水平并不能保证成功过渡到EMI。其他因素对学生克服过渡挑战的速度和程度起着至关重要的作用。该研究认识到需要持续的支持,以帮助学生应对EMI中持续的过渡挑战。讨论了语言支持、EMI课程规划和未来研究方向的影响。
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引用次数: 0
Citation content in literature review sections of research articles: A cross-paradigm comparison of design science and interpretivist research in information systems 研究文章文献综述部分的引文内容:信息系统中设计科学与解释主义研究的跨范式比较
IF 2.5 1区 文学 Q1 LINGUISTICS Pub Date : 2023-09-14 DOI: 10.1016/j.esp.2023.08.001
Thomas Hon Tung Chan , Becky Siu Chu Kwan

Despite a long history of citation research, its focus has been on the linguistic and rhetorical characteristics of citations rather than their semantic nature. Using a move-based approach grounded in the CARS model (Swales, 1990), this paper studies the sorts of source ideas cited in different parts of literature reviews (LR) of Information Systems research articles following the design science research (DSR) and interpretivist research (IR) paradigms. Findings reveal three types of epistemically-oriented semantic content – theoretical, research, and methodological – and one type that is non-epistemically-framed, which vary quantitatively and qualitatively between the DSR and IR LRs. For example, both types of LRs cite more often in Move 1 Establishing a territory than in Moves 2 and 3 Establishing a niche and Occupying the niche, with theoretical terminologies, definitions, propositions being referred to more frequently in the IR writing than in the DSR writing. On the other hand, citations in the DSR writing often display prescriptive propositions, design concepts, artefacts, and methods which are absent from the IR writing. These findings not only help us better understand how citation is shaped and constrained by rhetorical moves and research paradigms but also provide implications for the teaching of citation content.

尽管引文研究历史悠久,但其重点一直是引文的语言和修辞特征,而不是其语义性质。本文采用基于CARS模型(Swales,1990)的基于移动的方法,按照设计科学研究(DSR)和解释主义研究(IR)范式,研究了信息系统研究文章文献综述(LR)不同部分引用的各种源思想。研究结果揭示了三种类型的以认知为导向的语义内容——理论、研究和方法论——以及一种非认知框架的语义内容,它们在DSR和IR LRs之间在数量和质量上都有所不同。例如,这两种类型的LRs在动作1中引用的次数都比在动作2和3中引用的要多,理论术语、定义和命题在IR写作中比在DSR写作中更频繁地被提及。另一方面,DSR写作中的引文经常显示IR写作中没有的规定性命题、设计概念、人工制品和方法。这些发现不仅有助于我们更好地理解引文是如何被修辞动作和研究范式所塑造和约束的,而且为引文内容的教学提供了启示。
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引用次数: 0
Tracing the development of English for Specific Purposes over four decades (1980–2019): A bibliometric analysis 追踪四十年来(1980-2019)专用英语的发展:文献计量学分析
IF 2.5 1区 文学 Q1 LINGUISTICS Pub Date : 2023-07-01 DOI: 10.1016/j.esp.2023.04.004
Ruiying Yang , Liang Xu , John M. Swales

As the most important journal for ESP research, The ESP Journal/English for Specific Purposes (ESPJ) is now more than 40 years old, having been launched in 1980. With source data from 705 articles published between 1980 and 2019 in ESPJ, we set out to trace the development of the journal in terms of the most frequently explored topics, the most highly cited ESPJ articles and the references of ESPJ articles, plus the changes in contributors with regard to countries/regions. The topic analyses highlight two broad trends in ESPJ over four decades. The first trend is the significantly increased focus on the analyses of target language varieties, which has grown in both research scope and depth. The second trend appears to be a shift from the coverage of a wide range of teaching issues in the 1980s to the primacy of writing and literacy since the 2000s. Given that the ability to use the target language variety to communicate effectively in writing is a main objective for the majority of ESP learners, ESPJ has been playing a leading role in the field by focusing more on issues central to this aspect of ESP teaching.

《特殊用途英语期刊》创刊于1980年,至今已有40多年的历史,是ESP研究领域最重要的期刊。我们利用1980年至2019年间发表在《ESPJ》上的705篇文章的源数据,从最常被探索的主题、最常被引用的ESPJ文章、ESPJ文章的引用以及不同国家/地区贡献者的变化等方面追踪该期刊的发展。主题分析突出了四十年来ESPJ的两大趋势。第一个趋势是对目的语变体分析的关注显著增加,研究范围和深度都有所增加。第二个趋势似乎是,从20世纪80年代对广泛教学问题的覆盖,到21世纪头十年以来,写作和读写能力的首要地位发生了转变。考虑到使用目标语言多样性进行有效的书面交流是大多数ESP学习者的主要目标,ESPJ通过更多地关注ESP教学这方面的核心问题,一直在该领域发挥着主导作用。
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引用次数: 1
Practitioner commentary of “just wanna give you guys a bit of an update”: Insider perspectives on business presentations in Hong Kong “只是想给你们一点最新消息”的实践者评论:香港商业演讲的内部观点
IF 2.5 1区 文学 Q1 LINGUISTICS Pub Date : 2023-07-01 DOI: 10.1016/j.esp.2023.03.001
Lisa Leopold
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引用次数: 1
A practitioner’s commentary on Stephen Evans’ “Just wanna give you guys a bit of an update”: Insider perspectives on business presentations in Hong Kong (2013) 一位实践者对Stephen Evans的“只是想给你们一点更新”的评论:内部人士对香港商业演讲的看法(2013)
IF 2.5 1区 文学 Q1 LINGUISTICS Pub Date : 2023-07-01 DOI: 10.1016/j.esp.2023.03.001
Lisa K. Leopold

Evans (2013) analyzed the nature and frequency of Hong Kong professionals' workplace presentations as well as the challenges they faced when delivering these presentations. This commentary analyzes the pedagogical significance of Evans’ (2013) findings, recommends relevant classroom activities, and suggests directions for future research. Specifically, the commentary offers pedagogical activities to address each main challenge Evans (2013) identified from a robust needs analysis: “engaging the interest of the audience through the selection of relevant content, handling questions spontaneously and authoritatively, communicating in a natural spoken style, and integrating clearly designed slides into the flow of a presentation” (p. 205). As an initial step to narrowing the research-pedagogy gap which exists in business English, the commentary underscores the importance of a robust needs analysis which triangulates quantitative and qualitative data from multiple sources to identify learner needs. To address these needs, practitioners can implement research-informed activities using authentic materials. Since some of the challenges identified by Evans (2013) have been discussed in other studies about oral presentations and are likely shared by learners in other contexts, it is hoped that the pedagogical activities targeting these challenges offer practitioners new ways to help learners hone the skills needed to excel at workplace presentations.

Evans(2013)分析了香港专业人士职场演讲的性质和频率,以及他们在发表这些演讲时面临的挑战。这篇评论分析了Evans(2013)研究结果的教学意义,推荐了相关的课堂活动,并为未来的研究提出了方向。具体来说,评论提供了教学活动,以解决埃文斯(2013)从强有力的需求分析中确定的每个主要挑战:“通过选择相关内容吸引观众的兴趣,自发和权威地处理问题,以自然的口语方式沟通,并将清晰设计的幻灯片整合到演示流程中”(第205页)。作为缩小商务英语中存在的研究与教学差距的第一步,该评论强调了强大的需求分析的重要性,该分析对来自多个来源的定量和定性数据进行三角测量,以确定学习者的需求。为了满足这些需求,从业者可以使用真实的材料实施研究知情的活动。由于埃文斯(2013)指出的一些挑战已经在其他关于口头陈述的研究中讨论过,并且可能在其他情况下学习者也有同样的挑战,因此希望针对这些挑战的教学活动能为从业者提供新的方法,帮助学习者磨练在工作场所陈述中脱颖而出所需的技能。
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引用次数: 1
期刊
English for Specific Purposes
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