Pub Date : 2021-01-01DOI: 10.18485/esptoday.2021.9.1.4
Miguel F. Ruiz-Garrido,María Pilar Molés Julio
{"title":"Nurses Presenting in English: Needs and Requirements in the Spanish University","authors":"Miguel F. Ruiz-Garrido,María Pilar Molés Julio","doi":"10.18485/esptoday.2021.9.1.4","DOIUrl":"https://doi.org/10.18485/esptoday.2021.9.1.4","url":null,"abstract":"","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"9 5","pages":"63-88"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.18485/esptoday.2021.9.2.5
Shiva Kaivanpanah,Sayyed Mohammad Alavi,Ian Bruce,S. Yahya Hejazi
Given the importance of teaching methodology in English for Academic Purposes (EAP) and professional development (PD) for EAP teachers, this survey examined and explored the differences of the self-adjudged perceptions of EAP practice competences and PD activities of two main groups of Iranian teachers: those with an English language teaching (ELT) background and subject content teachers who teach EAP. A sample of 105 EAP teachers (53 English language teachers and 52 content teachers) responded to two questionnaires: a granulated, 72-item questionnaire exploring competences in a wide variety of aspects of EAP practice and a smaller 19-item questionnaire relating to frequency of participation in PD activities. Additionally, the teacher data sets were triangulated by the use of a 58-item questionnaire completed by 502 Iranian undergraduate students taking EAP courses. The teacher questionnaire findings indicated higher self-adjudged competences by the ELTbackground teachers in the areas of receptive and productive skills, grammar and vocabulary, feedback and error correction, and assessment and evaluation. Similarly, the student questionnaires rated those teachers with an ELT background more highly in the same five areas. The implications of the findings for the future development of EAP in Iran in terms of teacher development and further research are then discussed.
{"title":"Iranian EAP Practitioners’ Competences, Practices, and Professional Development","authors":"Shiva Kaivanpanah,Sayyed Mohammad Alavi,Ian Bruce,S. Yahya Hejazi","doi":"10.18485/esptoday.2021.9.2.5","DOIUrl":"https://doi.org/10.18485/esptoday.2021.9.2.5","url":null,"abstract":"Given the importance of teaching methodology in English for Academic Purposes (EAP) and professional development (PD) for EAP teachers, this survey examined and explored the differences of the self-adjudged perceptions of EAP practice competences and PD activities of two main groups of Iranian teachers: those with an English language teaching (ELT) background and subject content teachers who teach EAP. A sample of 105 EAP teachers (53 English language teachers and 52 content teachers) responded to two questionnaires: a granulated, 72-item questionnaire exploring competences in a wide variety of aspects of EAP practice and a smaller 19-item questionnaire relating to frequency of participation in PD activities. Additionally, the teacher data sets were triangulated by the use of a 58-item questionnaire completed by 502 Iranian undergraduate students taking EAP courses. The teacher questionnaire findings indicated higher self-adjudged competences by the ELTbackground teachers in the areas of receptive and productive skills, grammar and vocabulary, feedback and error correction, and assessment and evaluation. Similarly, the student questionnaires rated those teachers with an ELT background more highly in the same five areas. The implications of the findings for the future development of EAP in Iran in terms of teacher development and further research are then discussed.","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"4 4","pages":"272-296"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.18485/esptoday.2020.8.1.3
Camino Rea Rizzo
The tourism and hospitality industry is one of the sectors that could be significantly affected by the exit of the United Kingdom from the European Union. The potential consequences of the separation started to be echoed by the mass media as soon as the Leave result had been released. In this study, a corpus of online news counting 201,108 tokens and covering the immediate reactions to the Brexit referendum in the tourism sector is analysed using WordSmith tools with the aim to explore the lexical choice of the press to report on the impact of Brexit on tourism. Although the results of the analysis present a temporary overview of the situation, corresponding to the time span covered (from the immediate aftermath of the referendum to the beginning of 2018), both negative wordforms and their extended context evidence the negative consequences forecast for the economy in general, whereas the opposite effect is found for the tourism sector. In addition, there are instances of newly coined words such as Brexit, Brexiteer and Brexodus, and the top keywords manage to provide a clear account of the topic that answers the 5 Ws characterising the news genre. All in all, a pervasive sense of uncertainty and concern about the future after Brexit is perceived all along the samples.
{"title":"The Impact of Brexit on Tourism as Released by the Press: A Corpus-Driven Lexical Analysis","authors":"Camino Rea Rizzo","doi":"10.18485/esptoday.2020.8.1.3","DOIUrl":"https://doi.org/10.18485/esptoday.2020.8.1.3","url":null,"abstract":"The tourism and hospitality industry is one of the sectors that could be significantly affected by the exit of the United Kingdom from the European Union. The potential consequences of the separation started to be echoed by the mass media as soon as the Leave result had been released. In this study, a corpus of online news counting 201,108 tokens and covering the immediate reactions to the Brexit referendum in the tourism sector is analysed using WordSmith tools with the aim to explore the lexical choice of the press to report on the impact of Brexit on tourism. Although the results of the analysis present a temporary overview of the situation, corresponding to the time span covered (from the immediate aftermath of the referendum to the beginning of 2018), both negative wordforms and their extended context evidence the negative consequences forecast for the economy in general, whereas the opposite effect is found for the tourism sector. In addition, there are instances of newly coined words such as Brexit, Brexiteer and Brexodus, and the top keywords manage to provide a clear account of the topic that answers the 5 Ws characterising the news genre. All in all, a pervasive sense of uncertainty and concern about the future after Brexit is perceived all along the samples.","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"5 1","pages":"47-67"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.18485/esptoday.2020.8.2.6
Olga Boginskaya
The paper presents an empirical contribution to the area of comprehension of jury instructions, which have been intensively investigated in recent decades. By conducting a discursive analysis of the corpus of pattern jury instructions, this article discusses explanatory strategies that contribute to efficient communication in the courtroom. These explanatory strategies – definition, description, exemplification, and metaphorization – are typically employed with the aim of improving the comprehensibility of jury instructions. A paraphrasing experiment was conducted to assess the layperson’s ability to understand jury instructions before and after employing the explanatory strategies. Forty-four native Englishspeaking undergraduate and postgraduate students were asked to paraphrase pattern jury instructions containing the legal concepts “preponderance of evidence” and “circumstantial evidence”. Interpretation errors were evaluated to assess comprehension results. The results underpin the paper’s central argument that the explanatory strategies can improve the comprehensibility of legal texts indicating that efforts should be undertaken to explain abstract legal concepts to a lay audience. The pedagogical implications on the explanatory structures are also drawn.
{"title":"The Simplification of Jury Instructions: Legal-Lay Interactions in Jury Trials","authors":"Olga Boginskaya","doi":"10.18485/esptoday.2020.8.2.6","DOIUrl":"https://doi.org/10.18485/esptoday.2020.8.2.6","url":null,"abstract":"The paper presents an empirical contribution to the area of comprehension of jury instructions, which have been intensively investigated in recent decades. By conducting a discursive analysis of the corpus of pattern jury instructions, this article discusses explanatory strategies that contribute to efficient communication in the courtroom. These explanatory strategies – definition, description, exemplification, and metaphorization – are typically employed with the aim of improving the comprehensibility of jury instructions. A paraphrasing experiment was conducted to assess the layperson’s ability to understand jury instructions before and after employing the explanatory strategies. Forty-four native Englishspeaking undergraduate and postgraduate students were asked to paraphrase pattern jury instructions containing the legal concepts “preponderance of evidence” and “circumstantial evidence”. Interpretation errors were evaluated to assess comprehension results. The results underpin the paper’s central argument that the explanatory strategies can improve the comprehensibility of legal texts indicating that efforts should be undertaken to explain abstract legal concepts to a lay audience. The pedagogical implications on the explanatory structures are also drawn.","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"5 2-3","pages":"297-318"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.18485/esptoday.2020.8.2.1
Sujata S. Kathpalia,See Eng Kiat,Kristina Marie Tom
In institutions of higher education, there seems to be a growing interest in blended learning courses, particularly at present to address the challenges posed by the COVID-19 pandemic Although a multitude of studies are available on converting content courses to blended courses, very few studies focus on incorporating online learning into English for Specific Academic Purposes courses This study describes a blended communication skills course on scientific communication for undergraduates that was transformed into a technology-enhanced learning (TEL) course as part of the university's initiative to incorporate online learning into its courses More specifically, the objective of this paper is to explain how pedagogical practices were implemented in the blended course for optimal student learning and engagement using multimodal content and activities It is hoped that this paper will provide some useful guidelines to practitioners on transforming traditional courses to blended courses that optimize student learning, especially in times when face-to-face teaching is disrupted
{"title":"A Blended Scientific Communication Course for Undergraduate Students: Addressing the Challenges Posed by the Covid-19 Pandemic","authors":"Sujata S. Kathpalia,See Eng Kiat,Kristina Marie Tom","doi":"10.18485/esptoday.2020.8.2.1","DOIUrl":"https://doi.org/10.18485/esptoday.2020.8.2.1","url":null,"abstract":"In institutions of higher education, there seems to be a growing interest in blended learning courses, particularly at present to address the challenges posed by the COVID-19 pandemic Although a multitude of studies are available on converting content courses to blended courses, very few studies focus on incorporating online learning into English for Specific Academic Purposes courses This study describes a blended communication skills course on scientific communication for undergraduates that was transformed into a technology-enhanced learning (TEL) course as part of the university's initiative to incorporate online learning into its courses More specifically, the objective of this paper is to explain how pedagogical practices were implemented in the blended course for optimal student learning and engagement using multimodal content and activities It is hoped that this paper will provide some useful guidelines to practitioners on transforming traditional courses to blended courses that optimize student learning, especially in times when face-to-face teaching is disrupted","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"20 4","pages":"182-205"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.18485/esptoday.2020.8.1.6
Philip S. Riccobono
Traditionally considered the all-American sport, baseball has progressively been internationalized in recent years. Non-native English-speaking players comprised 29.8% of the 2017 opening-day Major League Baseball team rosters, representing a record 19 nations and territories (MLB, 2017). In 2012, international players filled 3,382 spots on team rosters at the minor league level (MLB, 2012). Additionally, English is the lingua franca for premiere international baseball events. To address the increasing globalization of baseball, a new subtype of English for Occupational Purposes, namely, English for Baseball Purposes, is needed in order to teach and learn the technical vocabulary essential for communicating within this discourse community (Coxhead, 2013; Nation, 2012). This study reports on the construction of the Baseball English Corpus (BECO), and offers specialized vocabulary sets based on this corpus and the recommendations of ethnographic interview participants who are core users or stakeholders of Baseball English. By utilizing a mixedmethodology design to finalize the technical spoken baseball word and phrase lists (Chung & Nation, 2003; Tangpijaikul, 2014), this study also provides insights into various methods for identifying a technical corpus based lexicon as well as some pedagogical implications for Baseball English teachers and learners.
{"title":"Triangulating Diamond Talk: Identifying Technical Spoken Vocabulary in English for Baseball Purposes","authors":"Philip S. Riccobono","doi":"10.18485/esptoday.2020.8.1.6","DOIUrl":"https://doi.org/10.18485/esptoday.2020.8.1.6","url":null,"abstract":"Traditionally considered the all-American sport, baseball has progressively been internationalized in recent years. Non-native English-speaking players comprised 29.8% of the 2017 opening-day Major League Baseball team rosters, representing a record 19 nations and territories (MLB, 2017). In 2012, international players filled 3,382 spots on team rosters at the minor league level (MLB, 2012). Additionally, English is the lingua franca for premiere international baseball events. To address the increasing globalization of baseball, a new subtype of English for Occupational Purposes, namely, English for Baseball Purposes, is needed in order to teach and learn the technical vocabulary essential for communicating within this discourse community (Coxhead, 2013; Nation, 2012). This study reports on the construction of the Baseball English Corpus (BECO), and offers specialized vocabulary sets based on this corpus and the recommendations of ethnographic interview participants who are core users or stakeholders of Baseball English. By utilizing a mixedmethodology design to finalize the technical spoken baseball word and phrase lists (Chung & Nation, 2003; Tangpijaikul, 2014), this study also provides insights into various methods for identifying a technical corpus based lexicon as well as some pedagogical implications for Baseball English teachers and learners.","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"7 2","pages":"114-140"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.18485/esptoday.2020.8.2.2
Jason Miin-Hwa Lim,Xianqing Luo
SCIENCES Abstract Novice writers and university students often encounter problems with regard to (i) the extent to which they should include research questions and hypotheses in their research reports, and (ii) how they can effectively present these information elements to enhance clarity. To resolve these problems, we used a genre-based analytical framework and inputs provided by specialist informants to ascertain the prevalence of these information elements and the range of linguistic resources employed by writers in the research article introductions (RAIs) in two social sciences, namely Ethnic Studies (ES) and Industrial Relations (IR). We have found that most RAIs in IR incorporate research questions and hypotheses, while less than half of those in ES include them. The difference is attributable to writers’ greater tendency to employ epistemological methodologies in IR, and ontological methodologies in ES. Polar questions are rarely used in both disciplines, while factual, evaluative and circumstantial wh -questions are far more prevalent. Active anticipatory verbs and that -clauses are used to postulate hypotheses in both disciplines, whereas first-person pronouns are far more common in ES than in IR. Our findings can be flexibly adapted to design instructional materials aimed at guiding novice writers in the formulation of research questions and Key
{"title":"Writing Research Questions and Hypotheses: A Genre-Based Investigation into Writers’ Linguistic Resources in Social Sciences","authors":"Jason Miin-Hwa Lim,Xianqing Luo","doi":"10.18485/esptoday.2020.8.2.2","DOIUrl":"https://doi.org/10.18485/esptoday.2020.8.2.2","url":null,"abstract":"SCIENCES Abstract Novice writers and university students often encounter problems with regard to (i) the extent to which they should include research questions and hypotheses in their research reports, and (ii) how they can effectively present these information elements to enhance clarity. To resolve these problems, we used a genre-based analytical framework and inputs provided by specialist informants to ascertain the prevalence of these information elements and the range of linguistic resources employed by writers in the research article introductions (RAIs) in two social sciences, namely Ethnic Studies (ES) and Industrial Relations (IR). We have found that most RAIs in IR incorporate research questions and hypotheses, while less than half of those in ES include them. The difference is attributable to writers’ greater tendency to employ epistemological methodologies in IR, and ontological methodologies in ES. Polar questions are rarely used in both disciplines, while factual, evaluative and circumstantial wh -questions are far more prevalent. Active anticipatory verbs and that -clauses are used to postulate hypotheses in both disciplines, whereas first-person pronouns are far more common in ES than in IR. Our findings can be flexibly adapted to design instructional materials aimed at guiding novice writers in the formulation of research questions and Key","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"8 1","pages":"206-226"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.18485/esptoday.2020.8.2.4
Ruth Breeze,Ana M. Fernández Vallejo
BANKS Abstract Corporate social responsibility (CSR) has now been incorporated into mainstream corporate reporting in most sectors. However, there are still differences between countries in the amount and type of CSR reported, and the way in which CSR is understood. This article presents a methodology for comparing CSR reporting which could be used in business communication or business English courses, particularly in the context of project work. The methodology is demonstrated through a comparison of the chairman’s letter or statement from all the FTSE-listed UK and IBEX-listed Spanish banks in 2018. Quantitative analysis reveals a more homogeneous and balanced picture across UK banks, suggesting that a broader concept of CSR has been incorporated into reporting conventions, while the Spanish banks show an uneven picture. In particular, UK banks gave greater prominence to issues of accountability and employee welfare than the Spanish banks. Discourse analysis of representative examples brings to light various strategies used in both groups to target different stakeholders with potentially contradictory attitudes to CSR, and to offset potential
{"title":"Comparing Corporate Social Responsibility Discourses in the Letter to Shareholders: The Case of British and Spanish Banks","authors":"Ruth Breeze,Ana M. Fernández Vallejo","doi":"10.18485/esptoday.2020.8.2.4","DOIUrl":"https://doi.org/10.18485/esptoday.2020.8.2.4","url":null,"abstract":"BANKS Abstract Corporate social responsibility (CSR) has now been incorporated into mainstream corporate reporting in most sectors. However, there are still differences between countries in the amount and type of CSR reported, and the way in which CSR is understood. This article presents a methodology for comparing CSR reporting which could be used in business communication or business English courses, particularly in the context of project work. The methodology is demonstrated through a comparison of the chairman’s letter or statement from all the FTSE-listed UK and IBEX-listed Spanish banks in 2018. Quantitative analysis reveals a more homogeneous and balanced picture across UK banks, suggesting that a broader concept of CSR has been incorporated into reporting conventions, while the Spanish banks show an uneven picture. In particular, UK banks gave greater prominence to issues of accountability and employee welfare than the Spanish banks. Discourse analysis of representative examples brings to light various strategies used in both groups to target different stakeholders with potentially contradictory attitudes to CSR, and to offset potential","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"6 1-2","pages":"250-274"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.18485/esptoday.2020.8.2.3
Basma Bouziri
Identifying main topics is a major academic listening skill that students should develop to efficiently follow and learn from lectures. They should construct a coherent cognitive map of the lecture that they can use to understand and discuss its content. This paper examines topic signaling metadiscourse devices (MDs) in the Tunisian Lecture Corpus (TLC), a corpus of academic lectures delivered in English in the disciplines of Applied Linguistics, Cultural Studies, and Literature. The approach adopted was both qualitative and quantitative relying on the manual coding of the data following three major stages: the design of topic hierarchies, the coding of discourse structuring phases, and the identification of MDs used to signal topics. One finding was the variety of MDs used to introduce topics in TLC. Phenomena related to the use of these devices were also reported and reflected an audience-oriented approach. Potential issues uncovered included absence and ambiguity of marking as well as embedding. These findings are discussed particularly with reference to their pedagogical implications, as the data and its analysis can be used to design professional development programs for lecturers and academic materials to support English majors when attending lectures in Tunisia.
{"title":"Topic Signaling Metadiscourse Devices in the Tunisian Lecture Corpus","authors":"Basma Bouziri","doi":"10.18485/esptoday.2020.8.2.3","DOIUrl":"https://doi.org/10.18485/esptoday.2020.8.2.3","url":null,"abstract":"Identifying main topics is a major academic listening skill that students should develop to efficiently follow and learn from lectures. They should construct a coherent cognitive map of the lecture that they can use to understand and discuss its content. This paper examines topic signaling metadiscourse devices (MDs) in the Tunisian Lecture Corpus (TLC), a corpus of academic lectures delivered in English in the disciplines of Applied Linguistics, Cultural Studies, and Literature. The approach adopted was both qualitative and quantitative relying on the manual coding of the data following three major stages: the design of topic hierarchies, the coding of discourse structuring phases, and the identification of MDs used to signal topics. One finding was the variety of MDs used to introduce topics in TLC. Phenomena related to the use of these devices were also reported and reflected an audience-oriented approach. Potential issues uncovered included absence and ambiguity of marking as well as embedding. These findings are discussed particularly with reference to their pedagogical implications, as the data and its analysis can be used to design professional development programs for lecturers and academic materials to support English majors when attending lectures in Tunisia.","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"18 5","pages":"227-249"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.18485/esptoday.2020.8.1.7
Sichen Ada Xia
The widespread adoption of digital communication has led to the evolution of human society into a digital and multimodal era. As genres are constructed to address the problems existing in reality, they tend to absorb the digital and multimodal elements and are developing into new forms and functions. In consideration of these developments, genre scholars have devised theoretical and methodological toolkits that might respond to reality. However, these newly formulated insights are dispersed among various studies which warrant a comprehensive review for the future scholars to refer to. In this context, the present article surveys a wide range of studies available in the literature and identifies three major developments in the genre analysis, namely, digital genre analysis, multimodal genre analysis, and genre innovation. In addition to these developments, it has been observed that in the digital era, the genre analysts are confronted with epistemological, methodological, and ethical issues. In consideration of these issues, the present report discusses the possible solutions that the analysts may consider while researching digital-multimodal genres. The developments and challenges identified in the present review reveal the social dimension of genre, and imply the necessity of viewing genre as a socially-oriented, dynamic, communicative phenomenon that corresponds to the continually evolving social reality.
{"title":"Genre Analysis in the Digital Era: Developments and Challenges","authors":"Sichen Ada Xia","doi":"10.18485/esptoday.2020.8.1.7","DOIUrl":"https://doi.org/10.18485/esptoday.2020.8.1.7","url":null,"abstract":"The widespread adoption of digital communication has led to the evolution of human society into a digital and multimodal era. As genres are constructed to address the problems existing in reality, they tend to absorb the digital and multimodal elements and are developing into new forms and functions. In consideration of these developments, genre scholars have devised theoretical and methodological toolkits that might respond to reality. However, these newly formulated insights are dispersed among various studies which warrant a comprehensive review for the future scholars to refer to. In this context, the present article surveys a wide range of studies available in the literature and identifies three major developments in the genre analysis, namely, digital genre analysis, multimodal genre analysis, and genre innovation. In addition to these developments, it has been observed that in the digital era, the genre analysts are confronted with epistemological, methodological, and ethical issues. In consideration of these issues, the present report discusses the possible solutions that the analysts may consider while researching digital-multimodal genres. The developments and challenges identified in the present review reveal the social dimension of genre, and imply the necessity of viewing genre as a socially-oriented, dynamic, communicative phenomenon that corresponds to the continually evolving social reality.","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"60 1","pages":"141-159"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138542058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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