Pub Date : 2024-06-05DOI: 10.17398/2340-2784.47.175
Hassan Nejadghanbar, Guangwei Hu, Matin Mohammadi
English for specific purposes (ESP) practitioners who are content experts experience different types of critical incident (CI). Although CIs can influence the success or failure of ESP courses and impact on ESP practitioners’ professional lives significantly, they have received only scanty attention in the ESP literature. This study investigates language-related CIs experienced by ESP instructors who are content experts. Twenty-seven CIs were identified via narrative frames (n = 17) and interviews with Iranian ESP instructors (n = 10). Of them, the ten language-related CIs were analyzed in terms of their nature, the strategies and tactics that the ESP practitioners utilized to tackle them, and the lessons that they learned from them. The language-related CIs centered on pronunciation difficulty, weak grammar, insufficient skills in teaching reading and writing, low competence in language testing, and unfamiliarity with research on academic genres. In their response to the CIs, the ESP instructors deployed three types of coping strategy: admitting ignorance, avoidance, and risk-taking. They utilized different tactics to manage their CIs and reported different lessons learned. These findings have important implications for ESP teachers’ professional development and ESP teacher education.
作为内容专家的专门用途英语（ESP）从业人员会经历不同类型的关键事件（CI）。尽管 CI 会影响 ESP 课程的成败，并对 ESP 从业人员的职业生活产生重大影响，但 ESP 文献对其关注甚少。本研究调查了作为内容专家的ESP教师所经历的与语言相关的CI。通过叙事框架（n = 17）和对伊朗ESP教师的访谈（n = 10），确定了27种CI。其中，10 个与语言有关的 CI 从其性质、ESP 从业人员应对这些 CI 的战略和策略以及从中吸取的经验教训等方面进行了分析。与语言有关的 CI 主要集中在发音困难、语法薄弱、阅读和写作教学技能不足、语言测试能力较低、不熟悉学术体裁研究等方面。在应对 CI 时，ESP 教师采取了三种应对策略：承认无知、回避和冒险。他们采用了不同的策略来应对 CIs，并报告了不同的经验教训。这些发现对ESP教师的专业发展和ESP教师教育具有重要意义。
{"title":"Exploring Iranian ESP teachers’ language-related critical incidents","authors":"Hassan Nejadghanbar, Guangwei Hu, Matin Mohammadi","doi":"10.17398/2340-2784.47.175","DOIUrl":"https://doi.org/10.17398/2340-2784.47.175","url":null,"abstract":"English for specific purposes (ESP) practitioners who are content experts experience different types of critical incident (CI). Although CIs can influence the success or failure of ESP courses and impact on ESP practitioners’ professional lives significantly, they have received only scanty attention in the ESP literature. This study investigates language-related CIs experienced by ESP instructors who are content experts. Twenty-seven CIs were identified via narrative frames (n = 17) and interviews with Iranian ESP instructors (n = 10). Of them, the ten language-related CIs were analyzed in terms of their nature, the strategies and tactics that the ESP practitioners utilized to tackle them, and the lessons that they learned from them. The language-related CIs centered on pronunciation difficulty, weak grammar, insufficient skills in teaching reading and writing, low competence in language testing, and unfamiliarity with research on academic genres. In their response to the CIs, the ESP instructors deployed three types of coping strategy: admitting ignorance, avoidance, and risk-taking. They utilized different tactics to manage their CIs and reported different lessons learned. These findings have important implications for ESP teachers’ professional development and ESP teacher education.","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141383179","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 : 2024-06-05DOI: 10.17398/2340-2784.47.67
Detong Xia, Matt Kessler, Yudi Chen, Hye Pae
As a method of business communication, emails play an essential role in establishing relationships and support systems among colleagues, partners, and sponsors to achieve business goals. Research has suggested that nonnative speakers of English and novice writers face challenges when composing professional email requests for business purposes. Previous studies have underscored the importance of phrase frames (p-frames), which are recurring multi-word sequences with a variable slot, to fulfill rhetorical functions in academic discourse. However, little research has explored how p-frames are used for written communications in business workplace contexts. This study investigated five-word p-frames used for rhetorical moves in business email requests. Using 1,148 authentic request emails extracted from the Avocado Research Email Collection corpus, we analyzed the distribution and linguistic characteristics of p-frames across five rhetorical moves. Results showed that p-frames were unevenly distributed across the rhetorical moves in business request emails. Two moves, making the inquiry and closing, showed the highest degree of formulaicity. P-frames were used in a variety of messages to soften demands and express politeness. This study has pedagogical implications for teaching English for business purposes to both L2 learners and novice writers.
作为一种商务交流方式，电子邮件在同事、合作伙伴和赞助商之间建立关系和支持系统以实现业务目标方面发挥着至关重要的作用。研究表明，非英语母语者和写作新手在撰写用于商务目的的专业电子邮件请求时面临挑战。以前的研究强调了短语框架（p-frames）的重要性，它是具有可变槽位的重复出现的多词序列，在学术话语中发挥修辞功能。然而，很少有研究探讨在商务工作环境中如何使用短语框架进行书面交流。本研究调查了商务电子邮件请求中用于修辞动作的五字 p 格。我们使用从鳄梨研究电子邮件收集语料库中提取的 1,148 封真实请求电子邮件，分析了五种修辞动作中 p 格的分布和语言特点。结果显示，p-frames 在商务请求邮件的修辞动作中分布不均。提出询问和结束这两个动作的公式化程度最高。在各种信息中，P-框架被用来软化要求和表达礼貌。这项研究对向第二语言学习者和写作新手教授商务英语具有教学意义。
{"title":"Making requests at work: An examination of phrase frames in workplace email communication","authors":"Detong Xia, Matt Kessler, Yudi Chen, Hye Pae","doi":"10.17398/2340-2784.47.67","DOIUrl":"https://doi.org/10.17398/2340-2784.47.67","url":null,"abstract":"As a method of business communication, emails play an essential role in establishing relationships and support systems among colleagues, partners, and sponsors to achieve business goals. Research has suggested that nonnative speakers of English and novice writers face challenges when composing professional email requests for business purposes. Previous studies have underscored the importance of phrase frames (p-frames), which are recurring multi-word sequences with a variable slot, to fulfill rhetorical functions in academic discourse. However, little research has explored how p-frames are used for written communications in business workplace contexts. This study investigated five-word p-frames used for rhetorical moves in business email requests. Using 1,148 authentic request emails extracted from the Avocado Research Email Collection corpus, we analyzed the distribution and linguistic characteristics of p-frames across five rhetorical moves. Results showed that p-frames were unevenly distributed across the rhetorical moves in business request emails. Two moves, making the inquiry and closing, showed the highest degree of formulaicity. P-frames were used in a variety of messages to soften demands and express politeness. This study has pedagogical implications for teaching English for business purposes to both L2 learners and novice writers.","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"52 52","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141383963","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 : 2024-06-05DOI: 10.17398/10.17398/2340-2784.47.15
Suresh Canagarajah
Recent theoretical developments suggest that meaning making involves the relationality of human and nonhuman agents and diverse semiotic resources working together. “Translingual” is an inclusive term to refer to how different languages and modalities work together in communication. I draw from enregisterment perspectives in linguistic anthropology to demonstrate how a corpus of semiotic features becomes sedimented to identify specialized communicative activities. I illustrate from the Research Group Meeting of international STEM scholars in a midwestern American university. Despite their variable grammatical proficiency in English, the international scholars communicate effectively because they draw from a translingual assemblage that is diversified, and collaborate for joint outcomes adopting reciprocal communicative strategies. Outcomes are not defined by the grammatical mastery of individual speakers, but how participants collaborate through embodied translingual semiotic resources in their setting and community, facilitated by suitable ethical dispositions. The pedagogical alternative proposed will focus on cultivating the dispositions to negotiate translingual repertoires, material ecologies, and social networks for more inclusive outcomes in communication for specific purposes.
{"title":"Communication for Specific Purposes as translingual","authors":"Suresh Canagarajah","doi":"10.17398/10.17398/2340-2784.47.15","DOIUrl":"https://doi.org/10.17398/10.17398/2340-2784.47.15","url":null,"abstract":"Recent theoretical developments suggest that meaning making involves the relationality of human and nonhuman agents and diverse semiotic resources working together. “Translingual” is an inclusive term to refer to how different languages and modalities work together in communication. I draw from enregisterment perspectives in linguistic anthropology to demonstrate how a corpus of semiotic features becomes sedimented to identify specialized communicative activities. I illustrate from the Research Group Meeting of international STEM scholars in a midwestern American university. Despite their variable grammatical proficiency in English, the international scholars communicate effectively because they draw from a translingual assemblage that is diversified, and collaborate for joint outcomes adopting reciprocal communicative strategies. Outcomes are not defined by the grammatical mastery of individual speakers, but how participants collaborate through embodied translingual semiotic resources in their setting and community, facilitated by suitable ethical dispositions. The pedagogical alternative proposed will focus on cultivating the dispositions to negotiate translingual repertoires, material ecologies, and social networks for more inclusive outcomes in communication for specific purposes.","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"8 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141383493","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}
{"title":"Are we witnessing the death of dictionaries?","authors":"Hilary Nesi","doi":"10.17398/2340-2784.47.7","DOIUrl":"https://doi.org/10.17398/2340-2784.47.7","url":null,"abstract":" ","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"43 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141384761","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 : 2024-06-05DOI: 10.17398/2340-2784.47.149
Qing Xie
This study reports an investigative study of individual differences in personality, motivation, challenges, learning styles and strategies, needs and 55 non-English-majors’ engagement in business English language classrooms in a Chinese university, using two-stage surveys. The study finds positive affective factors in personality and motivation, though participants experienced challenges in learning business English vocabulary and improving English skills. Participants used different learning strategies and styles, and required varied helpful strategies for enhancing business English teaching and learning. Participants had high levels of cognitive engagement, behavioral engagement, emotional engagement, enjoyment, focus, and task familiarity in business English learning. Though participants still encountered problems, they reported learning gains in business English vocabulary expansion, improvement in business writing, workplace communication, business knowledge and culture, business reading, problem solving, listening, interest in English and critical thinking skills. This study is providing empirical evidence of individual differences with China’s non-English-major learners in business English learning and how the individual differences relate with engagement and learning outcomes. The study also implies for practice that business English teachers should adapt their teaching approach and strategies to accommodate to individual differences.
{"title":"Individual differences and non-English-majors’ engagement in business English language classrooms in the Chinese university context","authors":"Qing Xie","doi":"10.17398/2340-2784.47.149","DOIUrl":"https://doi.org/10.17398/2340-2784.47.149","url":null,"abstract":"This study reports an investigative study of individual differences in personality, motivation, challenges, learning styles and strategies, needs and 55 non-English-majors’ engagement in business English language classrooms in a Chinese university, using two-stage surveys. The study finds positive affective factors in personality and motivation, though participants experienced challenges in learning business English vocabulary and improving English skills. Participants used different learning strategies and styles, and required varied helpful strategies for enhancing business English teaching and learning. Participants had high levels of cognitive engagement, behavioral engagement, emotional engagement, enjoyment, focus, and task familiarity in business English learning. Though participants still encountered problems, they reported learning gains in business English vocabulary expansion, improvement in business writing, workplace communication, business knowledge and culture, business reading, problem solving, listening, interest in English and critical thinking skills. This study is providing empirical evidence of individual differences with China’s non-English-major learners in business English learning and how the individual differences relate with engagement and learning outcomes. The study also implies for practice that business English teachers should adapt their teaching approach and strategies to accommodate to individual differences.","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"46 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141384528","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 : 2024-06-05DOI: 10.17398/2340-2784.47.301
Tomoyuki Kawase
Previous studies have demonstrated that research articles by non-native English-speaking researchers often contain features discordant with rhetorical conventions of English academic writing. It has also been revealed that creation of such non-standard elements may be related to the influence of the writers’ first language writing culture. Some have argued that these cultural rhetorical features ought to be viewed as acceptable because they are part of published content that passed the rigorous examinations. Others have reported findings suggesting that these cultural yet non-standard features constitute potential writing problems. To further explore this topic, the present study examines coherence features of the discussion section of research articles (RAs) produced in English and Japanese by Japanese-speaking authors. Rhetorical Structure Theory (RST) is used for the analysis of the selected texts in terms of coherence conventions of English expository or argumentative prose. The results are then compared with previous findings of coherence breaks created by student writers. The analysis shows that both English and Japanese RAs contain features discordant with coherence conventions described by RST. Close examinations show that the most prominent non-standard features in these RAs are closely comparable to those of coherence breaks in students’ writings reported by previous studies.
以往的研究表明，非英语母语研究人员的研究文章往往包含与英语学术写作的修辞惯例不一致的特点。研究还发现，这些非标准元素的产生可能与作者母语写作文化的影响有关。有些人认为，这些文化修辞特征应该被视为可以接受的，因为它们是通过严格考试发表的内容的一部分。另一些人则认为，这些非标准的文化修辞特征构成了潜在的写作问题。为了进一步探讨这一话题，本研究考察了日语作者用英语和日语撰写的研究文章（RA）讨论部分的连贯性特征。本研究采用修辞结构理论（RST），根据英语说明性或论证性散文的连贯性惯例对所选文本进行分析。然后，将分析结果与以往关于学生作家所创造的连贯性断裂的研究结果进行比较。分析结果表明，英语和日语 RA 都包含与 RST 所描述的连贯性惯例不一致的特征。仔细研究表明，这些 RA 中最突出的非标准特征与以往研究报告中学生作文中的连贯中断特征非常相似。
{"title":"Coherence features of published research articles by Japanese authors: Culture-specific features and their acceptability","authors":"Tomoyuki Kawase","doi":"10.17398/2340-2784.47.301","DOIUrl":"https://doi.org/10.17398/2340-2784.47.301","url":null,"abstract":"Previous studies have demonstrated that research articles by non-native English-speaking researchers often contain features discordant with rhetorical conventions of English academic writing. It has also been revealed that creation of such non-standard elements may be related to the influence of the writers’ first language writing culture. Some have argued that these cultural rhetorical features ought to be viewed as acceptable because they are part of published content that passed the rigorous examinations. Others have reported findings suggesting that these cultural yet non-standard features constitute potential writing problems. To further explore this topic, the present study examines coherence features of the discussion section of research articles (RAs) produced in English and Japanese by Japanese-speaking authors. Rhetorical Structure Theory (RST) is used for the analysis of the selected texts in terms of coherence conventions of English expository or argumentative prose. The results are then compared with previous findings of coherence breaks created by student writers. The analysis shows that both English and Japanese RAs contain features discordant with coherence conventions described by RST. Close examinations show that the most prominent non-standard features in these RAs are closely comparable to those of coherence breaks in students’ writings reported by previous studies. ","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"70 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141382597","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 : 2024-06-05DOI: 10.17398/2340-2784.47.323
Kai Zhao, Yansheng Mao
{"title":"Genre in English Medical Writing, 1500-1820. Sociocultural Contexts of Production and Use, edited by Irma Taavitsainen, Turo Hiltunen, Jeremy J. Smith & Carla Suhr","authors":"Kai Zhao, Yansheng Mao","doi":"10.17398/2340-2784.47.323","DOIUrl":"https://doi.org/10.17398/2340-2784.47.323","url":null,"abstract":" ","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141382315","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 : 2023-12-17DOI: 10.17398//2340-2784.46.351
Joanna Zou
{"title":"Digital Genres in Academic Knowledge Production and Communication, by María José Luzón and Carmen Pérez-Llantada","authors":"Joanna Zou","doi":"10.17398//2340-2784.46.351","DOIUrl":"https://doi.org/10.17398//2340-2784.46.351","url":null,"abstract":"","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"24 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139176670","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 : 2023-12-17DOI: 10.17398/2340-2784.46.129
Yuanyuan Ma, Kevin Jiang
Nowadays, open science communication is facilitated with the affordance of multimodal semiotic resources. Against this backdrop, graphical abstracts have emerged as a digitally mediated genre and have become an important means of knowledge communication in academic settings. While its interactive visual designs have been discussed in the literature, the rhetorical patterns of verbal and visual resources used in this genre warrant more empirical investigation. Therefore, based on a corpus of 90 graphical abstracts from journals in biology, chemistry and engineering, this study explores the organizational use of verbal and visual resources to mediate knowledge presentation. Five moves were identified in the textual components of the graphical abstract: reference to visuals, research background, report of results, interpretation of results, and implications or applications of the research. Furthermore, we examined what and how contents are visualized in the graphical abstracts. We found that the most visually displayed contents are the results and the overview of research, and that the duplication of pictures in the full article is a dominant source of the graphical abstracts. Additionally, the most commonly used layout patterns in the graphical abstracts are narratives or ‘evolutions’.
{"title":"Verbal and visual resources in graphical abstracts: Analyzing patterns of knowledge presentation in digital genres","authors":"Yuanyuan Ma, Kevin Jiang","doi":"10.17398/2340-2784.46.129","DOIUrl":"https://doi.org/10.17398/2340-2784.46.129","url":null,"abstract":"Nowadays, open science communication is facilitated with the affordance of multimodal semiotic resources. Against this backdrop, graphical abstracts have emerged as a digitally mediated genre and have become an important means of knowledge communication in academic settings. While its interactive visual designs have been discussed in the literature, the rhetorical patterns of verbal and visual resources used in this genre warrant more empirical investigation. Therefore, based on a corpus of 90 graphical abstracts from journals in biology, chemistry and engineering, this study explores the organizational use of verbal and visual resources to mediate knowledge presentation. Five moves were identified in the textual components of the graphical abstract: reference to visuals, research background, report of results, interpretation of results, and implications or applications of the research. Furthermore, we examined what and how contents are visualized in the graphical abstracts. We found that the most visually displayed contents are the results and the overview of research, and that the duplication of pictures in the full article is a dominant source of the graphical abstracts. Additionally, the most commonly used layout patterns in the graphical abstracts are narratives or ‘evolutions’.","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"46 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139176334","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 : 2023-12-15DOI: 10.17398/2340-2784.46.69
Derya Sönmez, Erdem Akbaş
In this paper, we examine how referees establish interpersonal relationships by mitigating criticism and expressing compliments as a realization of politeness strategies through the analysis of a specific corpus of transparent peer review reports (TPRs) with 220 reports totaling approximately 200,000 words. For the analysis, employing a framework drawn primarily on Brown and Levinson’s (1987) politeness strategies and following a detailed review of the literature, we coded all occurrences of politeness strategies using UAM Corpus Tool 3.3x (O’Donnell, 2021). Conducting intercoder/intracoder reliability tests, we identified and interpreted a variety of politeness strategies at the sentence and discourse levels, which were used for mitigating criticism and expressing compliments. Our results suggest that reviewers resorted to a variety of politeness strategies, predominantly negative politeness strategies, to mitigate their criticism directed at the authors of manuscripts. This is significant especially in the light of earlier studies where reviewer reports appeared to include some blunt/hurtful comments due partly to the anonymity of the reviewing process. Rather than focusing on just communicating criticism or a required change, reviewers were found to have cared about politeness and seemed to achieve interpersonal communication goals in TPRs by means of favoring an egalitarian approach rather than an authoritative one, supporting Gosden’s (2003) argument on the interpersonal aspect of reviewing discourse. This research contributes to our understanding of how criticism in TPRs can be conveyed without imposing, leading to encouraging, constructive and polite reports in English as part of science communication, especially when the review reports are publicly available.
在本文中，我们通过分析特定的透明同行评议报告（TPRs）语料库（共220份报告，约20万字），研究了作为礼貌策略的一种实现方式，裁判如何通过减少批评和表达赞美来建立人际关系。在分析过程中，我们主要借鉴了布朗和列文森（Brown and Levinson，1987）的礼貌策略框架，并在详细查阅了相关文献后，使用UAM语料库工具3.3x（O'Donnell，2021）对所有出现的礼貌策略进行了编码。通过编码器间/编码器内可靠性测试，我们确定并解释了句子和话语层面的各种礼貌策略，这些策略用于减轻批评和表达赞美。我们的研究结果表明，审稿人采用了多种礼貌策略（主要是消极礼貌策略）来减轻对稿件作者的批评。这一点意义重大，尤其是考虑到以前的研究中，审稿人的报告似乎包含了一些直率/尖刻的评论，部分原因在于审稿过程中的匿名性。研究发现，审稿人并不只关注传达批评意见或要求修改的内容，他们还很注重礼貌，而且似乎通过偏向平等而非权威的方式来实现TPR中的人际沟通目标，这支持了戈斯登（2003）关于审稿话语的人际方面的论点。这项研究有助于我们理解如何在 TPR 中传达批评意见而不强加于人，从而用英语发表鼓励性、建设性和礼貌性的报告，作为科学交流的一部分，尤其是当综述报告公开发表时。
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