刊讯｜SSCI 期刊《专门用途英语》2022年第65-68卷
2022-11-01
2022-11-01
2022-11-01
ENGLISH FOR SPECIFIC PURPOSES
Volume 65-68, 2022
ENGLISH FOR SPECIFIC PURPOSES（SSCI一区，2021 IF：2.417）2022年第65-68期共发文篇，其中研究性论文31篇，书评6篇。研究论文涉及学术口语、移动分析、构式语法、多词单元、语料库语言学等论题。
目录
VOLUME 65
Integrated Learning in Monolingual Southern EuropeIntegrating social justice-oriented content into English for Academic Purposes (EAP) instruction: A case study, by Leah Mortenson Ph.D, Pages 1–14.
The acquisition of formulaic sequences in EFL email writing, by Erik Fritz, Robert Dormer, Sei Sumi, Tae Kudo, Pages 15–29.
A unique blend of interpersonal and transactional strategies in English email responses to customer complaints in a B2C setting: A move analysi, by Rebecca Van Herck, Sofie Decock, Bridgit Fastric, Pages 30–48.
Writer and reader visibility in humanities research articles:Variation across language, regional variety and discipline， by Annelie Ädel, Pages 49-62.
Proscribed informality features in published research: A corpus analysis, by Tülay Dixon, Pages 63-78.
Academic lexical coverage in TED talks and academic lectures, by Peter Wingrove, Pages 79-94.
The role of English language in the field of agriculture: A needs analysis, by Carolina Arias-Contreras, Paul J. Moore, Pages 95-106.
“In the past, we hear that a lot”: Features of and responses to tense and aspect in written Singaporean Academic English, by Steven Adam, Pages 107-119.
Metadiscourse in English instruction manuals, by Jennifer Herriman, Pages 120-132.
VOLUME 66
English as a lingua franca? The limits of everyday English-language communication in Polish academia, by Kamil Luczaj, Iwona Leonowicz-Bukala, Olga Kurek-Ochmanska, Pages 3-16.
Tracing interpersonal discursive features in Australian nursing bedside handovers: Approachability features, patient engagement and insights for ESP training and working with internationally trained nurses, by Maria R. Dahm, Diana Slade, Bernadette Brady, Liza Goncharov,Pages 17-32.
A case study of the variety of writing assignments in an undergraduate English department, by David Gasbarro Tasker, Pages 33-62.
A genre-based analysis of questions and comments in Q&A sessions after conference paper presentations in computer science, by Xiaoyu Xu,Pages 63-76.
From task-based needs analysis to curriculum evaluation: Putting methodological innovations to the test in an English for academic purposes program, by George Fredrik Smith, Hyeyoung Jung, Fred Zenker, Pages 80-93.
English verb-argument construction profiles in a specialized academic corpus: Variation by genre and discipline, by 94-107.
Technical single and multiword unit vocabulary in spoken rugby discourse, by Stuart Benson, Pages 111-130.
Mexican economics professors’ publication: Three case studies, by Pamela Olmos-Lopez, Fátima Encinas Prudencio, Ana Novelo, Pages 131-143.
VOLUME 67
A corpus-based investigation on noun phrase complexity in L1 and L2 English writing, by Ge Lan, Qiusi Zhang, Kyle Lucas, Pages 4-17.
“The more important findings are sustained”: A diachronic perspective on the genre of the retraction notice, by Yuting Lin, Meilin Chen, Pages 18-30.
Natural scientists’ perceptions of authorial voice in scientific writing: The influence of disciplinary expertise on revoicing processes, by Sachiko Yasuda, Pages 31-45.
A multi-dimensional analysis of conclusions in research articles: Variation across disciplines, by Jing Liu, Liang Xiao, Pages 46-61.
A study of language-related episodes in online English-medium instruction classes in high schools in South Korea, by Jiye Hong, Pages 65-75.
VOLUME 68
Review of the statement of purpose (SP) genre: A sharedunderstanding of rhetorical appeals in technical communication SPs, by Priyanka Ganguly, Pages 1-13.
Constructing arguments in engineering student case studies, by Jean Parkinson, Craig Watterson, Pages 14-30.
Approaches to simplifying academic texts in English: English teachers’ views and practices, by Irina Rets, Lluisa Astruc, Tim Coughlan, Ursula Stickler, Pages 31-46.
Authentic routine ship-shore communication in the Northern Adriatic Sea area – A corpus analysis of discourse features, by Violeta Jurkovic, Pages 47-59.
“The datasets do not agree”: Negation in research abstracts, by Feng (Kevin) Jiang, Ken Hyland,Pages 60-72.
“I can’t come to the words”: Effects of including military flavour when testing the oral proficiency of Norwegian joint terminal attack controllers, by Birgitte Grande, Clayton D. Leishman, Hege Kristine Skilleås, Pages 73-86.
A corpus analysis of disciplinary identity in evaluative journal articles: A Systemic Functional Linguistics approach, by Nergis Danis, Pages 87-101.
Topicalizing language in CLIL teaching at technical colleges: A micro-level analysis of language-related episodes (LREs), by Ute Smit, Thomas Finker, Pages 102-115.
‘Teaching the writer to fish so they can fish for the rest of their lives’: Lecturer, English language tutor, and student views on the educative role of proofreading, Nigel Harwood, School of English, by Nigel Harwood, Pages 116-130.
摘要
Integrating social justice-oriented content into English for Academic Purposes (EAP) instruction: A case study
Leah Mortenson Ph.D, Department of English, Keio Academy
Abstract This study examines the integration of social justice-oriented content into English for Academic Purposes (EAP) instruction at a four-year university on the East coast of the United States. In the context of an Academic Writing course taught to emergent bilingual (EB) students, this article identifies the challenges and prospects of utilizing material that addresses past and present racial inequities in the United Statesd particularly when it comes to equipping EBs with essential background knowledge to engage in meaningful dialogues and critical writing about social issues that are entrenched in white supremacist and settler colonialist histories. It makes suggestions for TESOL educators who seek to adopt more equitable and inclusive teaching practices by leaning into rather than away from challenging classroom conversations with EB students and embracing the intersecting challenges and opportunities for new learning that may arise.
Key words EAP, Emergent bilingual, Case study, Higher education, Writing, Social justice education
The acquisition of formulaic sequences in EFL email writing
Erik Fritz, Tokyo University of Agriculture and Technology
Robert Dormer, Hiroshima Jogakuin University
Sei Sumi, Kwansei Gakuin University
Tae Kudo, Kwansei Gakuin University
Abstract Although there are several studies examining second language email writing, few largescale studies have focused on learning commonly used formulaic sequences such as, Thank you in advance for your assistance, in English emails. A total of 462 Japanese university students were taught how to write emails in English, including learning 27 formulaic sequences, over a 4-week period. The current study uses an experimental design, with a pretest, posttest and delayed posttest, to determine which formulaic sequences taught were correctly produced the most. Results show that after the treatment there was measured success in the initial acquisition of the forms. After the delayed posttest conducted three months later, however, most students could not correctly produce a majority of the email formulaic sequences taught. A discussion of teaching methods regarding the learning and usage of the 27 formulaic sequences is also include
Key words Formulaic sequences, Email writing, Second language acquisition, Politeness, Genre awareness
A unique blend of interpersonal and transactional strategies in English email responses to customer complaints in a B2C setting: A move analysi
Rebecca Van Herck, Department of Translation
Sofie Decock, Interpreting and Communication
Bridgit Fastric, Ghent University
Abstract Although many studies have conducted a move analysis of customer service genres (e.g.,responses to online negative reviews), no previous study has investigated the discourse structure of organizational email responses to customer complaints in a business-toconsumer context. This is surprising because email is one of the preferred channels for complaint handling by companies and consumers. We address this gap by performing a move analysis to look into rhetorical and linguistic patterns of this genre and by comparing it to related customer service genres. To achieve these two goals, we used an authentic data set of 150 English email responses to customer complaints from companies active in the UK. We identified 6 moves and 19 submoves in our sample. The submoves that are prototypical for this sample are (a) the typical submoves: Greeting, Gratitude, Conclusion, and Sign-off/Signature and (b) the conventional submoves: Apology and Explanation. This genre sets itself apart from others as it consists of a unique blend of interpersonal and transactional strategies as a response to negative feedback. This uniqueness highlights the significance of email in service recovery: Companies seem to feel safer to address the transactional dimension in complaint handling via email than via public channels. We recommend customer service agents to use both transactional and interpersonal strategies in company–customer interactions and to avoid standardized, vague, and impersonal realizations of interpersonal moves.
Key words Move analysis, Genre analysis, Service recovery, Complaint response, Email communication, Business-to-consume
Writer and reader visibility in humanities research articles:Variation across language, regional variety and discipline
Annelie Ädel, Department of English, School of Humanities and Media Studies, Dalarna University
Abstract This study investigates variation in how research article (RA) writers position themselves vis-à-vis others through explicit references to the writer and the audience. Based on a twomillion-word corpus of single-author RAs, the study considers several variables potentially affecting discourse patterns: language (English; Swedish), regional variety (British; USAmerican English), and discipline (History; Linguistics; Literary Studies). While nouns referring to the writer/reader were marginal and second person pronouns highly marked in both languages, first person pronounsdboth ‘I’ and ‘we’dwere used liberally. Regarding ‘I’, previous work has found that, unlike academic English, many academic cultures avoid it in research writing. Swedish, however, like Norwegian (Dahl, 2004), presents a rare case of outnumbering English in uses. ‘We’ orientations were equally used in Swedish as in British English, but less in US-American English. Differences were thus found across varieties, with British English showing a preference for ‘we’ over ‘I’, and especially authorial ‘we’. The disciplinary trends were especially strong for English, following the order in Sanderson (2008), with the most writer/reader visibility in Linguistics, followed by Literary Studies and with History last. While the findings show patterned behaviour for all three variables, the extensive in-group variation found for first-person pronoun use also demonstrates that these pronouns are not especially good markers of the genre, but that the RA exhibits fluid conventions, allowing for highly varied individual preferences.
Key words Writer and reader visibility, Metadiscourse, The research article, Cross-linguistic variation, Variation across varieties of English, Academic discipline
Proscribed informality features in published research: A corpus analysis
Tülay Dixon, Department of English, Northern Arizona University
Abstract Some linguistic features are proscribed in academic writing as they are considered too informal. However, from a descriptive perspective, the extent to which academic writers follow popular proscriptions is an empirical question. Although previous studies present important findings about the frequency of proscribed informality features in academic writing, they do not explore how many academic writers use these features because frequencies were typically not calculated per text (i.e., per article). Additionally, previous research may have included quotes in frequency counts. These methodological limitations are addressed in the current study, which examines (a) whether proscribed informality features are commonly used by a wide range of academic writers, (b) whether disciplines differ in their use of these features, and (c) whether the use of these features has changed over time. The findings show that academic writers tend to avoid many of the proscribed informality features, but some features such as initial conjunctions and conjunctive adverbs, first-person pronouns, and unattended references have higher frequency rates, which corroborates the findings of previous research. Unlike previous research, the current study shows that these high frequencies come from a few academic authors as most authors either use these features minimally or completely avoid them.
Key words Author variation, Diachronic change, Disciplinary variation, EAP, Informality, Proscription
Academic lexical coverage in TED talks and academic lectures
Peter Wingrove, The University of Hong Kong
Abstract The coverage of academic lexis is compared in a TED talk corpus (2,483 talks, 5,068,781 words) and a corpus of Yale University lectures (708 lectures, 5,523,791 words). Academic lexis is defined by the Academic Word List (Coxhead, 2000), the Academic Vocabulary List (Gardner & Davies, 2014), and the Academic Spoken Word List (Dang et al., 2017). In all cases Mann–Whitney U tests found lectures had significantly higher coverage, with small effect sizes for lexis. This difference was smaller for academic tagged TED talks (n ¼ 1379). When like-for-like disciplines were compared, lectures typically had greater coverage than their TED talk counterparts. An analysis of the cumulative coverage of types demonstrated a lower representation of the less frequent academic types in TED talks. A combined ratio and minimum frequency measure identified academic types which distinguish the genres. Pedagogical implications are discussed.
Key words Academic vocabulary, Lexical coverage, TED talks, Academic lectures, English for academic purposes
The role of English language in the field of agriculture: A needs analysis
Carolina Arias-Contreras, School of Languages and Cultures, The University of Queensland
Paul J. Moore, School of Languages and Cultures, The University of Queensland
Abstract Identifying the target tasks of specialized learners via needs analysis (NA) is a crucial first step in language programs design. In Chile, schools that deliver vocational education and training (VET) programs in agriculture often use English language programs which are generally not designed based on the target language needs of this specialized group of students.This paper presents a needs analysis that explored the English language requirements of agricultural technicians in Chile. It also examined how these needs are perceived by actors involved in agricultural industries and actors involved in the education of this group. Using a qualitative approach, data were elicited from document analysis and interviews with five technicians at one company and five teachers at one VET school. Findings revealed that English language was necessary for technicians to carry out specific tasks. All teachers agreed that their students should be taught not only general English, but also English that is relevant to the students’ interests and needs. However, the non-existence of vocational language programs makes it difficult for English teachers to teach the contents pertinent to their students’ specialization. This study contributes to an understanding of the relevance of the English language for learners in a specialized context.
Key words English language, Needs analysis (NA), Vocational education and training (VET), Agricultural technicians/professionals
“In the past, we hear that a lot”: Features of and responses to tense and aspect in written Singaporean Academic English
Steven Adam, Language and Communication Centre, Nanyang Technological University
Abstract This study investigates the particularities of verb use in written Singaporean Academic English and considers a response from an English for Specific Purposes perspective. It builds on previous research on verb features of spoken Singaporean English, finding many prominent features in spoken Singaporean English missing in written Singaporean Academic English. However, this study suggests that written Singaporean Academic English alters the grammatical categories of tense and aspect and is, then, able to flexibly express the information of tense and aspect in creative and meaningful ways where many instructors might only see grammatical “mistakes”. The paper discusses the ramifications of this for educators, arguing for an approach that simultaneously recognizes the functionality of this verb system and trains students to be capable in the verb systems of other dialects for pragmatic purposes.
Key words Singaporean English, English for specific purposes, Academic English, Syntax, Tense and aspect, Written language
Metadiscourse in English instruction manuals
Jennifer Herriman, Dept of Languages and Literatures, University of Gothenburg
Abstract Instruction manuals need to explain specialized technical information to readers of the general public. Using metadiscourse effectively, i.e. engaging with readers and guiding them through the text, is therefore crucial for successful communication. An increased awareness of how these features are used in instruction manuals would therefore help technical writers write reader-friendly texts. This study investigates metadiscourse in ten instruction manuals in English using Hyland’s (2005) taxonomy. It was found that the interactive metadiscourse is predominated by frame markers and code glosses, which reflects the purpose of instruction manuals to explain clearly and efficiently how a machine works. The interactional metadiscourse reflects the twofold relationship between the writers and their readers: on the one hand, that of instructor and inexperienced users of the product and, on the other, that of manufacturer and customer. The former is reflected by the frequent usage of necessity attitude markers and boosters to reinforce instructions and precautions. The latter is reflected by the usage of politeness markers and the hedging of problems and risks. The visual presentation of the manuals, i.e. its segmentation, typographical variation, punctuation and illustrations, was also shown to express metadiscourse meanings.
Key words Technical writing, Instruction manuals, Metadiscourse, Interactive, Interactional, Visual metadiscourse
Technical writing, Instruction manuals, Metadiscourse, Interactive, Interactional, Visual metadiscourse
Kamil Luczaj, University of Information Technology and Management in Rzeszow
Iwona Leonowicz-Bukala, University of Information Technology and Management in Rzeszow
Olga Kurek-Ochmanska, University of Information Technology and Management in Rzeszow
Abstract Intercultural communication has become increasingly important due to the growing internationalization of higher education, even outside the English-speaking world. Similar to multinational corporations, academic environments are believed to be one of the best examples of a social space where English is a lingua franca. In this paper, we question this claim. Focusing on the case of foreign-born scholars who hold academic positions in Poland, a country where the number of international faculty members and researchers is low, we conducted 100 biographically oriented in-depth interviews about their work at Polish universities and their language issues. This sociological qualitative approach enabled us to identify both the domains where English fluency is an asset and the “black holes” (bureaucratic issues, teaching, research collaboration) where English language communication is either impossible or impeded. The study also identifies the facilitators (cultural intermediaries) and strategies (e.g., intercomprehension and niche lingua francas) used to overcome language barrier).
Key words English as a lingua franca, Central and Eastern Europe, Academic faculty, Language barrier, Scholarly communication, Higher education
English as a lingua franca? The limits of everyday English-language communication in Polish academia
Kamil Luczaj, University of Information Technology and Management in Rzeszow
Iwona Leonowicz-Bukala, University of Information Technology and Management in Rzeszow
Olga Kurek-Ochmanska, University of Information Technology and Management in Rzeszow
Abstract Intercultural communication has become increasingly important due to the growing internationalization of higher education, even outside the English-speaking world. Similar to multinational corporations, academic environments are believed to be one of the best examples of a social space where English is a lingua franca. In this paper, we question this claim. Focusing on the case of foreign-born scholars who hold academic positions in Poland, a country where the number of international faculty members and researchers is low, we conducted 100 biographically oriented in-depth interviews about their work at Polish universities and their language issues. This sociological qualitative approach enabled us to identify both the domains where English fluency is an asset and the “black holes” (bureaucratic issues, teaching, research collaboration) where English language communication is either impossible or impeded. The study also identifies the facilitators (cultural intermediaries) and strategies (e.g., intercomprehension and niche lingua francas)used to overcome language barriers.
Key words English as a lingua franca, Central and Eastern Europe, Academic faculty, Language barrier, Scholarly communication, Higher education
Tracing interpersonal discursive features in Australian nursing bedside handovers: Approachability features, patient engagement and insights for ESP training and working with internationally trained nurses
Jean-Marc Dewaele, Department of Applied Linguistics and Communication, Birkbeck, University of London, London, UK
Maria R. Dahm, Institute for Communication in Health Care (ICH), College of Arts and Social Sciences, Australian National University
Diana Slade, Institute for Communication in Health Care (ICH), College of Arts and Social Sciences, Australian National University
Bernadette Brady, Institute for Communication in Health Care (ICH), College of Arts and Social Sciences, Australian National University
Liza Goncharov, Partnering with Patients
Abstract Laura Chien, Institute for Communication in Health Care (ICH), College of Arts and Social Sciences, Australian National University.Bedside handovers in clinical nursing are crucial communicative events fostering involvement of patients in their care. Communication challenges between nurses and patients threaten quality of care and hinder patient involvement. Knowledge and in-depth understanding of how these specialised interactions are co-constructed discursively is limited, but necessary to inform English for specific purposes training and to improve patient participation. We trace the interpersonal discursive features of communication between nurses and patients across four case studies of bedside handovers recorded at two metropolitan Australian hospitals. Handovers were selected for contextual factors: patients’ language background (native or non-native English speaking (NES/NNES)) and presence of family/carers. By applying a deductive framework of discursive approachability features, combined with an inductive analysis of discourse features in context, we describe which communication behaviours facilitate or hinder patient participation. We discovered that incoming and outgoing nurses used different discursive strategies during handover.Outgoing nurses made fewer efforts at being approachable to patients and family/carers, impeding patient involvement. Incoming nurses were more approachable, inviting patient participation and building interpersonal connections. NES patients and carers were more involved in handover despite outgoing nurses’ disengaging communication behaviours. Findings can inform reflective practice and communication skills training among practicing and trainee nurses.
Key words Nurse–patient interactions, Interpersonal communication, Bedside handover, Nursing staff, Hospital, Discourse analysis, Pragmatic
A case study of the variety of writing assignments in an undergraduate English department
David Gasbarro Tasker, Northern Arizona University
Key words Student writing, Academic writing, Disciplinary writing, Writing assignments, Genre, English department
A genre-based analysis of questions and comments in Q&A sessions after conference paper presentations in computer science
Xiaoyu Xu, Department of English, City University of Hong Kong
Key words Academic speaking, Move analysis, Conference discussion sessions, Question types, Corpus analysis, Computer science
From task-based needs analysis to curriculum evaluation: Putting methodological innovations to the test in an English for academic purposes program
George Fredrik Smith, University of Hawai’i at Manoa
Hyeyoung Jung, University of Hawai’i at Manoa
Fred Zenker, University of Hawai’i at Manoa
Key words English for academic purposes, Needs analysis, Program evaluation, Academic listening, Academic speaking, Methodolog
English verb-argument construction profiles in a specialized academic corpus: Variation by genre and discipline
J. Elliott Casal, Department of Cognitive Science, Case Western Reserve University
Yasuhiro Shirai, Department of Cognitive Science, Case Western Reserve University
Xiaofei Lu, Department of Applied Linguistics, The Pennsylvania State University
Key words Verb-argument constructions, Genre variation, Construction grammar, Usage-based linguistics, English for specific purpose
Technical single and multiword unit vocabulary in spoken rugby discourse
Stuart Benson, Center for Language Research, University of Aizu
Averil Coxhead, School of Linguistics and Applied Language studies, Victoria University of Wellington, New Zealan
Key words Rugby union, Sport, Technical vocabulary, Multiword units, Vocabulary knowledge
Mexican economics professors’ publication: Three case studies
Pamela Olmos-Lopez, Benemérita Universidad Autónoma de Puebla,
Fátima Encinas Prudencio, Benemérita Universidad Autónoma de Puebla
Ana Novelo, Universidad Popular Autónoma del Estado de Puebla (UPAEP) Puebla
Key words Publishing in EFL, Economist L2 writing, Stance
A corpus-based investigation on noun phrase complexity in L1 and L2 English writing
Ge Lan, Department of English, City University of Hong Kong
Qiusi Zhang, Department of English, Purdue University
Kyle Lucas, Department of English, Purdue University
Yachao Sun, Language and Culture Center, Duke Kunshan University
Jie Gao, College of Foreign Languages and Literature, Fudan University
Abstract Since the 1990s, grammatical complexity has received considerable attention in different fields of L2 studies, for instance, second language acquisition (SLA) and L2 writing. While over the past three decades grammatical complexity has frequently been represented by clausal structures in L2 writing, since the beginning of the 2010s scholars have increasingly paid attention to phrasal features. We conducted this study to investigate how the use of noun phrases is associated with L1- and L2-English language backgrounds in academic writing. Noun phrase complexity was operationalized to the 11 noun modifiers (e.g., premodifying nouns, relative clauses, prepositional phrases) proposed in Biber, Gray and Poonpon (2011). A Chi-square test followed by a residual analysis was used to statistically analyze noun phrases in the two corpora. The results demonstrate that there is an association between the use of noun phrases and whether the author is an L1 or L2 user of English. The L1 essays have diverse patterns of noun phrases, whereas the L2 essays have compressed structures of noun phrases. A qualitative analysis of the corpora reveals repeated cases of phrasal modifiers in the L2 essays. Pedagogical implications are provided for academic writing courses for L1 and L2 students
Key words Academic writing, Grammatical complexity, Corpus linguistics
“The more important findings are sustained”: A diachronic perspective on the genre of the retraction notice
Yuting Lin, Department of English, Shenzhen University
Meilin Chen, Hong Kong Baptist University
Abstract The retraction of flawed publications has been an integral part of the self-correcting mechanisms in modern science. This paper traces changes in the genre of the retraction notice (RN) by comparing its earlier (1966–1996) and current (2016–2020) forms. We used methods developed by Bhatia (2004) to analyze the rhetorical moves/steps and their linguistic realizations in 200 RNs from high-impact biomedical journals. Six of the eight moves we identified from the RNs are found to be more frequent in post-2016 RNs than in pre-1996 RNs. Specifically, the post-2016 RNs have two compulsory moves “Stating the error” and “Stating the author’s decision”, while the pre-1996 RNs do not. Further, more post-2016 RNs than pre-1996 RNs contain the moves “Noting the claimant”, “Mitigating the error”, “Showing corrective actions”, and “Expressing the author’s emotions”. The results show that the genre of the RN is shaped by mixed influences from journals’ standardization efforts as well as authors’ own need for image repair. RNs should adhere more strictly to principles of evidence-based academic writing and disclose more fully the process of error correction to enhance the trustworthiness and usefulness of the genre.
Key words Retraction notice, Move analysis, Image repair, Diachronic perspective, High-impact journal, Retraction policy
Natural scientists’ perceptions of authorial voice in scientific writing: The influence of disciplinary expertise on revoicing processes
Sachiko Yasuda, Kobe University, School of Languages and Communication
Abstract Authorial voice is considered to be the representation of a writer’s point of view or stance toward the propositions they adduce within a manuscript. This case study examines the reader’s role in constructing authorial voice in scientific writing in the natural sciences. The study focuses on six scientists with varying degrees of professional experience from different natural sciences disciplines and their perceptions of authorial voice as readers. Their perceptions, derived from triangulation of multiple data sources, are contrasted in this study. Overall, our results illustrate a complex phenomenon in the way in which authorial voice is constructed, highlighting that natural scientists’ voice constructiondtheir revoicing processes as readersdis linked to their degree of professional experience, their expected roles and positions, and the beliefs, values, and assumptions that might have been shaped through their previous experiences and training.
Key words Scientific writing, Authorial voice, Revoicing, Co-constructing of voice, English for academic purposes, Natural sciences
A multi-dimensional analysis of conclusions in research articles: Variation across disciplines
Jing Liu, a School of Foreign Languages, Hubei University of Economics
Liang Xiao, School of Foreign Languages, Xiangtan University
Key words Multi-dimensional analysis, Conclusions, Disciplinary variation, Research articles
A study of language-related episodes in online English-medium instruction classes in high schools in South Korea
Jiye Hong, Sungkyunkwan University,
Abstract In both face-to-face and online settings, attention to language during interpersonal interaction is essential for students’ academic English development in English-medium instruction (EMI) classes. This article reports on a study of attention to language spontaneously arising in two different online EMI classes (world history and mathematics) in high schools in Korea. The frequency and nature of language-related episodes (LREs), any instances where teachers and students talk about the language they use, identified in the transcripts of class recording and synchronous text-based chat were analysed. Transcribed interview recordings were also analysed to explore the challenges for the EMI teachers in dealing with language issues during their online classes. Findings indicated the frequent occurrence of LREs during interpersonal interaction in both online classes. The majority of the LREs were initiated by the teachers, and students, too, initiated some LREs. Different patterns were found in the interactional type and linguistic categories of LREs between the different disciplines. Synchronous text-based chat appeared to facilitate students to proactively initiate LREs, mainly to attend to vocabulary and grammar. Findings also revealed that both EMI teachers had more challenges helping students with language in the online context than in the F2F context.
Key words EMI, Disciplinary English, ERT, Online learning, EAP
Review of the statement of purpose (SP) genre: A shared-understanding of rhetorical appeals in technical communication SPs
Priyanka Ganguly, Department of English and Technical Communication, Missouri University of Science and Technology, Humanities and Social Sciences
Abstract This study examines twenty-four statements of purpose (SPs) submitted to a master’s program in technical communication at a US university. Primarily, this paper analyzes how the SPs performed rhetorical social action by using the rhetorical appeals (pisteis). To understand the SP writers’ arguments, a textual analysis of their SPs was conducted by using the Aristotelian framework of pisteis: logos, pathos, and ethos. Subcodesdor special topics of inventiond were further developed under each pistis. The results show that ethos was predominant in the SP corpus, and that each SP included arguments from at least four special topics. The heavy reliance on ethos suggests the writers’ tacit assumption about the SP genre: if credibility is not established prominently, then rational and emotional appeals will not be effective. The qualitative nature of this study prevented generalization to the overall SP genre, but the twenty-six special topics that the writers used to construct their arguments can serve as an invention heuristic. The findings will help prospective master’s students to use the rhetorical appeals effectively in their SPs, and educators in composition, technical communication, EAP, and ESP programs to discuss this academic genre with their undergraduate students.
Key words Pistis, Rhetorical appeal, Traditional rhetoric, Modern rhetoric, Statement of purpose, Rhetorical social action
Constructing arguments in engineering student case studies
Jean Parkinson, School of Linguistics and Applied Language Studies, Victoria University of Wellington
Craig Watterson, Faculty of Engineering, Victoria University of Wellington
Abstract Lauren Whitty, School of Linguistics and Applied Language Studies, Victoria University of Wellington, New Zealand Student case studies in engineering have received little attention from English from Specific purposes researchers, in contrast to case studies in business, law and medicine. This article addresses this gap in an analysis of the rhetorical moves of student case studies in engineering. Drawing on Swales’s (1990) move analysis framework, the study found three obligatory sections: Introduction, Analysis and Recommendations. A total of eight moves within these sections are proposed, which writers use in building arguments concerning the recommendations they make. Drawing on background information, identifying problems and questions regarding the case, and employing conceptual frameworks, students analyse the cases from a variety of perspectives in order to make recommendations about the problems in the case. All eight of the proposed moves are found in multiple sections rather than being confined to a single section, a finding unusual in academic genres. A key contribution of this study is the fine-grained analysis of rhetorical moves and strategies within all case study sections. We anticipate that this analysis will benefit writing instructors teaching engineering students, as well as engineering instructor.
Key words Genre analysis, Student case studies, Engineering, Argument, Move analysis
Approaches to simplifying academic texts in English: English teachers’ views and practices
Irina Rets, Open University, Institute of Educational Technology, Walton Hall, Milton Keynes, MK76AA, UK
Lluisa Astruc, Open University, School of Languages and Applied Linguistics, Walton Hall, Milton Keynes, MK76AA, UK
Tim Coughlan, Open University, Institute of Educational Technology, Walton Hall, Milton Keynes, MK76AA, UK
Ursula Stickler, Open University, School of Languages and Applied Linguistics, Walton Hall, Milton Keynes, MK76AA, UK
Abstract Reading academic and specialised texts in a foreign language is a difficult process, and support for making materials more linguistically accessible is scarce. Approaches used in English as a Foreign Language (EFL) teaching could inform responses to this, as in EFL academic texts are routinely simplified to make them more comprehensible. However, there is a lack of research on the most used method of making texts more accessible –intuitive text simplification. In this study, 24 experienced EFL teachers with Spanish, Chinese and Russian language backgrounds were asked to simplify two academic texts in an online task and then to explain their rationale for each change in a follow-up stimulated recall interview. The study showed that despite the reliance on subjective approximations of comprehensibility in intuitive simplification, there is a shared understanding among teachers as to what constitutes a more accessible academic text in English. The study creates a clearer conceptualisation of the processes involved in intuitive text simplification and suggests a set of pedagogical guidelines that can be used in language teacher training for both general and specific English teaching purposes, as well as in training and support of English-medium instruction (EMI) teachers.
Key words Accessibility, Intuitive text simplification, Text comprehension, Academic reading, English teacher
Authentic routine ship-shore communication in the Northern Adriatic Sea area – A corpus analysis of discourse features
Violeta Jurkovic, University of Ljubljana, Faculty of Maritime Studies and Transport,
Key words Maritime English, Authentic routine communication, Corpus analysis, Discourse features, Northern Adriatic Sea
“The datasets do not agree”: Negation in research abstracts
Feng (Kevin) Jiang, Jilin University, China
Ken Hyland, University of East Anglia, UK
Key words Research abstracts, Negation, Textual interaction, Academic persuasion
“I can’t come to the words”: Effects of including military flavour when testing the oral proficiency of Norwegian joint terminal attack controllers
Birgitte Grande, Norwegian Defence University College, Forsvarets høgskole
Clayton D. Leishman, Defense Language Institute – English Language Center
Hege Kristine Skilleås, Norwegian Defence University College, Forsvarets høgskole
Abstract Joint Terminal Attack Controllers (JTACs) direct close-air-support during NATO operations, however, non-native speaker JTACs struggle to meet the NATO English proficiency requirement. This paper examines the effects of including more “military flavour” (Green & Wall, 2005) in the oral proficiency interview (OPI) for JTACs, developed in accordance with NATO Standardisation Agreement (STANAG) 6001. The new test format, called the “OPIþ” included linguistic tasks associating military content domains with the linguistic functions traditionally elicited in the OPI, allowing for comparisons to be made between the two. The test was tried on the Norwegian JTAC selection course (N ¼ 25). Test-taker performance was holistically rated in accordance with STANAG 6001, and candidate output on four OPIþ tasks later transcribed and analysed using discourse analytic measures. Findings suggest that while adding more professional flavour to the test of speaking will improve face validity, test-takers’ qualitative and quantitative performance will not be significantly affected, as long as the language functions elicited remain the same. Moreover, when it comes to testing the professional language JTACs need in the target language use situation, the standard STANAG 6001 OPI test format apparently leaves something to be desired.
A corpus analysis of disciplinary identity in evaluative journal articles: A Systemic Functional Linguistics approach
Nergis Danis, Iowa State University, English Department
Abstract This study investigates the discursive construction of identity in the largely neglected register of evaluative journal articles (e.g., critiques, rebuttals). The study looks at how disciplinary identity is constructed in this register through the use of the subjective firstperson pronoun I from a Systemic Functional Linguistics (SFL) perspective. This is done through the analysis of: (1) the variation of I in evaluative journal articles across six disciplines (i.e., Applied Linguistics, Biology, History, Philosophy, Physics, Political Science) and (2) the process types (e.g., material, mental) that authors use with I to construct a particular disciplinary identity. Findings show that social science and humanities authors use I much more frequently than hard science authors, but also that the frequency of I in the hard sciences is not negligible when compared to previous research. Another important finding is that disciplinary differences are reflected in both the frequency and use of process types. The findings are highly relevant for teaching graduate students disciplineappropriate ways of identity construction in evaluative registers, such as critiques.
Topicalizing language in CLIL teaching at technical colleges: A micro-level analysis of language-related episodes (LREs)
Ute Smit, Department of English Studies, University of Vienna
Thomas Finker, Department of English Studies, University of Vienna
Abstract Complementing the rich literature on Content and Language Integrated Learning (CLIL) classroom discourse, this study is one of the first to focus on teachers and students topicalizing language in technical education at upper secondary level. By using an extended conceptualization of the “language-related episode” (LRE) to incorporate all interactional sequences dealing with linguistic topics (e.g., lexis or pronunciation) as well as suggestions or comments on language use or choice, this multi-case study analyzed 17.5 h of IT and economic lessons observed in five cases set in four different upper-secondary technical colleges in Austria. The quantitative and qualitative findings reveal an overall high frequency of LREs of both types, although individual cases display a surprising diversity in using LREs, ranging from one per lesson to one per minute. Furthermore, certain LRE topics, such as lexis and language choice, are highly dominant, and individual cases show their own ways of developing LREs and thus integrating language (learning) in CLIL. When combined with insights gained from the reflection interviews undertaken with all teachers, these findings reveal both language-related teaching aims and how the participating teachers put them into practice in the form of LREs.
‘Teaching the writer to fish so they can fish for the rest of their lives’: Lecturer, English language tutor, and student views on the educative role of proofreading
Nigel Harwood, School of English, University of Sheffield, Jessop West
Abstract This qualitative study draws upon questionnaire and interview-based data collected from 32 disciplinary lecturers, 34 English language tutors, and 56 students (24 undergraduates, 32 postgraduates; 29 L1, 27 L2) to explore participants’ beliefs about the educative value of the proofreading of student writing. No consensus emerged between or within parties, with a range of pro- and anti-educative views. Those who spoke of the educative value of proofreading claimed it was able to provide individualized learning opportunities, drawing learners’ attention to knowledge gaps and recurrent errors, arming writers with learning strategies, raising their awareness of genre conventions, and pointing them to useful instructional materials. However, those espousing anti-educative views claimed that, unlike writing centre tutoring, proofreading was not a pedagogic experience, and that student writers had little desire to learn from a proofreader, simply accepting all the changes the proofreader had made to their text andquickly submitting for assessment. Such a variety of views points to the difficulties of introducing an in-house educative proofreading policy. The article concludes by exploring how educative proofreading could be embedded into university support services and its raison d’être effectively disseminated to all stakeholders.
期刊简介
English For Specific Purposes is an international peer-reviewed journal that welcomes submissions from across the world. Authors are encouraged to submit articles and research/discussion notes on topics relevant to the teaching and learning of discourse for specific communities: academic, occupational, or otherwise specialized. Topics such as the following may be treated from the perspective of English for specific purposes: second language acquisition in specialized contexts, needs assessment, curriculum development and evaluation, materials preparation, discourse analysis, descriptions of specialized varieties of English, teaching and testing techniques, the effectiveness of various approaches to language learning and language teaching, and the training or retraining of teachers for the teaching of ESP. In addition, the journal welcomes articles and discussions that identify aspects of ESP needing development, areas into which the practice of ESP may be expanded, possible means of cooperation between ESP programs and learners' professional or vocational interests, and implications that findings from related disciplines can have for the profession of ESP. The journal also carries reviews of scholarly books on topics of interest to the profession.
《专门用途英语》是一本国际同行评审期刊，欢迎来自世界各地的投稿。鼓励作者提交与特定社区的话语教学相关的主题的文章和研究/讨论笔记：学术、职业或其他专业。以下主题可以从英语的角度处理：专业背景下的第二语言习得，需求评估，课程开发和评估，材料准备，话语分析，英语专业品种的描述，教学和测试技术，各种语言学习方法的有效性和语言教学，以及教师的培训或再培训ESP教学。 此外， 该期刊欢迎文章和讨论，以确定ESP需要发展的方面，ESP实践可以扩展到的领域，ESP计划与学习者的专业或职业兴趣之间可能的合作方式，以及相关学科的发现可能对ESP专业产生的影响。 该杂志还刊登了有关该行业感兴趣的主题的学术书籍的评论。
官网地址：
https://journals.elsevier.com/english-for-specific-purposes
本文来源：English For Specific Purposes官网
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