Showing papers in "Journal of English for Academic Purposes in 2014"

TL;DR: This article uses the hypothesised developmental progression index suggested by Biber, Gray, and Poonpon (2011) to consider academic writing produced by two groups of graduate L2 writers, and confirms that the less proficient group relied heavily on attributive adjectives, a modifier hypothesised as being acquired early.

TL;DR: Because of the existing highly competitive journal publishing environment, a few measures that could be undertaken are presented to allow multilingual peripheral researchers to increase their influence as global partners in the world of science.

TL;DR: It is argued that the use of bundles by the L2 writers deviates from L1 norms and concludes that, although they are expert writers, their formulaicity is ‘hybrid’, that is, largely, but not completely, native-like.

TL;DR: In this article, a large-scale online survey was conducted to Spanish scholars of medicine, a field of research in which researchers are in need of specialized assistance in English for Research Publication Purposes (ERPP).

TL;DR: This article investigated cross-disciplinary and cross-linguistic variations of multiple citation features from the unifying perspective of Bakhtinian dialogism, and found that cited information, epistemologies underlying cultural and disciplinary practices, ethnolinguistic norms of communication, and culturally valued interpersonal relationships.

TL;DR: The authors investigates research publication practices in the field of Languages for Specific Purposes (LSP) and aims to raise awareness of the current use of English by LSP scholars who need to gain visibility in international academia and recognition in their home educational contexts.

TL;DR: The results show that the MWC are weakly present in the EAP materials, and that they are not dealt with pedagogically, which has important implications for EAP practitioners and materials developers.

TL;DR: This special issue is dedicated towriting for publication in multilingual contexts; it focuses on the use of English and other languages in the research and publishing practices of scholars working outside the English-speaking world.

TL;DR: In this paper, the authors report on the research communication practices and attitudes towards the role of English among social sciences scholars in Romania, a Central-Eastern European context that has received little research attention from this perspective.

TL;DR: In this paper, a survey of Spanish researchers in terms of research publishing skills in both English and Spanish, learn about their attitudes, motivations and experiences of research publication and of writing training.

TL;DR: In this paper, the authors analyzed 41 studies that investigated learning in EAP contexts using the transfer taxonomy ( Barnett & Ceci, 2002 ), a 9-dimensional analytic tool developed to clarify research on transfer and used to analyze studies in experimental psychology.

TL;DR: It is suggested that what could be considered sufficient language competence for research publishing in English varies across, but also, depending on researchers' career levels, within the four disciplines studied, i.e. biology, mechanical engineering, German linguistics and history.

TL;DR: This paper conducted an interview-based study with 14 English-publishing management academics from seven universities in China to understand the participants' perspectives and practices in the publication endeavor, generated findings that highlighted the impact of performative pressure imposed by journal ranking lists, the importance for the academics to capitalize on complementary resources through international collaboration, the potential challenge of writing in English, and the value of knowledge exchange with business practitioners.

TL;DR: The extent to which parallel language use reflects the actual reality of university language policy writers in the Nordic region is still unclear.

TL;DR: The authors investigate how francophone Canadian researchers in French-minority contexts meet pressures for publication and public engagement in English and French, adopting a dialogical self-case study design and compare on their own experiences as applied linguists located in the same regional context and yet working in two markedly distinct institutional environments, a unilingual English university and bilingual university.

TL;DR: In this paper, the authors report a qualitative inquiry to explore two aspects of coherence in fairly advanced EAP writing Samples of postgraduate students' responses to an academic argumentative writing task were analysed with a double focus.

TL;DR: In this paper, the authors examined the relationship between written academic English proficiency and academic achievement in an undergraduate English-medium university program in the Sultanate of Oman and identified reliable measures for screening academically at-risk students in a time and cost-effective manner.

TL;DR: This study illustrates a selection method, taking quantitative results as a starting-point, for a qualitative study of a lexicogrammatical pattern in apprentice writing in linguistics by learners and native speakers of English.

TL;DR: This paper analyzed the resources of evaluation at both rhetorical and linguistic levels used by the writers of 20 PhD LRs in computing in English and Spanish, and found that the Spanish and the English LRs have a similar rhetorical structure.

TL;DR: An analysis of how behavioral science researchers from the soft domain of Information Systems engage prior knowledge of the field to construct research claims in journal articles reveals that while all the citation categories in the typology were present in both journals, they appeared only sparingly in the IM articles, and cross-sectional differences in their distribution were statistically significant in the MIS Quarterly corpus only.

TL;DR: The analysis of changes in lexico-grammatical and discourse-semantic choices in learners' responses to two primary source history texts as indexes of academic language development shows changes in students' linguistic choices that realize ways of reasoning and arguing typical of history.

TL;DR: Analysis of two focal participants with divergent preferences for collaboration revealed that the collaboratively-oriented student reflected more on content during the collaborative discussions than the individually- oriented student.

TL;DR: It is suggested that language learner task talk displays more features tied to speech production and self-regulation and fewer features associated with attempting to point to the informational space of others, a key feature of university classroom talk.

TL;DR: Investigation of the publication practices of scholars working at a German university in the field of linguistics finds that the language use in publications is mainly affected by three factors, the target audience, the object of research, and the linguists' self-assessed language competence.

TL;DR: This article explored the function of expressing external viewpoints with stance-neutral frames in academic writing and concluded that each of the neutrally presented viewpoints in the successfully constructed text uniquely forms an important strategic process of gradual value assignment and that stanceneutrality is not a representation of the writer's failure to clarify stance.

TL;DR: Results indicate that the trialogical approach to learning can assist EAP educators to design online reading to write learning experiences that enable novice L2 reader writers to begin managing and automating the reading and thinking acts involved in using readings to write.

TL;DR: In this article, a study of the published requirements of journals in various disciplines, the perceptions of senior researchers, and the practices of three informants over the last twenty years was conducted.