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学术英语十大热门文章 （TOP 10 Hottest Articles） 高教社外语近期推出“TOP 10 Hottest Articles”系列，成为大家了解学界关注热点的重要窗口，深受关注和喜爱。该系列主要是针对外语领域的SSCI来源检索期刊，每期选择一种期刊，列出最热门的10篇学术论文(数据来源于Science Direct, Taylor & Francis, SAGE Publications, Wiley Online Library等数据库)，包括题目、摘要、关键词等。同时，“TOP Cited Articles”系列(依据CrossRef)已经上线，敬请关注。往期回顾请点击文末链接，您也可以通过留言的方式告诉我们您的需求。欢迎各位外语教师、外语研究者及外语学习者订阅'高教社外语'微信公众号并持续关注。本期为您送上TOP 10 Hottest Articles of Journal of English for Academic Purposes in 2015. 专门用途英语课程以英语使用领域为指向，以增强学生运用英语进行专业和学术交流、从事工作的能力，提升学生学术和职业素养为目的，具体包括学术英语（通用学术英语、专门学术英语）和职业英语。 专门用途英语课程凸显大学英语工具性特征。各高校应以需求分析为基础，根据学校人才培养规格和学生需要开设体现学校特色的专门用途英语课程，供学生选择，也可在通用英语课程中融入学术英语和职业英语的内容。
摘自《大学英语教学指南（送审稿）》 About Journal of English for Academic Purposes Impact Factor: 1.019（2014） The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic,sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself. A wide range of linguistic, applied linguistic and educational topics may be treated from the perspective of English for academic purposes; these include: classroom language, teaching methodology, teacher education, assessment of language, needs analysis; materials development and evaluation, discourse analysis, acquisition studies in EAP contexts, research writing and speaking at all academic levels, the sociopolitics of English in academic uses and language planning. TOP 10 Hottest Articles · Journal of English for Academic Purposes 1. The use of metadiscourse for knowledge construction in Chinese and English research articles Journal of English for Academic Purposes, Volume 20, Pages 135-148 Mu, C.; Zhang, L.J.; Ehrich, J.; Hong, H. Abstract: The purpose of this study is to compare the usage of metadiscourse in English and in Chinese research articles (RAs) published in applied linguistics journals and to investigate how metadiscourse may contribute to knowledge construction in RAs. A small corpus in each language was built consisting of 20 journal articles in English and another 20 in Chinese. In order to highlight metadiscourse features, an established model of metadiscourse was adopted to annotate both Chinese and English articles. It was found that there are generally more metadiscourse features in the English sub-corpus than in the Chinese sub-corpus. While both English sub-corpus and Chinese sub-corpus were found to use statistically significantly more interactive metadiscourse resources (organising discourse) than interactional metadiscourse resources (indicating writers' attitude and stance to themselves, text and audience), the English sub-corpus employed statistically significantly more interactional metadiscourse features than the Chinese sub-corpus. Implications of this study are discussed for both English and Chinese academic writing, including the teaching of English writing as a second language (L2). Keywords Metadiscourse; Knowledge construction; EAP; English research articles; Chinese research articles 2. ‘Argument!’ helping students understand what essay writing is about Journal of English for Academic Purposes, Volume 11, Issue 2, June 2012, Pages 145-154 Wingate, Ursula Abstract: Argumentation is a key requirement of the essay, which is the most common genre that students have to write. However, how argumentation is realised in disciplinary writing is often poorly understood by academic tutors, and therefore not adequately taught to students. This paper presents research into undergraduate students’ concepts of argument when they arrive at university, difficulties they experience with developing arguments in their essays, and the type and quality of instruction they receive. A three-part definition which describes argumentation by what students need to learn was used as the framework for analysis. The findings show that students have only partial or incorrect concepts of argument. Many problems they encounter are caused by their lack of knowledge of what an argumentative essay requires, particularly of the need to develop their own position in an academic debate. The advice they receive does not make the requirements explicit and refers to argumentation inconsistently and vaguely. An ‘essay writing framework’, based on the three-part definition, is proposed for improving the teaching of writing. This approach puts argumentation at the centre of instruction and explains other aspects of writing according to the function they have in the development of argument. Keywords Argumentation; Essay; Genre; Teaching writing 3. Using corpus-based research and online academic corpora to inform writing of the discussion section of a thesis Journal of English for Academic Purposes, Volume 20, Pages 58-68 Flowerdew, L. Abstract: This paper shows how corpus-based research on academic writing has been used to inform a variety of concordancing activities designed to help postgraduate science and engineering students write the Discussion section of their theses. The concordancing tasks were integrated into a two-part workshop and made use of a freely-available corpus of research articles. In Part 1 of the workshop students first analyzed printed extracts of discussion sections from theses and identified prototypical move structure patterning. These top-down, genre-based pen-and-paper activities were followed by more bottom-up corpus tasks designed to familiarize students with search strategies for identifying useful lexico-grammatical patterns for particular rhetorical functions. In Part 2 of the workshop students were introduced to variation of move structure patterning in the Discussion section. Concordancing tasks focused on problematic areas identified in students' drafts of the discussion sections of their own theses. The corpus enquiries were also designed to familiarize students with more sophisticated searches to exploit the functionality of the software used. In the last section of the article, I suggest a range of freely-available corpora and tools that are suitable for use in second-language academic writing programs for advanced-level students. Keywords Thesis writing; Academic writing; Novice writing; Concordancing; Lexico-grammar; Rhetorical functions; Corpus pedagogy; Software tools 4. Genre, discipline and identity Journal of English for Academic Purposes, Volume 19, Pages 32-43 Hyland, K. Abstract: In Genre Analysis Swales encouraged us to see genres in terms of the communities in which they are used and as a function of the choices and constraints acting on text producers. It is this sensitivity to community practices which make genre a rich source of insights into two key concepts of the social sciences – community and identity. In this paper I take up these themes to explore the relationships between community expectations and the individual writer. To do so I use a corpus approach to recover evidence for repeated patterns of language which encode disciplinary preferences for different points of view, argument styles, attitudes to knowledge, and relationships between individuals and between individuals and ideas. The paper attempts to show how genre can offer insights into the ways actors understand both the here-and now interaction (the context of situation) and the broader constraints of the wider community which influence that interaction (the context of culture), revealing something of actors' orientations to scholarly communities and the ways they stake out individual positions. Keywords Genre; Identity; Academic writing; Corpus analysis; Proximity; Positioning 5. Metadiscourse in the introductions of PhD theses and research articles Journal of English for Academic Purposes, Volume 20, Pages 114-124 Kawase, T. Abstract: Previous studies have indicated that the introductions of PhD theses and research articles are similar in their rhetorical features. In contrast, it has been suggested that metadiscourse as a rhetorical device is constructed in a different manner in these texts. However, very few studies have sought to empirically validate this assumption. This paper investigates how research writers construct metadiscourse in the introductions of their PhD theses and subsequently published research articles. The analysis shows that the majority of the writers make greater use of metadiscourse in their article introductions. The most significant changes include greater use of phrases referring to previous research, less reference to other parts of the text, and still less use of phrases signalling authorial presence. Close examination reveals that these variations derive from genre-specific features, including that writers of PhD thesis introductions present previews of the subsequent chapters. This paper closes by arguing that the variations can also be ascribed to the nature of the PhD thesis as an educational genre and that of research articles as a professional genre in which writers need to survive severe competition to get their manuscripts published. Keywords Genre analysis; Rhetoric; Metadiscourse; Doctoral thesis or dissertation; Research article; Introduction 6. Genre performances: John Swales'Genre Analysis and rhetorical-linguistic genre studies Journal of English for Academic Purposes, Volume 19, Pages 44-51 Devitt, A.J. Abstract: Although scholars have studied some sources of variation within genres, the variation that is each individual performance of a genre requires further investigation. In Genre Analysis, John Swales combined rhetoric and linguistics to explain genre as grounded in shared communicative purposes and discoverable through text analysis. Although the disciplines differ in some of their purposes and settings, they share the difficulty of helping students advance beyond simplified understandings of genre to the complex decisions needed to address particular situations. Building from a rhetorical-linguistic genre studies and using metaphorically the linguistic concepts of competence and performance, this article proposes that genre theory and instruction should account for genre performances as well as genre competence. Genre theory can then better address such issues as identity, affect, and cognition. Genre instruction can lead students to examine not just similarity within a genre but also differences, in both communicative event and individual language-users. The uniqueness of each performance also affects assessment of genre knowledge and transfer, complicating the ability to assess genre competence through genre performance. Considering genre performances as well as competence within a rhetorical-linguistic genre studies allows genre scholars and teachers to address the fact that genre-in-use is simultaneously unique and shared. Keywords Genre; Performance; Genre pedagogy; Genre studies; Rhetoric; Teaching genre 7. John Swales's approach to pedagogy in Genre Analysis: A perspective from 25 years on Journal of English for Academic Purposes, Volume 19, Pages 102-112 Flowerdew, J. Abstract: It is now 25 years since the publication of John Swales's seminal book, Genre Analysis: English in academic and research settings and it is a good time to take stock of the influence of this book on language teaching. In this article, I review Swales's approach to the pedagogic application of genre theory for language teaching and consider how some of his major ideas might be developed in the light of present day theory. In the course of the discussion I also refer to Swales's own writing since Genre Analysis, where relevant. The strands of pedagogic theory I consider are: Vygotskyan theory; genre relations; corpus-informed pedagogy; and English as a Lingua Franca. Keywords John Swales; Genre analysis; Genre; Genre pedagogy; Vygotskyan theory; Genre relations; Corpus-informed pedagogy; English as a Lingua Franca 8. A corpus-based study of the expression of stance in dissertation acknowledgements Journal of English for Academic Purposes, Volume 20, Pages 176-191 Chan, T.H.T. Abstract: Although much previous research has examined the expression of stance in different registers, it is restricted to such primary genres as published research articles, textbooks, and student essays. Little is known of the ways writers express stance in an underexplored academic genre – acknowledgements. Using a corpus-based approach, this present study builds on previous research, notably from Biber (2006), aiming to investigate to what extent the frequencies of the range of lexico-grammatical devices used for the expression of stance in acknowledgements vary across disciplines. In particular, it focuses on disciplinary writing practices of the soft and hard disciplines and on stance expressions with regard to social functions and lexico-grammatical patterns. A quantitative analysis shows important distributional trends of stance expressions across disciplines, with the soft disciplines using more stance features than the hard disciplines, and a qualitative analysis of selected concordance lines identifies various social functions and distinctive lexico-grammatical patterns. It is found that stance devices appear to be motivated by different factors such as the nature of research, the imbalance of the power and position between the writers and thanked addressees, the amount of assistance and support the writers receive from different sources, and their strategic career choices. Keywords Stance; Corpus linguistics; Acknowledgments; English for academic purposes 9. Using Academic Literacies and genre-based models for academic writing instruction: A ‘literacy’ journey Journal of English for Academic Purposes, Volume 11, Issue 1, March 2012, Pages 26-37 Wingate, Ursula Abstract: Three writing development initiatives carried out at King’s College London UK are discussed in this article to illustrate the need to draw on different theoretical models to create effective methods of teaching academic writing. The sequence of initiatives resembles a journey: the destination is to develop academic writing programmes suitable for students from all backgrounds; the point of departure was the dominant institutional provision of extra-curricular ‘study skills’ courses. The Academic Literacies model subsequently offered useful guidance for moving away from this provision towards discipline-embedded approaches. However, Academic Literacies could not easily be applied to instructional practice, because its preference for issues such as identity, power relations and institutional practices over text seemed to be at conflict with students’ preferences. This finding led to a change in direction towards a genre-based approach to writing instruction. It is argued that the analysis of discipline-specific texts is the best starting point for teaching and learning of academic writing, and that students will be more willing to take a critical perspective when they are able to understand and control disciplinary discourses. Keywords Academic writing; Writing instruction; Academic Literacies; Genre analysis; Systemic-functional linguistics; English for academic purposes 10. EAP: issues and directions Journal of English for Academic Purposes, Volume 1, Issue 1, Pages 1-12 Hyland, Ken; Hamp-Lyons, Liz Abstract: The field of English for Academic Purposes has developed rapidly in the past 25 years to become a major force in English language teaching and research. Drawing its strength from broad theoretical foundations and a commitment to research-based language education, EAP has begun to reveal some of the constraints of social contexts on language use and to develop ways for learners to gain control over these. In this first issue of a new journal devoted to developments and understandings in this field, the editors briefly sketch the context within which the journal has emerged and point to some of the issues which currently influence and confront our discipline. In so doing we raise a number of questions which are likely to preoccupy JEAP's readers and contributors into the near future. REVIEW |
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