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Journal of English for Academic Purposes
IF
1.73
Papers
666
Papers 688
1 page of 69 pages (688 results)
Newest
Published on Jul 1, 2019in Journal of English for Academic Purposes 1.73
Chanhee Kim (Daejeon University), Peter Crosthwaite4
Estimated H-index: 4
(UQ: University of Queensland)
Abstract A growing body of literature recognizes the importance of interaction between writers and readers in disciplinary academic texts. An effective way for authors to evaluate their or others' findings, methods, and theories is to package propositional information in evaluative ‘that’ patterns (e.g. ‘the author believes that … ‘). These provide various options for evaluating propositions and thematizing the evaluation by signaling either epistemic or attitudinal stance towards the propositio...
Published on Sep 1, 2019in Journal of English for Academic Purposes 1.73
Elena Cotos7
Estimated H-index: 7
(Iowa State University),
Yoo-Ree Chung2
Estimated H-index: 2
(Iowa State University)
Abstract U.S. universities have been employing international teaching assistants (ITAs) for more than thirty years, and their interest in using large-scale language proficiency test scores for the purpose of screening and certification of prospective ITAs has markedly grown. Although previous research generated evidence supporting the validity of such test uses, no studies closely examined the nature of ITAs’ classroom discourse in terms of functional language needed to accomplish teaching tasks...
Published on Sep 1, 2019in Journal of English for Academic Purposes 1.73
Tatiana Nekrasova-Beker (CSU: Colorado State University)
Abstract In an effort to provide college students with exposure to authentic language patterns specific to their area of study, empirical research on discipline-specific discourse has targeted a plethora of features, including vocabulary, academic literacy conventions, and structural features of academic genres in a number of disciplines (e.g., Hyland, 2008; Kanoksilapatham, 2015; Ward, 2007; Wood & Appel, 2014). To contribute to the line of research that investigates discourse practices in engi...
Published on Sep 1, 2019in Journal of English for Academic Purposes 1.73
Olwyn Alexander3
Estimated H-index: 3
(Heriot-Watt University)
Abstract Halliday's work on the texture of texts and thematic structure is fundamental in enabling EAP students to follow the advice often given by lecturers to ‘write clearly and logically’. An understanding of thematic structure can equip students with the tools to construct paragraphs that communicate their own ideas in ways that are easy to read. This approach takes students beyond topic sentences and discourse markers to a more nuanced presentation of their arguments. In this researching EA...
Published on Jul 1, 2019in Journal of English for Academic Purposes 1.73
Frank Romano (Stockholm University)
Abstract Accuracy in use of inflection is a defining feature of native and non-native academic writing. In EAP contexts, non-native texts are dominated by errors in use of tense and agreement, despite accuracy being an important element of text complexity and EAP teaching and assessment. An open question is to what degree the absence of inflection in the EAP learner’s L1 resembling English tense and agreement is associated with inaccuracy. This study examined verb form errors in the EAP writing ...
Nigel A. Caplan3
Estimated H-index: 3
(UD: University of Delaware)
Abstract Writing assignments in university classes can be opaque to novice undergraduate students, including L2 writers, who may struggle to identify the appropriate genre for their response. This paper introduces a simplified 3x3 matrix (adapted from Humphrey et al., 2010) as a heuristic for analyzing writing assignments across the disciplines. The matrix asks questions at the text, phase (move), and sentence levels using the Hallidayean view of language as construing ideational, interpersonal,...
John Lee14
Estimated H-index: 14
(CityU: City University of Hong Kong),
Lok Ming Eric Cheung (CityU: City University of Hong Kong)+ -3 AuthorsJonathan J. Webster15
Estimated H-index: 15
(CityU: City University of Hong Kong)
Abstract Proficiency in English academic writing is critical to students’ success at university. With recent advances in language technology, a computer-assisted language learning approach can potentially provide students with additional practice and feedback. We describe our effort in building a tool that promotes greater awareness of how students can expand their registerial repertoire by employing grammatical metaphor, in particular through feedback on the lexico-grammatical options in the no...
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