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The article shows the key role that academic paper titles play in presenting paper contents and burden, and demonstrates cultural and linguistic differences between the academic style in Russian and in English. The author explains the way the academic style is connected with language's grammatical structure and its culturespecific communicative patterns, and illustrates that the prevailing paper titles' patterns are predetermined by academic style dominants in a particular language. The fundamental difference in paper titles organization in Russian and English academic style is that in Russian the prevailing pattern in naming a paper has traditionally been an extended single noun group with several prepositional and postpositional subordinates, predominantly in Genitive. In English, on the contrary, the title in most cases consists in two parts connected by a column, full stop, conjunction or a preposition. That is why there is a communicative asymmetry in academic paper titles' verbalization principles in Russian and in English, as these principles are mostly language specific and have their own dominating linguistic patterns. It is also explicated that there is an asymmetry between academic paper titles in Russian and in English not only in their structure and organization, but in lexicon as well. That is why paper titles translated word-for-word from Russian into English often fail to map standard stylistic patterns characteristic to academic English. There are some comments as well on a rather new pattern in titling academic papers across languages. It has to do with using various expressive stylistic means, which never fail to attract peers' attention. There are also some comments on using "translator's false friends" in rendering academic paper titles from Russian into English, particularly by native Russian speakers. The research is based on extensive linguistic corpus data (10 000 paper titles authored by native Russian and English speakers), has practical implications and guidelines, as well as proposes some topical theoretical interpretations concerning its subject matter.

Formulaic language contributes to demonstrating membership in a specific discourse community. However, the norms of a specific language community tend to change over time, which adds to the complexity of academic writing. Therefore, the aim of this paper is to explore the changes in the usage of lexical bundles in scientific papers in the field of education over the last 20 years. The focus is on lexical bundles, multi word sequences that recur frequently and are distributed widely across different texts. As a prominent feature of any text, exploring their usage and change over time brings insight into the changes which occur in the academic writing style. The results showed a decrease in the usage of lexical bundles over time. Statistically significant differences were found in the structural and functional usage of lexical bundle tokens for both groups and subgroups. This indicates that the concrete bundles used over time have not significantly changed but only the frequency of their usage. [ABSTRACT FROM AUTHOR]

Despite the recent growth of multilingual learners in community colleges, research is still scarce on how instructors perceive and interact with students institutionally classified as English as a second language (ESL). In this paper, I use racialization of language and culturally relevant pedagogy to explain how 6 instructors from first-year freshmen in a community college, serving a high percentage of immigrant multilingual learners, view, understand and operationalize culturally and linguistically responsive practices in their classrooms. I use a qualitative critical approach to analyze data from interviews, fieldnotes, and observations from a year-long study in a community college in a mid-sized city in the South of the United States. I show evidence of instructors' views of students regarding their cultural, linguistic, educational, and class backgrounds. Findings suggest that even when instructors celebrate differences in the classroom and are aware of the cultural differences, their opinions, and academic expectations were sometimes focused on students' lack of confidence to advocate for themselves and their failure to assimilate into the mainstream culture. Despite the best intentions, these expectations still enclosed assimilationist views of language and personhood that require students to communicate in ways that often resemble the American traditional monolingual college student. The study of language from a racial perspective can promote powerful ways to understand how institutions structure and operationalize services to multilingual learners; conscious changes in services may result in more equitable practices for these students. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Faculty of Philosophy in Sarajevo / Radovi Filozofskog Fakulteta u Sarajevu is the property of Faculty of Philosophy in Sarajevo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper combines learner corpus research with contrastive analysis to test the applicability of corpus-driven methods to the study of phraseology in learner academic English. It explores phraseological patterns in English L2 academic texts written by Czech university students in comparison with English L1 novice and expert writing. Three corpus-driven approaches are employed: frequency lists, keywords and lexical bundles. The results indicate that a combination of corpus-driven methods can indeed serve as an effective starting point for the contrastive study of phraseology, highlighting potential areas of under- and overuse of multi-word patterns in English L2 novice academic texts. However, in order to give a more comprehensive picture of learner academic English, quantitative methods have to be combined with qualitative contrastive analysis. [ABSTRACT FROM AUTHOR]

The assembly of corpus-based discipline-specific word lists for pedagogical purposes has recently been on the rise (e.g., Arndt, 2022 ; Fraser, 2007 ; O'Flynn, 2019 ; Yang, 2015). In order to cater to the needs of learners in veterinary medicine (VM) and for field-specific academic literacy, this paper analyses a reiteration of the Veterinary Medicine Corpus (Özer and Akbaş, 2023 ; hereafter the VMC), assembling a specified list of academic words used in published research articles (RAs) in VM. So far, VM has remained largely unexplored with the exception of Durrant's (2009) limited coverage of VM texts. The analysis was conducted using LancsBox 6.0, prompted to yield a list of PoS-tagged lemmas (P-lemmas) sorted by frequency (Coxhead, 2000 ; Yang, 2015) and dispersion (Arndt, 2022). The most frequent 1,000 lemmas for each content word category were collated into a candidate list. We then manually eliminated proper nouns and GSL (West, 1953) words. The final list, the Veterinary Medicine Academic Word List (VMAWL), contains 835 PoS-tagged lemmas (P-lemmas), a reiteration of which was produced by adding the types in Bauer and Nation's (1993) taxonomy at the second level to test coverage. The VMAWL was profiled and validated against the four parent categories independently on AntWordProfiler (Anthony, 2022a) with analysis showing the VMAWL comprises 13.75 % of the VMC and diverges greatly from generic word lists like the AWL, NGSL, new-GSL, and AVL. The list can be used to develop teaching materials for EAP or ESP academic writing courses. • We assemble an academic word list in veterinary medicine with pedagogical value. • The machine-generated veterinary corpus was reconfigured for reliable dispersion statistics. • The justified list consists of 835 P-lemmas granting a satisfying coverage of 11.92 % in VMC. • Coverage by our justified list in the veterinary corpus is much higher than the generic lists. • The lexis in our disciplinary list is thus significant for better literacy in veterinary medicine. [ABSTRACT FROM AUTHOR]

In this paper, the current research situation of academic English is reviewed. From the perspective of curriculum research, we investigate the implementation of Public English curriculum and the needs of academic English, and then put forward some specific measures for the construction of academic English courses. This paper mainly discusses three aspects of the requirement, setting and teaching of academic English courses. On the basis of previous studies, there are not many academic English courses for postgraduate students in Colleges and universities. According to the theory that education is ahead of the economic development, it is an advanced research path to explore the establishment of academic English course in the teaching of postgraduate English. The object of this study is a very representative University in a certain area, which can reflect the overall level of higher education in the region to a certain extent. Both the hardware and the software facilities can provide practical possibilities for the proposal and implementation of this article, and also have a reference for the national colleges and universities. [ABSTRACT FROM AUTHOR]

A good command of English for Specific Purposes (ESP) among Czech engineers seems to be of crucial importance since the engineering field has been developing rapidly and the Czech labour market is becoming increasingly international (Eurostat 2020). The authors of this article, who supervise the ESP courses offered to the students of the Faculty of Mechanical Engineering (FST) at the University of West Bohemia (UWB) in Pilsen (Czech Republic), attempt to meet the changing needs of the engineering field by conducting needs analyses among students, university graduates and prospective employers, and keeping their ESP courses' syllabi up-to-date and relevant to their engineering students. This paper presents a comparative analysis of a questionnaire that was distributed in the year 2021 among UWB engineering students and graduates. Having analysed the responses that dealt with graduates' needs and students' expectations of using ESP in a workplace, the authors noticed several discrepancies between the answers they received from the students and those they received from the graduates. Based on the analysis, a hypothesis that current students sometimes have misconceptions about their future work life has been formulated. To confirm this hypothesis, in the next stage of the research, selected students and graduates are to be interviewed to gather additional information. The authors also wish to examine this hypothesis by having prospective engineering employers reply to the same survey questions. [ABSTRACT FROM AUTHOR]

This paper examines voice alternation, that is, variation between the active and passive voice in academic Englishes. The focus is on differences regarding degrees of author involvement. A previous study on the use of be-passives in fifteen varieties of academic English (Hundt, Schneider & Seoane 2016) found voice alternation to be very similar in both contact and native (ENL) varieties of English, with only American English showing a pronounced tendency towards a more frequent use of actives. A more fine-grained analysis, however, revealed highly significant interdisciplinary variation: whereas in the hard sciences the default option to express a transitive event is the passive voice, in the soft sciences, preference is often given to the active. In this paper we do not compare varieties of English but concentrate on ENL data from the entire academic sections of ICE corpora (International Corpus of English) as a whole in order to uncover the functional role of actives and passives across disciplinary areas with regard to authorial presence. The results indicate that the differences attested do not correlate with differences in authorial involvement (We discovered this versus This was discovered) since texts remain equally impersonal. Other factors, such as the increasing informalization observed in various genres, will have to be contemplated in any comprehensive study of the rhetoric of science. [ABSTRACT FROM AUTHOR]

It is now confirmed that the visibility of academics depends on their written production. However, established scholars in English as an Additional Language environments are also striving to be more visible at English-only conferences. Thus, oral proficiency, in the case of non-native-speaker (NNS) experts, is no longer a deferred need. The paper examines the notes taken by a Tunisian professor of chemistry while attending an international conference. The communicative functions of the expressions selected by the attendee are identified and categorized. The findings could contribute to a more effective teaching of English for Conferencing. The aim is to shed further light on the particular linguistic and rhetorical needs of NNS professionals who wish to participate at English-only international conferences. [ABSTRACT FROM AUTHOR]

This paper looks at the effects of service-learning on an Intensive English program. It examines English language participants at a community college who engaged in different service-learning projects over the course of one semester. Students found that service-learning helped them improve their English skills, increased their confidence when interacting with native English speakers, and gave them a rewarding experience of helping others. This paper argues that a service-learning component to English language learning curricula promotes enhanced language acquisition, as students are able to produce and receive authentic language outside the class while performing real-world tasks with meaningful purposes. [ABSTRACT FROM AUTHOR]

This paper explores whether hedges and boosters are used differently in discussion sections of research articles adopting one of the two qualitative approaches: narrative inquiry and grounded theory. Based on 30 SSCI-indexed journal articles in the field of education, both similarities and variations between the two paradigms were identified regarding the ways propositions are modified. Generally, narrative inquiry researchers relied more on boosters than grounded theorists in their statements, while researchers following grounded approach were more tentative in building a theory or concept. Furthermore, while narrative and grounded-theory studies both used hedging and boosting, certain nuanced variations were observed, e.g., the former being more likely to boost their contributions to their research communities. Such similarities and differences can be rooted in and explained by the respective philosophical assumptions behind each paradigm, suggesting a paradigmatic influence on hedging and boosting in academic writing. This study contributes to the current understanding of metadiscourse by documenting paradigmatic variation and proposing four continua sensitive to hedge–booster interactions and to aspects of knowledge representation, thereby providing pedagogical implications for teaching and learning of metadiscourse in papers using one of the two qualitative approaches in particular and different qualitative approaches in general. • Hedges and boosters in research articles (RAs) connect to research paradigms. • Grounded theory RAs use more hedges than narrative inquiry RAs. • Narrative inquiry RAs use more boosters than grounded theory RAs. • Four functional continua of hedging and boosting are proposed. • Suggestions regarding the teaching and learning of hedges and boosters are given. [ABSTRACT FROM AUTHOR]

The study reported in this paper aims to create a list of academic English derivational suffixes to help EFL teachers decide which derivational suffixes to be taught first and help their learners, especially those of higher education, expand their vocabulary size. Gardner and Davies' (2014) 3,000-word list of Corpus of Contemporary American English (COCA) academic was analyzed following Hay (2002) and Plag's (2006) frameworks by counting the number of words containing the suffixes. This study found 1,251 suffixed words in the corpus deriving from 41 suffixes, which comprise 22 noun suffixes, 13 adjectival suffixes, 4 verbal suffixes, and 2 adverbial suffixes. The suffixes were then ordered into 3 levels based on the frequency; 22 suffixes are put in Level 1, 12 suffixes in Level 2, and 7 suffixes in Level 3. Considering the high frequency, all suffixes in Level 1 should gain more attention of the teachers. The more frequent occurrence of the suffix in a variety of context will provide a greater chance for the learners to get more exposure. Hence, mastering it will likely expand learners' vocabulary size through combining the suffix and existing base. [ABSTRACT FROM AUTHOR]

After the COVID-19 pandemic, the appeal for online or hybrid modes of teaching has steadily increased. In particular, this study examines the relatively novel notion of psychological engagement for the language learner in online contexts. The study is set in a university language centre with a team of five academic English teachers sharing direct insights through observations and interviews. In particular, this paper highlights several implications for teacher education and professional development in relation to online learner engagement. There is a need for students to be ‘alert’ and involved in an active ‘quest’ for knowledge. However, teachers need to distinguish between actual engagement and ‘shallow engagement’. Diversity and variety in task design as well as the use of multiple digital tools may captivate students’ attention. Also, teachers may need to infuse task design with emotions that will support learning. This goes hand in hand with fostering a sense of curiosity, which is particularly important in an online context where there may be a degree of human distance. Finally, teachers need to strike a balanced sense of challenge and perhaps revisit this in light of students’ added difficulties posed by online technologies. Overall, this study suggests that online teaching, despite its barriers, presents unique opportunities for enhancing learner engagement that are not present in traditional face-to-face classroom settings. [ABSTRACT FROM AUTHOR]

This paper delves into the overall use, grammatical patterns, and discourse-pragmatic functions of Prepositional Phrase-frames (PP-frames) utilized by Chinese EFL learners across Bachelor's theses, Master's theses, and Doctoral dissertations, in comparison with research articles (RAs) of Applied Linguistics. The analysis of these discontinuous formulaic language used in cross-sectional learner corpora and the RA corpus is pivotal for understanding the connection between academic literacy level and formulaic expressions in academic writing and for appreciating the development of phraseological competence among L1 Chinese writers as they navigate their way into the complexity of academic English. The findings unravel a growing tendency in the overall frequencies of use and a developmental trend in lexico-grammatical diversity and more genre- and discipline-specific functional characteristics, as Chinese EFL student writers advance through their academic journey from the undergraduate level to the doctoral level. A thorough analysis of functional dimensions of PP-frames in theses and dissertation writing reveals an increased level of functional complexity in the use of PP-frames for referential and discourse organizing functions. This study contributes to academic English instructions of PP-frames. [ABSTRACT FROM AUTHOR]

This article seeks to contribute to the body of research on the formulaicity of academic written English by adopting a text-internal perspective on the use of lexical bundles across four main rhetorical sections (i.e. Introduction, Method, Results, Discussion) of research articles in public health. The corpus linguistic approach was adopted to explore a section-coded corpus of 200 research papers published in high impact journals with the aim of identifying salient shared and section-specific 4-word bundles, calculating their respective frequencies as well as classifying them structurally and functionally. The results show that the Method is the most formulaic section, containing the greatest number of bundles, including those most frequent and section-specific ones. The sections also differ in the extent to which they exploit the distinct structural and functional categories of shared bundles to fulfill their individual communicative needs. [ABSTRACT FROM AUTHOR]

As many scholars realized the significance and urgency of academic English writing research in English-as-foreign-language countries, numerous studies have been conducted on the topic. To date, however, little focused exclusively on multidisciplinary empirical research on High-level Project (HLP) postgraduates' academic English writing in China. The present study intends to explore the general tendency of HLP students' academic English writing. It first investigates the difficulties and writing habits of fifty-one HLP postgraduates in the English training center of a "Project-985" 1 university in China through a questionnaire and semi-structured interviews, and then discusses some problems of the present academic English writing classroom and academic English writing skills that need to be improved promptly. [ABSTRACT FROM AUTHOR]

In times of widening participation, Australian universities trade on notions of diversity, framing themselves as hospitable places of access and inclusion. In this space, Academic Language and Learning (ALL) practitioners may be seen as extending the welcome of the university through practices aimed at addressing students' diverse needs. These include identifying students 'at-risk' of failure and attrition, conducting one-to-one appointments, and embedding academic literacies by team-teaching within disciplines. In this paper, we reflect on these practices through the lens of Derrida's notion of hospitality, drawing on key themes such as the constitutive power relationships of hospitality, the aporia between conditional and unconditional hospitality, and hospitality as an ethics of difference and openness to the 'arrival of the new'. For each of the explored practices, we problematise the institutionalised framing of ALL practitioners as hosts in benevolent universities providing an unreserved welcome to the student 'foreigner'. We examine the practice of identifying students-at-risk and question a conditional hospitality that risks closing the door on the unforeseeable that students may bring. Our reflection on the managerially devalued one-to-one appointments highlights hospitality as ethics, with each appointment presenting a crisis of choice in responsibly welcoming student difference. Team-teaching exposes the ambiguity of the ALL practitioner 'being at-home' in embedded contexts while presenting the possibility for disrupting established roles and practices. Engaging with Derrida's hospitality thus allows us to uncover power dynamics shaping the role of ALL practitioners and offers the possibility of ethical responsiveness to student difference and a radical opening to the new. [ABSTRACT FROM AUTHOR]

Citation practices have become a popular area of research in written academic discourse. Much attention has been devoted to this issue from a cross-disciplinary and cross-cultural/cross-linguistic perspective. A related area of research that has received scholarly attention is the use of English as a Lingua Franca (ELF) in academic texts written by non-native English-speaking writers from different linguistic/cultural backgrounds. The present paper sets out to contribute to this research field, focusing on a small corpus of final drafts of unpublished research papers written in English as a Lingua Franca by Italian academics, taken from the SciELF corpus (created at the University of Helsinki, Finland). This corpus is contrasted with a corpus of published articles written by native Englishspeaking academics. The aim of this investigation is to study whether there are differences in citation practices between Italian academics' articles and their Anglophone colleagues' counterparts. The methodology adopted for this study combines a discourse and a corpus perspective. The comparison between ELF and native English citation forms points to similar tendencies rather than highly conspicuous differences. [ABSTRACT FROM AUTHOR]

As universities attempt to change their medium of instruction from the local languages to English and become more international by recruiting international students and teaching staff, their academic English language policies and practices appear to be more prominent. The use of English in higher education as the medium of instruction and the increasing cultural and linguistic mixture on campuses make English-medium instruction (EMI) universities a fruitful ground to explore issues of language policy and practice. This paper explores the academic English language policies and practices of three EMI universities in Turkey. Applying a combination of qualitative content analysis and negative analysis, I seek to find out institutions' overall orientation to English in their policy documents. The analysis shows that English is overtly pronounced as the official language of the institutions, yet the kind of English required remains considerably covert. However, the analysis of policy mechanisms further indicate that each university orients to a particular standard (native) English by implication as the appropriate kind of academic English. Additionally, such normative orientations seem to be guided by several dynamically intertwined ideologies. These results suggest that languagewise, universities' academic language policies are in need of immediate and drastic revision. [ABSTRACT FROM AUTHOR]

Copyright of Netla: Online Journal on Pedagogy & Education is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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. • Written SAE lacks many verb features of spoken varieties. • SAE shifts between verb tenses after establishing a discourse frame. • Such shifts communicate aspectual information. • Educators should recognize this system as logical and intelligible. • Educators must respect these changes and consider students' pragmatic needs. [ABSTRACT FROM AUTHOR]

This study considers language proficiency test scores achieved by ESL students who subsequently entered a New Zealand university at the undergraduate level. Scores from IELTS and the university's in-house English Proficiency Test are analysed to determine the predictive ability of overall scores on these two tests and scores for each of the four language skills on academic success. The results indicated that language proficiency had a significant effect on undergraduate academic achievement. Furthermore, analyses of the predictive ability of scores for listening, speaking, and reading were remarkably similar between the tests, with non-significant results of similar magnitude for each skill. On the other hand, IELTS writing scores demonstrated a non-significant negative effect on academic achievement, while EPT writing scores were strongly significantly predictive of academic achievement. The results suggest that universities may benefit from measuring ESL students' academic writing proficiency in more authentic university-level writing tasks. [ABSTRACT FROM AUTHOR]

Abstract: This paper focuses on the variation of sentence connectors in academic English and, more specifically, on the issue of whether language use can change depending on the linguistic background of the writer. This study takes a functionalist point of view to analyse academic language in use; furthermore, identity and interpersonal style are also taken into account. The main objective of this paper is to analyse whether native English speakers and non-native English speakers vary the frequency of connectors and their use across different sections of research papers depending on the rhetorical choices of the writers to construct identity. In order to accomplish this, a corpus of forty academic papers was created and the uses of sentence connectors were analysed. The occurrences of the categories and of individual connectors were compared in order to determine whether Spanish writers of English and native English writers employed the same categories of sentence connectors to join ideas and the categories used in the sections of the research paper. The results were contrasted and the conclusions confirmed the initial hypothesis of this study: variation may exist in academic English, as the interpersonal style of writers could be different when their linguistic background is different. [Copyright &y& Elsevier]

Academic English has been the focus of attention for many researchers in the past few years. However, academic spoken English has not received much attention, and those who have selected this field have mainly taken academic lectures and conference paper presentations as their corpus. In this article, a new classification of spoken academic genres is presented. which is formed by classroom genres. institutional genres and research genres. Among these. institutional genres have been selected as a corpus. specifically the Honoris Causa acceptance speech, which has not yet been analysed. We believe that this genre has specific characteristics, mainly related to purpose and structure. In this study. we demonstrate that Honoris Causa speeches follow an established structural pattern and that they always have two purposes a common one, namely, to express gratitude for the award; and a secondary one that varies from one speech to the other It is also proved that common rhetorical patterns relate the speaker. the topic and the secondary purpose of the speeches. [ABSTRACT FROM AUTHOR]

The main objectives of this study are, first, to analyse the interactive metadiscourse devices used in engineering, medicine and linguistics and the identities represented; second, to identify the visual metadiscourse elements employed in the three identities constructed in the three specific settings and, finally, to classify and compare the multimodal metadiscourse used to cohere the different parts of digital academic discourse with the aim of guiding the reader textually as well as visually. To this end, academic papers were collected from journals which belonged to the specific fields of linguistics, engineering and medicine. The corpus was analysed to identify and classify the data. The results showed that there were in fact differences in the way academic writers used multimodal metadiscourse and constructed and represented their identity. The study revealed that engineers used visual metadiscourse more frequently, while linguistic researchers preferred the use of textual metadiscourse. Finally, conclusions were drawn. [ABSTRACT FROM AUTHOR]

Much academic research is never cited and may be rarely read, indicating wasted effort from the authors, referees and publishers. One reason that an article could be ignored is that its topic is, or appears to be, too obscure to be of wide interest, even if excellent scholarship produced it. This paper reports a word frequency analysis of 874,411 English article titles from 18 different Scopus natural, formal, life and health sciences categories 2009-2015 to assess the likelihood that research on obscure (rarely researched) topics is less cited. In all categories examined, unusual words in article titles associate with below average citation impact research. Thus, researchers considering obscure topics may wish to reconsider, generalise their study, or to choose a title that reflects the wider lessons that can be drawn. Authors should also consider including multiple concepts and purposes within their titles in order to attract a wider audience. [ABSTRACT FROM AUTHOR]

A series of focus groups was conducted to obtain and compare attitudes held by undergraduate university students and educators about the nature of academic writing. Analysis of comments found misalignment of assumptions about the linguistic demands on students. Such misalignments were evident not only between groups but also within each population. A follow-up study involved two students recording impressions in journals about their own awareness of language use and demands, to trace any metalinguistic gains from participating in the focus groups. Data from this qualitative study are discussed in terms of the benefits of metalinguistic awareness and the need to uncover assumptions about what academic writing is in order to yield more informed teaching and deeper learning. [ABSTRACT FROM AUTHOR]

In this paper, we examine the diffusion of a syntactic change in a specialised text type in different World Englishes - in particular, the use of be-passives in academic discourse in nine contact varieties of English and six English as a Native Language (ENL) varieties. The Zürich-parsed International Corpus of English (ICE) makes it possible to retrieve automatically, for the first time, the two variants in the envelope of variation: active transitive constructions and be-passives. We apply regression analysis in order to gauge the effect of potential external factors that play a role in the choice between them: regional variety (with potential influence from the substrate in the contact varieties) and academic sub-discipline. The use of the passive has undergone change in the twentieth century (see, for example, Leech et al., 2009). As a necessary backdrop for variation found in the ICE corpora, we therefore use historical data from the extended Brown family of corpora, which have also been parsed at the University of Zürich. The results of our analysis show that regional variety is less important than academic sub-discipline: with the sole exception of American English, be-passives are about equally frequent in both ENL and contact varieties; moreover, they are distributed similarly across all varieties according to academic sub-discipline (humanities, social sciences, natural sciences and technology). [ABSTRACT FROM AUTHOR]

Based on self-established corpora, the study systematically explores structural and functional similarities and differences of four-word lexical bundles in native and Chinese writers' English abstracts both in chemistry and linguistics from the interdisciplinary and intradisciplinary viewpoint. The results show that disciplinary features are found in the use of lexical bundles. Besides, most bundle differences found in abstracts by English native writers are also found in those written by Chinese scholars, indicating that Chinese scholars have developed an awareness of their discipline. In addition, both structurally and functionally, the lexical bundles in Chinese writers' abstracts are similar to those of native writers in linguistics while divergent in chemistry. [ABSTRACT FROM AUTHOR]

The primary objective this study is to assess English language proficiency for academic and professional requirements of advanced law enforcement graduate students. This study has received attention because advanced level students' professional English language skills in their courses continue to meet their needs for a professional job. There are implement lots of curriculum such as law enforcement, police studies, criminal, forensic on the Graduate School at University of Internal affairs, Mongolia (UIAM). In the field of graduate school, a dual degree program is run by the UIAM and Mongolian University of Life Science (MULS). We gathered information from 98 graduate students who took the Executive Leadership Academy at UIAM and the dual degree program in security and economics offered by UIAM and MULS. Unique characteristic of our study was its attempt to demonstrate the analysis of metrological, correlational, multi-factor, and path analysis by using Smart PLS-3.0 programs. [ABSTRACT FROM AUTHOR]

Academic English was traditionally treated as a monolithic register with respect to grammar, but recent research has shown that there is considerable variation across modes, dialects, research traditions and disciplines. We apply two quantitative corpus-linguistic methods (keyword analysis and a variant using PoS-grams instead of words) to investigate noun-noun and adjective-noun sequences in two discipline-specific Academic Englishes, that of the Arts and Humanities and that of the Physical Sciences. We show that the function of the various constructions underlying these sequences are exploited in different ways in these discipline clusters, in accordance with specific communicative needs. In the Physical Sciences, there is a need for standardized terminology. Noun-noun compounds are the preferred strategy for creating this terminology, with a specific adjective-noun construction involving relational adjectives playing a minor part and syntactic adjective-noun constituents playing no particular role. In the Arts and Humanities, there is a need for precise ad-hoc descriptions, and syntactic adjective-noun constituents are the preferred way of doing so. This difference accounts for the previously observed distribution, confirmed in our study, that noun-noun sequences are more typical for the natural sciences and adjective-noun sequences are more typical for the humanities. [ABSTRACT FROM AUTHOR]

Over the last 20 years since the Bologna Agreement the role of language in Higher Education has gained recognition as an integral part of the teaching/learning process, and an essential element of the process of internationalization. The rapid shift towards internationalization has had a pronounced effect on academic life, procedure, and personnel. In this process, it has often become the role of Language Centres to organize the language aspect, and to a more limited extent, to advise on language. This short paper looks at the involvement of the University of Padova Language Centre (CLA) in the process of internationalization, and in particular the promotion of a language policy. A project developed to promote language and teaching methodology courses for academic staff required to teach in English, and the findings of research based on this project, led to recognition of the need to draft a language policy which encompasses the wide-ranging issues relevant to successful internationalization. [ABSTRACT FROM AUTHOR]

Highlights • BAWE is a 6.5 million word corpus of successful student writing in English. • BAWE analysis led to a genre family classification of university student writing. • Metadata describes the text, the writer and the disciplinary context. • BAWE is available for use by researchers, teachers and students. • Publications describe the corpus and its applications internationally. Abstract The British Academic Written English (BAWE) corpus (www.coventry.ac.uk/BAWE) comprises almost 3,000 pieces of university student writing distributed across four domains (Arts & Humanities, Life Sciences, Social Sciences, Physical Sciences) and four levels of study (from first year undergraduate to taught masters level). The texts had all been submitted as part of regular university coursework, and had been awarded top grades, indicating that they had met disciplinary requirements in terms of level and task. The corpus was compiled to enable identification of the linguistic and generic features associated with successful university student writing. Our detailed analyses of the corpus led to the identification of thirteen genre families, and supports the premises that university students write in a wider variety of genres than is commonly recognised, and that student writing differs across genres, disciplines and levels of university study. This review introduces the BAWE corpus and the associated genre family classification, then explains how they can be accessed and used for teaching and research purposes, how they have been used to deepen our understanding of academic writing in English, and where they have been used to inform the development of online, interactive and paper-based English language teaching materials. [ABSTRACT FROM AUTHOR]

The use of collocations plays an important role for the proficiency of ESL/EFL learners. Hence, educators and researchers have long tried to identify collocations typical of either academic or general English and the challenges involved in learning them. This paper proposes a comprehensive and type-balanced academic English collocation list (AECL). AECL is based on a large corpus of academic English and was created to cover the types of collocations that will be most useful to ESL/EFL learners. AECL is the result of an innovative research-based procedure that involves a five-step selection method. A comparison of the collocations on AECL with those found in well-known collocation dictionaries of general English and on three existing academic English collocation lists indicates that AECL indeed contains mainly academic rather than general English collocations. In addition, AECL is more comprehensive with regard to the types of collocations that are relevant to learners. [ABSTRACT FROM AUTHOR]

English is the main lingua franca among the various ethnolinguistic groups in Fiji. This results in a sociocultural problem when students enter universities from different high school backgrounds. To this end, this study analysed the level of difference in writing abilities at the beginning of the first year of study and at the end of the first-year program of undergraduate students. The goal was to generate new insights that could inform ongoing efforts towards ameliorating academic English language proficiency in Fiji. The study took place at a university in Fiji where 120 students were sampled at the beginning of the first year and at the end of their first year of university program. This study used the Common European Framework of Reference for Languages (CEFR) to evaluate student writing skills and for the development of curricula to meet students' needs. The study employed quantitative research design to a longitudinal language testing research context. The CEFR was successful in gauging the student's preparedness for university study and work life. Out of the 120 students, it was observed that from the 62 students who were at the A1 level at the end beginning of the year progressed to levels B1 and B2. Out of 62, 21 moved to B1 where 41 moved to B2. Further, 49 students from A2 level also progressed as 44 of these students had B2 and another 5 made substantial improvement by moving up to C1 level. The findings of this study can be used in improving support systems to enhance the smooth transition of multilingual students from high school through university and into the workforce. The analyses have the potential to provide insights into how Fijian undergraduate students are performing compared to students in other countries and how the EFL curriculum might be adapted to students' needs. [ABSTRACT FROM AUTHOR]

Although there is evidence that academic registers of English are important for hearing monolingual and multilingual learners as they develop through adolescence, there has been less research in this area with deaf and hard of hearing students. The current study sought to determine whether students who were exposed to American Sign Language (ASL) before age 5 experienced a different relationship between language and literacy skills (e.g. reading comprehension, reading fluency, academic English, ASL proficiency) as compared to students who learned ASL after age 5. Findings suggested that academic English was a predictor of reading comprehension across all students, though differences in language development seemed to exist between those who had early ASL and deaf parents as compared to students with later ASL exposure and/or hearing parents. Findings indicate the need to continued research in these areas and for increased opportunities for language learning during the earliest years of life. [ABSTRACT FROM AUTHOR]

Over the last 20 years since the Bologna Agreement the role of language in Higher Education has gained recognition as an integral part of the teaching/learning process, and an essential element of the process of internationalization. The rapid shift towards internationalization has had a pronounced effect on academic life, procedure, and personnel. In this process, it has often become the role of Language Centres to organize the language aspect, and to a more limited extent, to advise on language.This short paper looks at the involvement of the University of Padova Language Centre (CLA) in the process of internationalization, and in particular the promotion of a language policy. A project developed to promote language and teaching methodology courses for academic staff required to teach in English, and the findings of research based on this project, led to recognition of the need to draft a language policy which encompasses the wide-ranging issues relevant to successful internationalization.