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The pressure on scholars who use English as an Additional Language (EAL) to publish their research in English-medium journals has recently been extended to those postgraduate students who seek to complete their PhD programmes. However, in higher education institutions worldwide, few training courses on English for Research Publication Purposes (ERPP) are being offered in order to provide students with effective rhetorical strategies which could facilitate the integration in their disciplinary communities. In this paper we report on the design and implementation of an ERPP training course for doctoral students in the fields of Arts and Humanities, which is based on the prior compilation of a corpus of research articles selected by the participants, a genre-analysis of the texts and a critical-pragmatic approach to the teaching of the socio-cultural features that underpin the whole process of publishing one’s research. On the basis of the analysis of the responses to a post-course evaluation questionnaire we also aim to examine the participants’ perceptions of the pedagogical intervention. The results indicate that, through their active participation in the course, the students acknowledge having gained a better understanding of the socio-pragmatic context involved in the publishing process, including awareness of the predominant rhetorical structures of research articles and abstracts, the prevalent academic practices in both national and international settings, and of potential variation in communicative strategies in their specific disciplinary areas., La presión sobre los académicos que usan el inglés como segunda lengua para que publiquen sus investigaciones en revistas en inglés se ha extendido recientemente a los estudiantes de posgrado inscritos en programas de doctorado. Sin embargo, en las instituciones de educación superior de todo el mundo, se ofrecen pocos cursos de formación en English for Research Publication Purposes (ERPP) con el objetivo de proporcionar a los estudiantes estrategias retóricas efectivas que podrían facilitarles la integración en sus comunidades disciplinarias. En este artículo presentamos el diseño e implementación de un curso de formación en ERPP, dirigido a estudiantes de doctorado en Artes y Humanidades, que se basa en la recopilación previa de un corpus de artículos de investigación seleccionados por los mismos participantes, un análisis de género de los textos y un enfoque crítico-pragmático para la enseñanza de las características socioculturales que sustentan todo el proceso de publicación de la propia investigación. Basándonos en el análisis de las respuestas a un cuestionario de evaluación del curso, también pretendemos indagar en las percepciones de los participantes en relación con la intervención pedagógica. Los resultados indican que, mediante la participación activa en el curso, los estudiantes reconocen haber adquirido una mayor comprensión del contexto socio-pragmático relacionado con el proceso de publicación, incluyendo un mayor entendimiento de las estructuras retóricas predominantes en los artículos de investigación y resúmenes, de las prácticas académicas prevalentes a nivel nacional e internacional, y de la potencial variación de estrategias comunicativas en sus áreas disciplinarias específicas.

[EN] This paper proposes a framework for the comparative study of researchers’ motivations for publishing either in English as an additional language or their first language. This framework seeks to present a view of motivation as dynamic, multidimensional, and multilevel. Empirical support is provided through the results of an on-line large-scale survey carried out among Spanish scholars. Our aim was to investigate which factors motivate them to publish their results in academic journals in either English or Spanish, as well as the extent to which these motivations are shaped by individual characteristics of researchers, particularly gender, seniority and publication experience. Results show an instrumental use of publication in English and fragmented social and ideological motivations for the use of Spanish., [ES] Este trabajo propone un marco para el estudio comparativo de las motivaciones de los investigadores a la hora de publicar en inglés o en su lengua materna. Dicho marco tiene por objeto ofrecer una visión dinámica, multidimensional y multinivel de la motivación. Los resultados de este trabajo provienen de una encuesta on-line a gran escala realizada entre investigadores españoles. Nuestro principal objetivo es investigar los factores que motivan a los investigadores a la hora de publicar en revistas académicas, ya sea en inglés o en español, así como el grado en que estas motivaciones son moldeadas por determinadas características individuales, especialmente el género y la experiencia investigadora y en publicación. Los resultados muestran un uso instrumental del inglés con fines académicos frente a una visión del empleo del castellano más fragmentada y basada en motivaciones sociales e ideológicas.

Research publication in the international arena, is crucial for multilingual scholars in mostdisciplinary areas. For many, among them Spanish scholars, it still represents a consider-able hurdle. Thefindings we report here are part of a wider research project involving alarge onlinesurveyof scholars atfive universities and research institutions in Spain. Weaimed to identify the needs of Spanish researchers in terms of research publishing skills inboth English and Spanish, learn about their attitudes, motivations and experiences ofresearch publication and of writing training. The present paper compares the results forscholars in History and Psychology. Through analysis of quantitative and comment data,we show how the motivations of these scholars with regard to research publication in thetwo languages work together with the strategies and resources available to them todetermine language selection. We also review their experience of training in researchwriting and their willingness to pursue further training. Although the two groups ofscholars differ in terms of attitudes to publication in English, they share a willingness tonegotiate the challenges presented by institutional constraints, making strategic decisionsabout the choice of language in which to publish and their own language development.

Over the last few decades a growing number of multilingual scholars have shown anincreasing interest in having the results of their research published in English-languagejournals. Many of these researchers, however, experience difficulties in producing effec-tive research articles (RAs) to meet the expectations of their international disciplinarycommunities. In this paper we report some of the results obtained from the analysis of theresponses to a large-scale online survey [http://eneida.unileon.es/eneidaquestionnaire.php] which was administered to Ph.D.-holding researchers from various disciplines,affiliated tofive Spanish teaching and research institutions. The results we present here arerelated to Spanish scholars of Medicine, afield of research in which researchers are in needof specialized assistance in English for Research Publication Purposes (ERPP). We focus ontheir motivations for reporting their research in English, their writing strategies, pastpublishing experiences and future needs for training in ERPP. Thefindings revealed anoverall positive attitude towards writing in English, although difficulties with specificdiscourse features and with the most challenging sections and aspects of the RA were alsoidentified. The information derived from this survey should allow us to design trainingmaterials that can be of assistance to multilingual scholars of medicine

[EN] Previous quantitative studies suggest that the burden researchers who use English as an additional language perceive when writing research articles (RAs) for publication in English (as L2) is 24% greater than the burden they perceive when they write RAs for publication in their L1. It remains unclear precisely which aspects of research article (RA) writing in English present these writers with the greatest challenge and just why they perceive this increase in difficulty. A structured questionnaire comprising thirty-seven questions about researchers’ publication experiences in scientific journals in English and in Spanish was designed and sent out to all (n = 8,794) Spanish postdoctoral researchers at one research-only institution and four universities in Spain, yielding responses from 1,717 researchers. Our first results show that the discussion is the section that is perceived as more difficult to write for English-medium journals, across the four broad knowledge areas in a way that cannot be fully explained by their lower level of proficiency in English (as L2). This article proposes the rhetorical transfer hypothesis as a possible explanation for their additional difficulty. Our results also reveal that their increased perceived difficulty writing RA discussions in English (as L2) does not decrease noticeably until Spanish researchers report high or very high levels of proficiency in English (as L2) for academic or general purposes or have published on average at least 37 RAs as corresponding autor in English-medium journals over the last ten years. Implications for English for Academic Purposes (EAP) research and pedagogy are discussed., [ES] Estudios cuantitativos previos sugieren que escribir artículos de investigación (RAs) en inglés (como L2) supone una dificultad añadida del 24% a los investigadores cuya primera lengua no es el inglés con respecto a escribirlos en su primera lengua (L1). Sin embargo, se desconoce qué aspectos de los Ras les resultan más difíciles de escribir en inglés (como L2) y cuáles son precisamente las causas de dicha dificultad añadida. Con este fin, se envió un cuestionario estructurado a 8.794 investigadores españoles doctores afiliados a cinco instituciones españolas, una de investigación y cuatro universidades, obteniéndose respuestas por parte de 1.717 investigadores. El cuestionario contenía 37 preguntas sobre sus experiencias de publicación en revistas científicas en inglés y en castellano. Nuestros primeros resultados indican que la discusión es el apartado del RA que se percibe como más difícil de escribir en revistas en inglés en todas las áreas de conocimiento sin que el menor nivel de competencia lingüística lo explique completamente. El artículo propone la hipótesis de la transferencia retórica como posible explicación de dicha dificultad añadida. Los resultados también muestran que la percepción de dificultad añadida no se reduce de forma apreciable hasta que los investigadores afirman tener un nivel alto, o superior, de competencia en inglés (como L2) para fines académicos o generales o han publicado por término medio al menos 37 Ras como autores principales en revistas en inglés en los últimos diez años. Se extraen implicaciones para la docencia y la investigación en inglés con fines académicos (IFA).