Краткий обзор исследований в области академического письма
Аннотация
Введение. Хотя исследования академического письма находятся в центре внимания в течение многих лет, в последнее время их акцент изменился. В фокусе оказались новые лингвистические и педагогические аспекты. Некоторое время назад концепция «Публикуй или погибни» получила глобальное измерение и стала мерилом академического превосходства и успеха для университетов и преподавателей. Все это привело к расширению тематик. Сегодня проблематика академического письма включает вопросы подготовки рукописи к публикации, структурирования исследовательских статей различных жанров, риторическую организацию научного текста, специфику создания рукописей разных жанров.
Цель. Редакционный обзор направлен на выявление и предложение новых направлений в академическом письме в качестве руководства для новых и постоянных авторов журнала.
Методы. В обзор включены 167 наиболее цитируемых публикации (статей и обзоров), отобранных из базы данных Scopus на основе критериев включения (опубликованные статьи и обзоры в период с 2012 по 2021 год на английском языке с количеством цитирований не ниже 14 по тематике социальных и гуманитарных наук).
Результаты. Первоначальный поиск публикаций по ключевому слову «академическое письмо» зафиксировал 1792 публикации (по состоянию на 21 мая 2022 г.). После применения критериев включения источников для анализа список сократился до 1002 публикаций. На основе преобладающих ключевых слов в этих статьях и обзорах было сформировано 14 тематических кластеров, позже увеличенных до 15 и соответствующих содержанию отобранных статей. Затем 167 публикаций были распределены по кластерам в зависимости от ключевых слов и направленности исследования. Углубленный анализ выявил популярные аспекты и проблемы в кластерах. Таким образом, были определены основные направления исследований.
Результаты. Результаты обзора способствуют лучшему пониманию области академического письма и побуждают исследователей к дальнейшему изучению выявленных пробелов и проблем в академическом письме. 25 ключевых слов были выделены как наиболее часто встречающиеся в исследованиях по академическому письму. Основные направления исследований включают преподавание и изучение академического письма в высшей школе; цифровые инструменты в академическом письме; лексические связки и лексика; идентичность, сложность, позиция и голос; страновые исследования; жанровые проблемы в академическом письме; обратная связь и оценка в академическом письме; написание статей для публикации; плагиат и честность; академическая грамотность; дискурс и метадискурс; вопросы, связанные с дисциплиной академического письма; проблемы с цитированием в академическом письме; написание диссертации; и риторические аспекты в академическом письме.
Выводы. Следуя выводам обзора редакторов JLE, наши читатели могут сосредоточиться на популярных и актуальных направлениях в своих будущих исследованиях по академическому письму.
Скачивания
Литература
Adam, L., Anderson, V., & Spronken-Smith, R. (2017). ‘It's not fair': Policy discourses and students' understandings of plagiarism in a New Zealand university. Higher Education, 74(1), 17-32. DOI: https://doi.org/10.1007/s10734-016-0025-9
Al-Ahdal, A. A. M. H. (2020). Using computer software as a tool of error analysis: Giving EFL teachers and learners a much-needed impetus. International Journal of Innovation, Creativity and Change, 12(2), 418-437. DOI: https://doi.org/10.3390/languages4010019
Amutuhaire, T. (2022). The reality of the ‘publish or perish' concept, perspectives from the global south. Publishing Research Quarterly, 38, 281-294. DOI: https://doi.org/10.1007/s12109-022-09879-0
Biber, D., Gray, B., Staples, S., & Egbert, J. (2020). Investigating grammatical complexity in L2 English writing research: Linguistic description versus predictive measurement. Journal of English for Academic Purposes, 46. DOI: https://doi.org/10.1016/j.jeap.2020.100869
Borglin, G., & Fagerström, C. (2012). Nursing students' understanding of critical thinking and appraisal and academic writing: A descriptive, qualitative study. Nurse Education in Practice, 12(6), 356-360. DOI: https://doi.org/10.1016/j.nepr.2012.04.009
Cahusac de Caux, B. K. C. D., Lam, C. K. C., Lau, R., Hoang, C. H., & Pretorius, L. (2017). Reflection for learning in doctoral training: Writing groups, academic writing proficiency and reflective practice. Reflective Practice, 18(4), 463-473. DOI: https://doi.org/10.1080/14623943.2017.1307725
Casal, J. E., & Lee, J. J. (2019). Syntactic complexity and writing quality in assessed first-year L2 writing. Journal of Second Language Writing, 44, 51-62. DOI: https://doi.org/10.1016/j.jslw.2019.03.005
Charles, M. (2014). Getting the corpus habit: EAP students' long-term use of personal corpora. English for Specific Purposes, 35(1), 30-40. DOI: https://doi.org/10.1016/j.esp.2013.11.004
Charles, M. (2012). ‘Proper vocabulary and juicy collocations': EAP students evaluate do-it-yourself corpus-building. English for Specific Purposes, 31(2), 93-102. DOI: https://doi.org/10.1016/j.esp.2011.12.003
Chen, M., & Flowerdew, J. (2018). A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom. International Journal of Corpus Linguistics, 23(3), 335-369. DOI: https://doi.org/10.1075/ijcl.16130.che
Coffin, C., & Donohue, J. P. (2012). Academic literacies and systemic functional linguistics: How do they relate? Journal of English for Academic Purposes, 11(1), 64-75. DOI: https://doi.org/10.1016/j.jeap.2011.11.004
Cortes, V. (2013). The purpose of this study is to: Connecting lexical bundles and moves in research article introductions. Journal of English for Academic Purposes, 12(1), 33-43. DOI: https://doi.org/10.1016/j.jeap.2012.11.002
Cotos, E., Link, S., & Huffman, S. (2017). Effects of DDL technology on genre learning. Language Learning and Technology, 21(3), 104-130.
Crosthwaite, P., Cheung, L., & Jiang, F. K. (2017). Writing with attitude: Stance expression in learner and professional dentistry research reports. English for Specific Purposes, 46, 107-123. DOI: https://doi.org/10.1016/j.esp.2017.02.001
Csizér, K., & Tankó, G. (2017). English majors' self-regulatory control strategy use in academic writing and its relation to L2 motivation. Applied Linguistics, 38(3), 386-404. DOI: https://doi.org/10.1093/applin/amv033
Cumming, A., Yang, L., Qiu, C., Zhang, L., Ji, X., Wang, J., Wang, Y., Zhan, J., Fengjuan Zhang, F., Xu, C., Cao, R., Yu, L., Chu, M., Liu, M., Cao, M.,Lai, C. (2018). Students' practices and abilities for writing from sources in English at universities in China. Journal of Second Language Writing, 39, 1-15. DOI: https://doi.org/10.1016/j.jslw.2017.11.001
Davis, M. (2013). The development of source use by international postgraduate students. Journal of English for Academic Purposes, 12(2), 125-135. DOI: https://doi.org/10.1016/j.jeap.2012.11.008
De Silva, R., & Graham, S. (2015). The effects of strategy instruction on writing strategy use for students of different proficiency levels. System, 53, 47-59. DOI: https://doi.org/10.1016/j.system.2015.06.009
DiCerbo, P. A., Anstrom, K. A., Baker, L. L., & Rivera, C. (2014). A review of the literature on teaching academic English to English language learners. Review of Educational Research, 84(3), 446-482. DOI: https://doi.org/10.3102/0034654314532695
Divan, A., Bowman, M., & Seabourne, A. (2015). Reducing unintentional plagiarism amongst international students in the biological sciences: An embedded academic writing development programme. Journal of Further and Higher Education, 39(3), 358-378. DOI: https://doi.org/10.1080/0309877X.2013.858674
El Tantawi, M., Sadaf, S., & AlHumaid, J. (2018). Using gamification to develop academic writing skills in dental undergraduate students. European Journal of Dental Education, 22(1), 15-22. DOI: https://doi.org/10.1111/eje.12238
Erikson, M. G., & Erlandson, P. (2014). A taxonomy of motives to cite. Social Studies of Science, 44(4), 625-637. DOI: https://doi.org/10.1177/0306312714522871
Gnutzmann, C., & Rabe, F. (2014). ‘Theoretical subtleties' or ‘text modules'? German researchers' language demands and attitudes across disciplinary cultures. Journal of English for Academic Purposes, 13(1), 31-40. DOI: https://doi.org/10.1016/j.jeap.2013.10.003
Gray, B. (2013). More than discipline: Uncovering multi-dimensional patterns of variation in academic research articles. Corpora, 8(2), 153-181. DOI: https://doi.org/10.3366/cor.2013.0039
Ho, M. (2017). Navigating scholarly writing and international publishing: Individual agency of Taiwanese EAL doctoral students. Journal of English for Academic Purposes, 27, 1-13. DOI: https://doi.org/10.1016/j.jeap.2017.02.004
Hu, G., & Wang, G. (2014). Disciplinary and ethnolinguistic influences on citation in research articles. Journal of English for Academic Purposes, 14, 14-28. DOI: https://doi.org/10.1016/j.jeap.2013.11.001
Hu, J., & Gao, X. (2018). Self-regulated strategic writing for academic studies in an English-medium-instruction context. Language and Education, 32(1), 1-20. DOI: https://doi.org/10.1080/09500782.2017.1373804
Huisman, B., Saab, N., van den Broek, P., & van Driel, J. (2019). The impact of formative peer feedback on higher education students' academic writing: A meta-analysis. Assessment and Evaluation in Higher Education, 44(6), 863-880. DOI: https://doi.org/10.1080/02602938.2018.1545896
Huisman, B., Saab, N., van Driel, J., & van den Broek, P. (2018). Peer feedback on academic writing: Undergraduate students' peer feedback role, peer feedback perceptions and essay performance. Assessment and Evaluation in Higher Education, 43(6), 955-968. DOI: https://doi.org/10.1080/02602938.2018.1424318
Hyland, K. (2017). Metadiscourse: What is it and where is it going? Journal of Pragmatics, 113, 16-29. DOI: https://doi.org/10.1016/j.pragma.2017.03.007
Hyland, K., & Jiang, F. (2018). ‘We believe that … ': Changes in an academic stance marker. Australian Journal of Linguistics, 38(2), 139-161. DOI: https://doi.org/10.1080/07268602.2018.1400498
Keen, A. (2007). Writing for publication: Pressures, barriers, and support strategies. Nurse Education Today, 27, 382-388. DOI: https://doi.org/10.1016/j.nedt.2006.05.019
Knight, S., Shibani, A., Abel, S., Gibson, A., Ryan, P., Sutton, N., Wight, R., Lucas, C., Sandor, A., Kitto, K., Liu, M., & Mogarkar, R.V. (2020). AcaWriter a learning analytics tool for formative feedback on academic writing. Journal of Writing Research, 12(1), 141-186. DOI: https://doi.org/10.17239/JOWR-2020.12.01.06
Knoch, U., Rouhshad, A., Oon, S. P., & Storch, N. (2015). What happens to ESL students' writing after three years of study at an English medium university? Journal of Second Language Writing, 28, 39-52. DOI: https://doi.org/10.1016/j.jslw.2015.02.005
Lambovska, M., & Todorova, D. (2021). ‘Publish and flourish' instead of ‘publish or perish': A motivation model for top-quality publications. Journal of Language and Education, 7(1), 141-155. DOI: https://doi.org/10.17323/jle.2021.11522
Lee, J. J., & Deakin, L. (2016).Interactions in L1 and L2 undergraduate student writing: Interactional metadiscourse in successful and less-successful argumentative essays. Journal of Second Language Writing, 33, 21-34. DOI: https://doi.org/10.1016/j.jslw.2016.06.004
Lillis, T., & Curry, M. J. (2015). The politics of English, language and uptake: The case of international academic journal article reviews. AILA Review, 28(1), 127-150. DOI: https://doi.org/10.1075/aila.28.06lil
Li, T., & Wharton, S. (2012). Metadiscourse repertoire of L1 mandarin undergraduates writing in English: A cross-contextual, cross-disciplinary study. Journal of English for Academic Purposes, 11(4), 345-356. DOI: https://doi.org/10.1016/j.jeap.2012.07.004
Lonka, K., Chow, A., Keskinen, J., Hakkarainen, K., Sandström, N., & Pyhältö, K. (2013). How to measure PhD. students' conceptions of academic writing - And are they related to well-being? Journal of Writing Research, 5(3), 245-269. DOI: https://doi.org/10.17239/jowr-2014.05.03.1
Lu, X., Yoon, J., Kisselev, O., Casal, J. E., Liu, Y., Deng, J., & Nie, R. (2021). Rhetorical and phraseological features of research article introductions: Variation among five social science disciplines. System, 100. DOI: https://doi.org/10.1016/j.system.2021.102543
Maher, M. A., Feldon, D. F., Timmerman, B. E., & Chao, J. (2014). Faculty perceptions of common challenges encountered by novice doctoral writers. Higher Education Research and Development, 33(4), 699-711. DOI: https://doi.org/10.1080/07294360.2013.863850
McCulloch, S. (2017). Hobson's choice: The effects of research evaluation on academics' writing practices in England. Aslib Journal of Information Management, 69(5), 503-515. DOI: https://doi.org/10.1108/AJIM-12-2016-0216
Miller, R. T., Mitchell, T. D., & Pessoa, S. (2014). Valued voices: Students' use of engagement in argumentative history writing. Linguistics and Education, 28, 107-120. DOI: https://doi.org/10.1016/j.linged.2014.10.002
Moreno, A. I., & Swales, J. M. (2018). Strengthening move analysis methodology towards bridging the function-form gap. English for Specific Purposes, 50, 40-63. DOI: https://doi.org/10.1016/j.esp.2017.11.006
Morris, E. J. (2018). Academic integrity matters: Five considerations for addressing contract cheating. International Journal for Educational Integrity, 14(1). DOI: https://doi.org/10.1007/s40979-018-0038-5
Morton, J., & Storch, N. (2019). Developing an authorial voice in PhD multilingual student writing: The reader's perspective. Journal of Second Language Writing, 43, 15-23. DOI: https://doi.org/10.1016/j.jslw.2018.02.004
Mphahlele, A., & McKenna, S. (2019). The use of Turnitin in the higher education sector: Decoding the myth. Assessment and Evaluation in Higher Education, 44(7), 1079-1089. DOI: https://doi.org/10.1080/02602938.2019.1573971
Nathan, P. (2013). Academic writing in the business school: The genre of the business case report. Journal of English for Academic Purposes, 12(1), 57-68. DOI: https://doi.org/10.1016/j.jeap.2012.11.003
Nigar, N. (2020). English for academic study: An open access academic English course review of a future learn course. SiSal Journal, 11(1), 48-52. DOI: https://doi.org/10.37237/110105
Nygaard, L. P. (2017). Publishing and perishing: An academic literacies framework for investigating research productivity. Studies in Higher Education, 42(3), 519-532. DOI: https://doi.org/10.1080/03075079.2015.1058351
Odena, O., & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: A qualitative approach. Studies in Higher Education, 42(3), 572-590. DOI: https://doi.org/10.1080/03075079.2015.1063598
Rakedzon, T., & Baram-Tsabari, A. (2017). Assessing and improving L2 graduate students' popular science and academic writing in an academic writing course. Educational Psychology, 37(1), 48-66. DOI: https://doi.org/10.1080/01443410.2016.1192108
Paltridge, B. (2015). Referees' comments on submissions to peer-reviewed journals: When is a suggestion not a suggestion? Studies in Higher Education, 40(1), 106-122. DOI: https://doi.org/10.1080/03075079.2013.818641
Paltridge, B., Starfield, S., Ravelli, L. J., & Tuckwell, K. (2012). Change and stability: Examining the macrostructures of doctoral theses in the visual and performing arts. Journal of English for Academic Purposes, 11(4), 332-344. DOI: https://doi.org/10.1016/j.jeap.2012.08.003
Parkinson, J. (2017). The student laboratory report genre: A genre analysis. English for Specific Purposes, 45, 1-13. DOI: https://doi.org/10.1016/j.esp.2016.08.001
Parkinson, J., & Musgrave, J. (2014). Development of noun phrase complexity in the writing of English for academic purposes students. Journal of English for Academic Purposes, 14, 48-59. DOI: https://doi.org/10.1016/j.jeap.2013.12.001
Rogerson, A. M. (2017). Detecting contract cheating in essay and report submissions: Process, patterns, clues and conversations. International Journal for Educational Integrity, 13(1). DOI: https://doi.org/10.1007/s40979-017-0021-6
Sadeghi, K., & Alinasab, M. (2020). Academic conflict in applied linguistics research article discussions: The case of native and non-native writers. English for Specific Purposes, 50, 17-28. DOI: https://doi.org/10.1016/j.esp.2020.03.001
Salmani Nodoushan, M. A. (2018). Toward a taxonomy of errors in Iranian EFL learners' basic-level writing. International Journal of Language Studies, 12(1), 61-78.
Selemani, A., Chawinga, W. D., & Dube, G. (2018). Why do postgraduate students commit plagiarism? an empirical study. International Journal for Educational Integrity, 14(1). DOI: https://doi.org/10.1007/s40979-018-0029-6
Stapleton, P. (2012). Gauging the effectiveness of anti-plagiarism software: An empirical study of second language graduate writers. Journal of English for Academic Purposes, 11(2), 125-133. DOI: https://doi.org/10.1016/j.jeap.2011.10.003
Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge University Press.
Tribble, C. (2017). ELFA vs. genre: A new paradigm war in EAP writing instruction? Journal of English for Academic Purposes, 25, 30-44. DOI: https://doi.org/10.1016/j.jeap.2016.10.003
Tribble, C. (2015). Writing academic English further along the road: What is happening now in EAP writing instruction? ELT Journal, 69(4), 442-462. DOI: https://doi.org/10.1093/elt/ccv044
Valipouri, L., & Nassaji, H. (2013). A corpus-based study of academic vocabulary in chemistry research articles. Journal of English for Academic Purposes, 12(4), 248-263. DOI: https://doi.org/10.1016/j.jeap.2013.07.001
Wingate, U. (2012). Using academic literacies and genre-based models for academic writing instruction: A ‘literacy' journey. Journal of English for Academic Purposes, 11(1), 26-37. DOI: https://doi.org/10.1016/j.jeap.2011.11.006
Wu, X., Mauranen, A., & Lei, L. (2020). Syntactic complexity in English as a lingua franca academic writing. Journal of English for Academic Purposes, 43, 100798. DOI: https://doi.org/10.1016/j.jeap.2019.100798
Zaki, A. A., & Md Yunus, M. (2015). Potential of mobile learning in teaching of ESL academic writing. English Language Teaching, 8(6), 11-19. DOI: https://doi.org/10.5539/elt.v8n6p11
Zashikhina, I. M. (2021). Academic writing: A discipline or disciplines? Vysshee Obrazovanie v Rossii, 30(2), 134-143. DOI: https://doi.org/10.31992/0869-3617-2021-30-2-134-143
Zwiers, J. (2004). The third language of academic English. Educational Leadership, 62(4), 60-63.
Copyright (c) 2022 Национальный исследовательский университет «Высшая школа экономики»
Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.
Авторы, публикующие статьи в журнале, соглашаются с условиями политики авторских прав.
