A Reception Study of the Articles Published in "English for Specific Purposes" from 1990-1999

Autor/inn/en	Swales, John M.; Leeder, Christopher
Titel	A Reception Study of the Articles Published in "English for Specific Purposes" from 1990-1999
Quelle	In: English for Specific Purposes, 31 (2012) 2, S.137-146 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-4906
DOI	10.1016/j.esp.2011.07.003
Schlagwörter	Advanced Courses; Native Speakers; English for Special Purposes; Periodicals; Second Language Instruction; English (Second Language); Second Language Learning; Citations (References); Writing Instruction; Databases; Journal Articles; Language Research; Writing for Publication + Suchen Sie Ihr Suchwort? Fortgeschrittenenunterricht; Muttersprachler; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Citations; Zitat; Schreibunterricht; Datenbank; Journal article; Zeitschriftenaufsatz; Sprachforschung
Abstract	EAP practitioners in advanced courses have often focused on assisting junior scholars who are non-native speakers of English with their attempts to publish in English. Today, however, university administrators increasingly rely on post-publication data such as citation records. We therefore suggest that identifying heavily cited and largely uncited papers would be an addition to the advanced writing instructor's toolkit. In fact, many proposals have been made to account for citational success and failure. Disentangling these variables is complex and typically requires in-depth knowledge of the chosen sub-field. Here we examine the reception histories of a decade's worth of main articles in the "English for Specific Purposes Journal", using the "Google Scholar", "Scopus" and "Web of Science" databases. Analysis of the 15 most cited articles indicates that placement in an issue, gender, first language, author status, and provenance are not major determinants. Instead, area of research interest (i.e., discoursal features of academic text) and type of ESP (i.e., EAP) were the main predisposing factors. We then conduct a close analysis of the two top 1990s papers (both, incidentally, written by women whose first language is not English and working in non-Anglophone settings). We conclude with some implications of these findings for EAP practitioners and their "customers". (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10