@article {1735, title = {The Article of the future: Strategies for genre stability and change}, journal = {English for Specific Purposes}, volume = {32}, year = {2013}, pages = { 221-235}, publisher = {Elsevier}, address = {The Netherlands}, abstract = {

This article compares the Article of the Future (AofF) prototypes (\<http://www.articleofthefuture.com/\>) with a corpus of journal articles (Journal Article Corpus {\textendash} JAC) to demonstrate that the article genre in an online environment is a {\textquotedblleft}stabilised-for-now or stabilised-enough{\textquotedblright} site for social interaction (Schryer, 1994, p. 108). Results show that the prototypes adhere to the typical structural patterns of the JAC texts, while also embedding discernible structural variations across the disciplinary spectrum. They display generic stability concerning authors{\textquoteright} use of intertextuality for framing their texts in a social/institutional context. Comparison of the AofF with the JAC texts also illustrates a similar lexicogrammatical profile. Consistent with previous literature, recurring bundles in the AofF prototypes are associated with structural elaboration, complexity and a compressed style, and perform referential, text-organising and stance functions in the discourse. Complementing corpus findings, an exploratory survey of authors suggests that their actual text-composing/reading practices of online articles are governed by the long-established communicative purposes of the genre. Findings suggest, though, that the new online part-genres (research highlights, graphical abstracts, interactive graphs, embedded videos, hyperlinks), potential strategies for generic change, might be changing the writers{\textquoteright} perceptions towards online articles. The article concludes with some practical implications for ESP practitioners.

}, keywords = {ESP pedagogy, genre analysis, genre and media, research articles, rhetoric and composition}, doi = {https://doi.org/10.1016/j.esp.2013.06.004}, url = {https://www.sciencedirect.com/science/article/pii/S0889490613000422}, author = {Carmen P{\'e}rez-Llantada} } @article {1736, title = {Genres in the forefront, languages in the background: The scope of genre analysis in language-related scenarios}, journal = {Journal of English for Academic Purposes}, volume = {19}, year = {2015}, pages = {10-21}, publisher = {Elsevier}, address = {The Netherlands}, abstract = {

Drawing on bibliometric methods (citation analysis and content analysis) and literature review, this paper offers some critical reflections of how genre analysis has been used, applied, expanded and refined to address the challenges of a culturally and linguistically diverse academic and research community. The first reflection opens with a brief review of the privileged status of English as the international language of academic and research communication to discuss contrasting scholarly positions that regard {\textquoteleft}Englishization{\textquoteright} as either {\textquoteleft}help{\textquoteright} or {\textquoteleft}hindrance{\textquoteright}. The second reflection focuses on rhetorical move analysis, an aspect of genre theory that to date has been little considered outside ESP/EAP traditions of genre analysis. It discusses how move analysis, in cross-fertilization with various theoretical/analytical frameworks, can add to our understanding of the way L2 academic English writers accomplish meso- and micro-rhetorical manoeuvres. The final reflection touches upon the impact of internationalization and research assessment policies on the current knowledge exchange, dissemination and publication practices to emphasize the value of the Swalesian task-based approach and advocate a multiliterate rhetorical consciousness-raising pedagogy. The paper concludes with some suggestions for future genre research and proposes ways of articulating cogent language instructional intervention to empower members of bi-/multiliterate academic and research communities professionally.

}, keywords = {academic (multi)literacies, academic Englishes, communities of practice, EAP teaching, English as an International Language, rhetorical move analysis, task-based approach}, doi = {https://doi.org/10.1016/j.jeap.2015.05.005}, url = {https://www.sciencedirect.com/science/article/pii/S1475158515300059}, author = {Carmen P{\'e}rez-Llantada} } @article {1737, title = {HOW IS THE DIGITAL MEDIUM SHAPING RESEARCH GENRES? SOME CROSS-DISCIPLINARY TRENDS }, journal = {ESP Today, Journal of English for Specific Purposes at Tertiary Level}, volume = {4}, year = {2016}, pages = {22-42}, publisher = { University of Belgrade and the Serbian Association for the Study of English (SASE)}, address = {Serbia}, abstract = {

There is little dispute that technologies are impacting academic communication today, rendering new forms of accessing information and disseminating knowledge. To explore this impact, in the first part of the paper I review a selection of scholarly literature that addresses ways in which digital technologies are shifting the scholars{\textquoteright} information access behavior and introducing new forms of research dissemination. I also discuss how these new forms of communication are modeling new ecologies of genre systems and genre sets. In the second part of the paper I conduct genre analysis with a sample corpus of texts from different disciplines to illustrate how the emergence of new multimedia genres and the use of multimodality, hypertextuality and interdiscursivity features in genres within electronic environments appear to be pointing at generic evolution and innovation. In light of the findings, I propose some areas in which genre research can engage in interdisciplinary conversation (with ethnography, academic/digital literacies studies, situated genre analysis and reception studies). Regarding EAP instruction, I suggest a pedagogy that provides corpus-based linguistic and rhetorical input on the new genre formats, opportunities for noticing, hands-on practice and critical awareness of aspects of genre innovation and change.

}, keywords = {digital technologies, EAP tasks-based learning, genre innovation, genre systems, multimodality, research genres}, isbn = {e-ISSN:2334-9050}, issn = {e-ISSN:2334-9050}, author = {Carmen P{\'e}rez-Llantada} } @inbook {1738, title = {Researching genres with multilingual corpora: A conceptual enquiry}, booktitle = {Corpus Analysis for Descriptive and Pedagogical Purposes: ESP Perspectives M. Gotti and D. Giannoni eds}, year = {2014}, pages = {107-122}, publisher = {Peter Lang}, organization = {Peter Lang}, address = {Bern}, abstract = {

In the past decades, the EAP field has witnessed a growing interest in compiling multilingual corpora of various sizes. The aim has been to investigate how scholars whose first language is not English use English for academic and research communication. This flourishing field of investigation, cutting across a broad repertoire of genres, has been fuelled by the fact that the international academic and research arena has strongly favoured the role of English as the medium for communication (Lillis/Curry 2010; Mauranen 2012). However, this field of investigation has not yet become a matter of conceptual enquiry. To fill this gap, the aim of this chapter is (i) to critically review the main research trends used to analyse genres by means of multilingual corpora, (ii) to examine the reasons for the paucity of systematic contrastive analyses at the phraseological level for profiling L2 English academic texts and defining what an {\textquoteleft}expert{\textquoteright} academic L2 English user is, and (iii) to discuss the challenges that conducting large-scale empirical studies of academic English variants in the written domain would pose if codification of those variants were undertaken. Essentially, in what follows I critically assess relevant concepts in contrastive studies of EAP, address emerging methodological trends and reflect on a number of topics of current interest in relation to multilingual corpora. To do so I will draw on a combination of literature survey, bibliometric data and conceptual analysis, the purpose being two-fold. Firstly, it is of interest to the EAP scholarly community to determine how multilingual corpora can best help EAP researchers identify genre features across cultures and languages. Secondly, given its obvious practical implications, it is also of interest to show how EAP teachers can make research-informed decisions based on multilingual corpora with a view to catering to their students{\textquoteright} learning needs in the best possible way.

}, keywords = {academic writing, English for academic purposes, genre analysis, research genres}, author = {Carmen P{\'e}rez-Llantada} }