01570nam a2200181 4500008004100000020001800041245007000059210006900129250000600198260003000204300000800234490000600242520093800248653004901186100002401235700002801259856010101287 2019 eng d a978902720466000aScience Communication on the Internet. Old genres meet new genres0 aScience Communication on the Internet Old genres meet new genres a1 aAmsterdambJohn Benjamins a2420 v 3 a

This book examines the expanding world of genres on the Internet to understand issues of science communication today. The book explores how some traditional print genres have become digital, how some genres have evolved into new digital hybrids, and how and why new genres have emerged and are emerging in response to new rhetorical exigences and communicative demands. Because social actions are in constant change and, ensuing from this, genres evolve faster than ever, it is important to gain insight into the interrelations between old genres and new genres and the processes underpinning the construction of new genre sets, chains and assemblages for communicating scientific research to both expert and diversified audiences. In examining scientific genres on the Internet this book seeks to illustrate the increasing diversification of genre ecologies and their underlying social, disciplinary and individual agendas.

10ascience; digital genres; rhetoric; exigences1 aLuzón, Maria-José1 aPérez-Llantada, Carmen uhttps://genreacrossborders.org/content/science-communication-internet-old-genres-meet-new-genres02198nas a2200193 4500008004100000245007300041210006800114260003000182300001300212490000700225520156500232653001701797653001901814653002001833653002201853653002901875100002801904856007201932 2013 eng d00aThe Article of the future: Strategies for genre stability and change0 aArticle of the future Strategies for genre stability and change aThe NetherlandsbElsevier a 221-2350 v323 a

This article compares the Article of the Future (AofF) prototypes (<http://www.articleofthefuture.com/>) with a corpus of journal articles (Journal Article Corpus – JAC) to demonstrate that the article genre in an online environment is a “stabilised-for-now or stabilised-enough” 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’ 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’ perceptions towards online articles. The article concludes with some practical implications for ESP practitioners.

10aESP pedagogy10agenre analysis10agenre and media10aresearch articles10arhetoric and composition1 aPérez-Llantada, Carmen uhttps://www.sciencedirect.com/science/article/pii/S088949061300042202311nas a2200217 4500008004100000245011600041210006900157260003000226300001000256490000700266520152700273653003101800653002301831653002801854653001701882653004101899653002901940653002401969100002801993856007202021 2015 eng d00aGenres in the forefront, languages in the background: The scope of genre analysis in language-related scenarios0 aGenres in the forefront languages in the background The scope of aThe NetherlandsbElsevier a10-210 v193 a

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 ‘Englishization’ as either ‘help’ or ‘hindrance’. 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.

10aacademic (multi)literacies10aacademic Englishes10acommunities of practice10aEAP teaching10aEnglish as an International Language10arhetorical move analysis10atask-based approach1 aPérez-Llantada, Carmen uhttps://www.sciencedirect.com/science/article/pii/S147515851530005902215nas a2200229 4500008004100000020002100041022002100062245008700083210006900170260009600239300001000335490000600345520135800351653002501709653002901734653002101763653001801784653001801802653002001820100002801840856011701868 2016 eng d ae-ISSN:2334-9050 ae-ISSN:2334-905000aHOW IS THE DIGITAL MEDIUM SHAPING RESEARCH GENRES? SOME CROSS-DISCIPLINARY TRENDS 0 aHOW IS THE DIGITAL MEDIUM SHAPING RESEARCH GENRES SOME CROSSDISC aSerbiab University of Belgrade and the Serbian Association for the Study of English (SASE) a22-420 v43 a

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’ 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.

10adigital technologies10aEAP tasks-based learning10agenre innovation10agenre systems10amultimodality10aresearch genres1 aPérez-Llantada, Carmen uhttps://genreacrossborders.org/content/how-digital-medium-shaping-research-genres-some-cross-disciplinary-trends02589nas a2200169 4500008004100000245007100041210006900112260002100181300001200202520198100214653002102195653003402216653001902250653002002269100002802289856010202317 2014 eng d00aResearching genres with multilingual corpora: A conceptual enquiry0 aResearching genres with multilingual corpora A conceptual enquir aBernbPeter Lang a107-1223 a

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 ‘expert’ 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’ learning needs in the best possible way.

10aacademic writing10aEnglish for academic purposes10agenre analysis10aresearch genres1 aPérez-Llantada, Carmen uhttps://genreacrossborders.org/content/researching-genres-multilingual-corpora-conceptual-enquiry02323nas a2200229 4500008004100000020001900041245008200060210006900142260007600211300001000287490000700297520154900304653002301853653003001876653003401906653001201940653002001952653003201972653002102004100002802025856004002053 2009 eng d aISSN-1094-350100aTextual, genre and social features of spoken grammar: A corpus-based approach0 aTextual genre and social features of spoken grammar A corpusbase aHawaii bUniversity of Hawaii National Foreign Language Resource Center a40-580 v133 a

This paper describes a corpus-based approach to teaching and learning spoken grammar for English for Academic Purposes with reference to Bhatia's (2002) multi-perspective model for discourse analysis: a textual perspective, a genre perspective and a social perspective. From a textual perspective, corpus-informed instruction helps students identify grammar items through statistical frequencies, collocational patterns, context-sensitive meanings and discoursal uses of words. From a genre perspective, corpus observation provides students with exposure to recurrent lexico-grammatical patterns across different academic text types (genres). From a social perspective, corpus models can be used to raise learners' awareness of how speakers' different discourse roles, discourse privileges and power statuses are enacted in their grammar choices. The paper describes corpus-based instructional procedures, gives samples of learners' linguistic output, and provides comments on the students' response to this method of instruction. Data resulting from the assessment process and student production suggest that corpus-informed instruction grounded in Bhatia's multi-perspective model can constitute a pedagogical approach in order to i) obtain positive student responses from input and authentic samples of grammar use, ii) help students identify and understand the textual, genre and social aspects of grammar in real contexts of use, and therefore iii) help develop students' ability to use grammar accurately and appropriately. 

10adiscourse analysis10aEnglish (Second Language)10aEnglish for academic purposes10aGrammar10aLanguage Styles10aSecond Language Instruction10aTeaching Methods1 aPérez-Llantada, Carmen uhttp://www.lltjournal.org/item/2653