Learning the practice of scholarly publication in English – A Romanian perspective

Bardi, Mirela

doi:10.1016/j.esp.2014.08.002

Cited by 56 publications

(33 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Mentors can come from inside or outside the faculty. As suggested by Bardi [38], "international coaching, whereby off-network researchers work together with peer coaches from research-intensive international universities, may be a suitable research capacity-building tool leading to increased awareness of research practices, greater access to research networks and indirectly to linguistic refinement" (p. 108). This way, novice researchers can get used to international research and publication standards and be more confident in submitting papers to international journals.…”

Section: Discussionmentioning

confidence: 99%

“…Also, writing papers to submit to international journals requires a certain level of language proficiency from the NNES scholar, in particular good reading and writing skills. Indeed, writing in English has been found one of NNES scholars' main obstacles to international publication as documented in Bardi [38], Hanauer & Englander [39] and Uzuner [20]. As a consequence of such challenges, researchers tend to resort to local publication rather than international publication.…”

Section: Obstacles To Local Vs International Publicationmentioning

confidence: 99%

See 1 more Smart Citation

Obstacles to Scholarly Publishing in the Social Sciences and Humanities: A Case Study of Vietnamese Scholars

Pho¹,

Tran²

2016

Publications

View full text Add to dashboard Cite

Abstract:Publishing scientific research is very important in contributing to the knowledge of a discipline and in sharing research findings among scientists. Based on the quantity and quality of publications, one can evaluate the research capacity of a researcher or the research performance of a university or a country. However, the number of quality publications in Vietnam is very low in comparison with those in the other countries in the region or in the world, especially in the fields of social sciences and humanities. Employing both quantitative and qualitative approaches, the current study investigates university lecturers' attitudes towards research and publication and the obstacles to local and international publication at one of the main universities in social sciences and humanities in Vietnam. The study found the main barriers to publication are funding and time for research and publication, among many other obstacles. From the analysis of the data, the study would also argue that lecturers' obstacles to publication may vary across faculties (or disciplines), ages, qualifications, education, research and publication experience. The findings in this study may be applied to other institutions in Vietnam or in other countries where English is used as a foreign language.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Obstacles To Local Vs International Publicationmentioning

confidence: 99%

Obstacles to Scholarly Publishing in the Social Sciences and Humanities: A Case Study of Vietnamese Scholars

Pho¹,

Tran²

2016

Publications

View full text Add to dashboard Cite

show abstract

“…However, numerous authors have addressed the challenges that academic writing published in English poses for students and researchers working with English as an L+ (Ammon, 2007;Benfield, 2006;Burrough-Boenisch, 2006;Casanave, 2008;Coffin et al, 2003;Curry, 2011;Curry & Lillis, 2004;Flowerdew, 2008Flowerdew, , 2009Kaplan & Baldauf, 2005;Lillis & Curry, 2006;Uzuner, 2008), including affective issues such as self-efficacy (Huerta, Goodson, Beigi, & Chlup, 2016) and self-regulated learning (Cuesta Medina & Anderson, 2014;Hammann, 2005 Much previous work on academic writing amongst L2 English speakers has been performed in Anglophone university contexts, though there has been an increasing emphasis on both L2 academic writing in the writers' own L1 contexts. Many such studies consider Asian (Chazal & Aldous, 2006;Evans & Green, 2007;Flowerdew, 1999aFlowerdew, , 1999bLi & Flowerdew, 2009;Liu, 2005;Riazi, 1997) or European (Bardi, 2015;Bennett, 2010aBennett, , 2010bBjörk, Bräuer, Rienecker, & Jörgensen, 2003;Duszak & Lewkowicz, 2008;Fernández Polo & Cal Varela, 2009;Johns, 2003;Lillis & Curry, 2006Muresan & Pérez-Llantada, 2014; contexts.…”

Section: Previous Work On L2 Academic and Rhetorical Writingmentioning

confidence: 99%

Beliefs and Practices Concerning Academic Writing among Postgraduate Language-Teacher Trainees

Anderson

Medina

2019

Íkala

View full text Add to dashboard Cite

This paper reports on the initial stages of a larger study on plurilingual rhetorical communicative competences. Experiential evidence indicated a mismatch between the academic writing competences desired from and those displayed by the participants—adult bilingual (L1 Spanish, L+ English) English-language teacher trainees in a postgraduate program at Colombian university. We examined participants’ beliefs and practices concerning academic writing to identify the sources of their challenges and develop the evidential basis for identifying appropriate remedial strategies. This was a mixed methods study, in which we analyzed data from semi-structured interviews, questionnaires, and student artifacts through the grounded theory approach and descriptive statistics. The results suggest that participants’ challenges with rhetorical aspects of academic writing stem from a lack of training. However, participants were relatively successful with aspects of writing in which they had been trained: discrete language skills and purely descriptive prose. We conclude their academic writing difficulties are fundamentally non-linguistic and hypothesize they would face similar academic writing challenges even if writing in their L1. There is an urgent need to address these challenges, not only because rhetorical competences are increasingly important in a knowledge-driven society but also because teachers need to be able to train their own students in such competences.

show abstract

“…Each abstract usually presents between two and four of these contents, as in the following examples: (17) [Assumption] "Capeverdean (CV) is a non pro-drop language (Pratas, 2007): no null referential subjects in matrix clauses are allowed in adult grammar.…”

Section: Text Plans Content and Section Orderingmentioning

confidence: 99%

“…93-109, [5], p. 347, [6][7][8], pp. 33-59, [9,10], p. 248, [11][12][13][14][15][16][17]). More specifically, several contrastive works have addressed the issue of writing abstracts in English in highlight the impact of APL guidelines on abstract writing and on the genre itself.…”

Section: Introductionmentioning

confidence: 99%

Issues with Publishing Abstracts in English: Challenges for Portuguese Linguists’ Authorial Voices

Santos

Silva

2016

Publications

View full text Add to dashboard Cite

This paper assesses the impact of publishing abstracts in English in the Portuguese Linguistics Association (APL) Proceedings from 2001 to 2010. The study was carried out with a corpus of 137 abstracts, follows a Text Linguistics model inspired by the Interactionnisme Sociodiscoursif and links text features to the social practices and genre repertoires of this community. Quantitative data show signs of a "Portuguese identity" in authors' voices such as personal forms, move signaling, long sentences, profuse embedding, heavy subjects, and variations in content selection, but also signs of standard academic guideline-indexed choices in impersonal forms, template sentences, coordinated constituents, nominalizations, and conventional text plans. Standard genre models and writing features from "core" academic communities coexist with alternative and traditional ways of writing and of disseminating knowledge, which is typical of a semiperipheral non-native English-speaking community torn between conflicting language and cultural paradigms. These contrasting tendencies are linked to identity changes within the community, as APL authors try to achieve international recognition by publishing abstracts in English as a Foreign Language. Since the APL research topic is the Portuguese language, the process mirrors the authors' struggle between standard internationalization in English and individual stance in Portuguese.

show abstract

Learning the practice of scholarly publication in English – A Romanian perspective

Cited by 56 publications

References 21 publications

Obstacles to Scholarly Publishing in the Social Sciences and Humanities: A Case Study of Vietnamese Scholars

Obstacles to Scholarly Publishing in the Social Sciences and Humanities: A Case Study of Vietnamese Scholars

Beliefs and Practices Concerning Academic Writing among Postgraduate Language-Teacher Trainees

Issues with Publishing Abstracts in English: Challenges for Portuguese Linguists’ Authorial Voices

Contact Info

Product

Resources

About