How teachers and researchers read academic articles |
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| Institution: | 2. Heart Institute, Sheba Medical Center, Ramat Gan, and Sackler School of Medicine, Tel Aviv University, Tel Aviv, Israel,;1. Astronomical Observatory of Kyiv National Taras Shevchenko University, 3 Observatorna St., 04053 Kyiv, Ukraine;2. Main Astronomical Observatory, National Academy of Sciences of Ukraine, 27 Akademika Zabolotnoho St., 03680 Kyiv, Ukraine;1. Department of Clinical Epidemiology, Biostatistics and Bioinformatics, Academic Medical Center, University of Amsterdam, Meibergdreef 9, 1105 AZ Amsterdam, The Netherlands;2. INSERM U1153, Obstetrical, Perinatal and Pediatric Epidemiology Research Team (EPOPé), Center for Epidemiology and Statistics Sorbonne Paris Cité, Paris Descartes University, 53, avenue de l''Observatoire, 75014 Paris, France;3. Cochrane Netherlands, Julius Center for Health Sciences and Primary Care, University Medical Centre Utrecht, University Utrecht, Heidelberglaan 100, 3584 CX Utrecht, The Netherlands;4. Medical Library, Academic Medical Center, University of Amsterdam, Amsterdam, Meibergdreef 9, 1105 AZ Amsterdam, The Netherlands;5. Department of Epidemiology, Johns Hopkins Bloomberg School of Public Health, 615 North Wolfe Street, Baltimore, MD 21205, USA;6. Department of Translational Surgery and Medicine, Eye Clinic, University of Florence, largo Brambilla, 3, 50134 Florence, Italy;1. Department of Pediatrics, State University of New York Downstate Medical Center, Brooklyn, NY 11203, United States;2. Department of Medicine, State University of New York Downstate Medical Center, Brooklyn, NY 11203, United States;3. Department of Pathology, State University of New York Downstate Medical Center, Brooklyn, NY 11203, United States;4. Center for Allergy and Asthma Research, State University of New York Downstate Medical Center, Brooklyn, NY 11203, United States |
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| Abstract: | This study looks at language teachers’ and language researchers’ expectations and evaluations of two kinds of journal articles, either researcher-oriented or teacher-oriented. The results show that teachers and academics use different ways of validating information in journal articles and use the information contained in them in distinctly different ways. Teachers also showed a preference for articles written in a clear, succinct, and personal style. Gee's theory of Discourses is used to analyze the results and discuss possible ramifications for teacher education and the practice of publishing research articles. |
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