Abstract Writing successful academic conference abstracts is essential for PhD students to enable them to access world-class conferences for the presentation of their research. However, these students often face both discourse-structure and linguistic difficulties in writing their conference abstracts. This study evaluates the impact of genre, process, elicitation and guided learning instruction on students’ performance in academic conference abstract writing. Participants are multidisciplinary L2 PhD students at a Sino-British university. The first dataset used for the impact evaluation comprises post-intervention written abstracts collected from 10 focal students. To evaluate the instruction, a scoring descriptor instrument adapted from the university’s academic writing assessment rubric is used to grade the abstracts’ move-structure, and linguistic features of cohesion, hedging, passive, and present simple. Trends in the scores are analysed statistically. The second dataset consists of students’ questionnaire-elicited experiences of the instruction. Findings show improvements in post-intervention abstracts’ move-structures and linguistic features, which suggests pedagogical effectiveness. Questionnaire responses also display positive perceptions of the pedagogy. Due to the impact of disciplinary genre materials, disciplinary discrepancy is more evident in linguistic structures than in move structures. Writer characteristics also appear to gravitate towards a discipline-centric writing ethos due to the impact of disciplinary-genre materials and the desire to enhance the abstract’s selection chances. Thus, there is potential for language-feature functions, process writing, exact-genre materials and interactive learning process pedagogies to mediate learning and improvement in disciplinary L2 writing.

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一项指令对多学科课程中提高第二语言学习者学术会议摘要写作的影响

摘要撰写成功的学术会议摘要对于博士生来说至关重要，使他们能够访问世界一流的会议以介绍其研究成果。但是，这些学生在撰写会议摘要时经常面临话语结构和语言方面的困难。本研究评估了体裁，过程，启发和指导性学习指导对学生在学术会议摘要写作中的表现的影响。参与者是中英大学的多学科L2博士学位学生。用于影响评估的第一个数据集包括从10名重点学生那里收集的干预后书面摘要。为了评估教学内容，我们使用了根据大学学术写作评估规则改编的评分描述符工具对摘要的移动结构进行评分，和语言特征的凝聚力，对冲，被动和呈现简单。对分数趋势进行统计分析。第二个数据集由学生通过问卷调查得出的教学经验组成。研究结果表明，干预后摘要的移动结构和语言功能得到了改善，这表明了教学的有效性。问卷调查的回答也显示出对教学法的积极看法。由于纪律体裁材料的影响，在语言结构中的纪律差异比在移动结构中更为明显。由于学科流派材料的影响以及增加摘要选择机会的渴望，作家的特征似乎也倾向于以学科为中心的写作精神。因此，语言功能，流程编写，