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- Charles, Maggie, et al.
(författare)
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General Introduction
- 2009
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Ingår i: Academic writing. - London : Continuum. - 9781847064363 ; , s. 1-10
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Irvine, Aileen, et al.
(författare)
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To what extent do L2 students in UK Higher Education acquire academic and subject-specific vocabulary incidentally?
- 2013
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Across the UK hundreds of thousands of international students pursue a higher degree through the medium of L2 English, attending the same lectures and reading the same texts as their L1 counterparts. Although most of these international students will have initially passed through some form of English language proficiency gate-keeping exercise (such as minimum required IELTS scores), little allowance may be made thereafter for possible gaps in necessary vocabulary knowledge. Thus, L2 students may be implicitly assumed either to have sufficient working knowledge of the required vocabulary, or to be able to “pick up” this vocabulary knowledge incidentally during the course of their studies.This paper explores whether the Academic Word List (AWL) and subject-specific vocabulary knowledge of L2 undergraduates taking a degree in Biology at a UK university is, in fact, comparable to that of their L1 counterparts. Results from a vocabulary test administered in the third week of Semester 1 of the first year of studies indicated a relatively substantial gap between the levels of vocabulary knowledge of L1 and L2 students. This gap was particularly apparent in knowledge of lower-frequency AWL vocabulary. A post-test was administered 28 weeks later, towards the end of the students’ first year at university. This paper will report on the results of the post-test and discuss to what extent this previously perceived linguistic “gap” between L1 and L2 students may have increased or decreased. The paper will also outline a follow-up investigation into the ways in which L2 students deal with unknown vocabulary encountered during the course of their undergraduate degree studies.
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- Malmström, Hans, 1980, et al.
(författare)
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Words for what? Contrasting university students’ receptive and productive academic vocabulary needs
- 2018
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Ingår i: English for Specific Purposes. - : Elsevier BV. - 0889-4906 .- 1873-1937. ; 50, s. 28-39
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Tidskriftsartikel (refereegranskat)abstract
- With the objective of determining what academic vocabulary students use productively, and exploring the relationship between receptive and productive academic vocabulary, this paper continues the dialog on what constitutes academic vocabulary. By adopting a set of principled criteria (ratio, dispersion, discipline specificity and range) and by approximating the procedures from a recent study of academic vocabulary, the academic vocabulary found in students' writing is identified and subsequently compared to the academic vocabulary found in published academic writing (indexical of receptive purposes). Nearly 600 words emerge as being represented significantly more frequently in students' academic writing than in their non-academic writing, demonstrating that students distinguish in their writing between academic and non-academic vocabulary. Furthermore, the investigation finds significant differences between students' productive academic vocabulary and academic vocabulary serving receptive purposes, suggesting that students' productive and receptive academic vocabulary needs are far from identical. The findings reported here are intended to serve as a tool for EAP educators working to help students develop academic vocabulary fit for purpose, as well as an incentive for EAP researchers to continue to explore the nature of academic vocabulary.
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- Maricic, Ibolya, et al.
(författare)
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Mind the gap! : highlighting novelty in conference abstracts
- 2013
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The conference abstract or proposal is a promotional genre, intended to secure the acceptance of a paper at a conference and often (especially in the 'hard' disciplines) in subsequent proceedings. It is therefore, as Hyland and Tse (2005) note, a high-stakes genre, and therefore one which early-career researchers need to master. One promotional resource is to show the research to be novel and original; to demonstrate (in Swales' 1990 terms) that a gap exists in the research literature. Given that a significant proportion of space in abstracts is given over to material which corresponds to the introduction in the paper itself (Cutting, 2012), opportunities for highlighting the gap exist. However, not all authors take advantage of this opportunity. reported that Just over 40% of the TESOL abstracts were found not to contain a 'gap statement' (Halleck and Connor, 2006) . One factor driving the propensity to include a gap statement (or not) appears to be first language (Yakhontova, 2006). In addition, novice researchers may be less likely to deploy this feature which can help them promote their work. This paper will report the results of an investigation into conference asbstracts in the sciences and engineering. Two corpora, one consisting of abstracts written by postgraduates during an academic writing course, and one consisting of accepted and published abstracts were analysed for two features: the presence or absence of a 'gap' statement, and the lexical and structural routines used for describing the gap. Comparisons between the corpora will be presented, and implications for the academic writing classroom will be addressed. References Cutting, D. J. (2012). Vague language in conference abstracts. Journal of English for Academic Purposes, 11, 283–293.Halleck, G. B., & Connor, U. M. (2006). Rhetorical moves in TESOL conference proposals. Journal of English for Academic Purposes, 5, 70–86.Hyland, K., & Tse, P. (2005). Hooking the reader: a corpus study of evaluative that in abstracts. English for Specific Purposes, 24, 123–139.Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.Yakhontova, T. (2006). Cultural and disciplinary variation in academic discourse: The issue of influencing factors. Journal of English for Academic Purposes, 5, 153–167.
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- Mežek, Špela, et al.
(författare)
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Learning subject-specific L2 terminology : The effect of medium and order of exposure
- 2015
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Ingår i: English for specific purposes (New York, N.Y.). - : Elsevier BV. - 0889-4906 .- 1873-1937. ; 38, s. 57-69
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Tidskriftsartikel (refereegranskat)abstract
- In the globalised university environment, many university students are expected to learn subject-specific terminology in both the local language and the L2 (English) by learning from two media in two different languages: lectures in the local language and reading in L2 English. These students' bilingual learning is greatly affected by the learning strategies they employ. An experiment was designed to investigate the effects of student choice of learning media and the order of media on their learning and perception of learning of terminology in English. The results confirm that added exposure to terminology in different media, even in different languages, contributes to learning and show that, in some circumstances, learning terminology from reading may be more effective than learning it from a lecture. The results also show that students do not correctly judge their knowledge of terms learnt from different media in different languages and that they underestimate knowledge gained from reading in L2. Implications for teaching are discussed.
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