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A key to understanding why a text is difficult to process. Lexical uniqueness of academic English texts

100%
Borza N.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2020
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vol. 11
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issue 1
9-31
EN
While the register of English language tertiary textbooks has been investigated substantially, moderately little is explored about the register analytical features of secondary textbooks. The purpose of the present pedagogically-driven study is to analyse the register of biology textbooks for secondary students from the point of view of English as a second language (ESL) teaching by describing the lexical uniqueness of the register of the biology corpus (BIOCOR) 10th-grade students need to process during their studies at a bilingual secondary school. The BIOCOR (consisting of 7,021 words) was compared to a reference corpus (REFCOR) of general English texts at a CEFR B2 level (comprising 7,098 words) by exploring its high-value positive and negative keyness lexical items. The results of the investigation disclose that the lack of specialised uniqueness is prevalent in the BIOCOR with regard to academic English and specific biology terminology. The lexical plainness of the biology textbook can be regarded as one of the linguistic features revealing the non-academic but popularizing nature of the secondary textbook register
2
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Content with content: A content-based instruction approach to curriculum design and course assessment in academic English for business

100%
Kirkham D.
Linguistics Beyond and Within
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2015
|
vol. 1
134-151
EN
This article reports on the successful implementation of a content-based instruction (CBI) approach to a 6-month pre-sessional academic English for business and management course at a UK university. While recognising that CBI is not a ‘cure-all’ and indeed that the approach brings with it particular issues, such as instructor competence in the content, the article argues CBI offers both significant and wide-ranging benefits as a language teaching approach and as such should be given greater prominence in the language teaching industry.
3

Analysing ESP Texts, but How?

75%
Borza N.
Practice and Theory in Systems of Education
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2015
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vol. 10
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issue 1
1-15
EN
English as a second language (ESL) teachers instructing general English and English for specific purposes (ESP) in bilingual secondary schools face various challenges when it comes to choosing the main linguistic foci of language preparatory courses enabling non-native students to study academic subjects in English. ESL teachers intending to analyse English language subject textbooks written for secondary school students with the aim of gaining information about what bilingual secondary school students need to know in terms of language to process academic textbooks cannot avoiding deal with a dilemma. It needs to be decided which way it is most appropriate to analyse the texts in question. Handbooks of English applied linguistics are not immensely helpful with regard to this problem as they tend not to give recommendation as to which major text analytical approaches are advisable to follow in a pre-college setting. The present theoretical research aims to address this lacuna. Respectively, the purpose of this pedagogically motivated theoretical paper is to investigate two major approaches of ESP text analysis, the register and the genre analysis, in order to find the more suitable one for exploring the language use of secondary school subject texts from the point of view of an English as a second language teacher. Comparing and contrasting the merits and limitations of the two contrastive approaches allows for a better understanding of the nature of the two different perspectives of text analysis. The study examines the goals, the scope of analysis, and the achievements of the register perspective and those of the genre approach alike. The paper also investigates and reviews in detail the starkly different methods of ESP text analysis applied by the two perspectives. Discovering text analysis from a theoretical and methodological angle supports a practical aspect of English teaching, namely making an informed choice when setting out to analyse texts in English. It can be concluded from the literature that the register perspective yields more readily applicable data of text analysis for ESL teachers instructing in a pre-college environment. Besides teachers working in bilingual secondary school, the pedagogical conclusions of the study are also useful for teachers instructing in international secondary schools where the language of education is English and the alumni comprise non-native students.
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