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Learning subject-specific L2 terminology: The effect of medium and order of exposure

Spela Mezek ; Diane Pecorari ; Philip Shaw ; Aileen Irvine ; Hans Malmström (Institutionen för tillämpad informationsteknologi, Avdelningen för fackspråk och kommunikation (Chalmers))
English for specific purposes (0889-4906). Vol. 38 (2015), p. 57-69.
[Artikel, refereegranskad vetenskaplig]

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.

Nyckelord: Bilingual learning; L2 terminology learning; Learning from L2 reading; Perception of learning; Student strategies; Parallel-language environment

Denna post skapades 2015-01-19. Senast ändrad 2015-07-09.
CPL Pubid: 211005


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Institutionen för tillämpad informationsteknologi, Avdelningen för fackspråk och kommunikation (Chalmers) (2011-2017)


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