VOCABULARY IN ESP

LANGUAGE ISSUES IN ESP NURUL-IKHLAS ARSHAD G1014798

THE TYPES OF VOCABULARY

Technical Semi-technical/sub-technical (EAP) Core business (EBP)

WHICH SHOULD WE TEACH AS AN ESP TEACHER? Hutchinson and Waters (1987), Higgins (1966): In certain specific contexts it may be the duty of the ESP teacher to deal with given to the teaching of semiPriority should be technical vocabulary by checking learners understanding of ALWAYS BUT IS THIS technical vocabulary technical as carrier content. appearing or core-vocabulary. TRUE? The teaching of technical vocabulary is not the responsibility of the EAP teacher.

THE TEACHING OF TECHNICAL VOCABULARY

ESP exercises often contain technical vocabulary that acts as the carrier content, not the real content. In order for students to be able to do the exercises, they need to understand first the technical vocabulary. Adopt a questioning role especially if the subject specialist is not present.

HOW DO WE DEAL WITH TECHNICAL VOCABULARY?

2. 1.

If the term be cognate with the unfamiliar, then it A term may is not cognate and is equivalent term in may need to So it is enough to translate students L1. be introduced and explained.the term in L1. + Use technical dictionaries or other relevant sources. + carbon, cycle, carbon cycle ciclo de carbono + Language teacher and subject expert prepare a glossary of new terms.

SEMI-TECHNICAL AND CORE BUSINESS

VOCABULARY

There is not yet a satisfactory definition of the concept. Bakers (1988) 6 categories of vocabulary:

1. Items expressing notions general Proportionality, to all specialized disciplines. mild Academic: factor, method, function, occur, 2. Items used to describe/comment a General vocabulary that cycle Page 247 technical processes/functions Occur : has a higher frequency in Tourism: confirm, advise, accept in preference to other items Happen Load, Extension, Worked, Rapidly, a specific field. with the same meaning. Fast : Rapidly Proportionality, Mild (Semi-technical or core 3. Items used to signal writers business vocabulary) intentions/evaluation of material presented. 4. GL items that have a specialized Extension, load meaning in one or more General English words Computer science: bug disciplines. that have a specific Physics: force, acceleration, energy meaning in certain 5. Specialized items with different Engineering: stress, strain disciplines meanings in different Worked : deformed at disciplines. atmospheric temperature (Technical vocabulary) 6. GL items that have restricted meanings in different disciplines.

THE TEACHING OF VOCABULARY IN ESP

Follows general principles in EGP.

Vocabulary Comprehension Production

Method of learning new vocabulary: Deducing the meaning from context Deducing the meaning from the structure of the word

Techniques for storage and retrieval: Word association Mnemonic devices Loci; the use of visual images

Each technique involves cognitive processing, not mechanical learning of lists.

Ways in which vocabulary may be gathered to facilitate cognitive processing:

1. Collocation andsemantic and metaphor 3. 1. Situational, 2. Lexical phrases the use of metaphor Situational, semantic and corpora sets sets 2. Collocation and the use of corpora 3. Lexical phrases Grouping the store vocabulary their meaning aids but as chunks of Learners do ofwords according toas individual words, their retrieval from From corporanotspecific texts, we can draw up lists of key lexical items

memory. AND language or lexical phrases; short set phrases that are frequently used in certain the context in which a lexical item occurs, its collocation. examine situations. They can describes the company that a word keeps. Collocation be grouped according to: topic (situational sets)- in the diagram.. shelf, borrow, loan ..as shown LIBRARY: book, chains of association (semantic set) ..sales fell Problem with unnatural collocation: sharply.. synonyms, antonyms, The variation of these superordinates & subordinate about the ratios presents some insight items ..the table suggests that.. financial to describe inflation: out of metaphor wild horseintermediary role of banks. control, run away inflation, galloping inflation. This is not advocate the unthinking learning of set phrases but to argument is war: defended PRESENT: Examine introduce to the collocation of both INSIGHT andhis claims, attacked the INSIGHT: inquiry is a mouthwatering one, offering with a learners idearange of lexical phrases and to build learners an insight the Use materials that encourage learners provide their own sets. number into the detail. of PRESENT: record findings, interpret data and present options. findings for different audiences.

Thank You!