Teaching Language for Specific Purposes

© 2017 Elsevier Ltd This study provides insights into language development in a trades training context in New Zealand. Its key focus is to identify how the acquisition of the specialised words is supported in a primarily practical training environment. Transcribed recordings of 16.5 h of talk on a building site and in theory classrooms, along with interviews with tutors and learners, were analysed to explore the extent and nature of episodes where attention is drawn to the specialised terms and provide insight into strategies for and beliefs about learning these new words. Findings show that both tutors and learners do draw attention to the language they are using, primarily the meanings associated with new forms, mainly through tutor-talk and tutor-learner interaction. This description of how experienced tutors support their trainees' vocabulary acquisition is likely to be of value to new and experienced tutors in trades teaching and beyond.

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Application of Traditional and Contemporary Methods While Teaching Language for Specific Purposes

Pedagogika ◽

10.15823/p.2017.63 ◽

2017 ◽

Vol 128 (4) ◽

pp. 193-205 ◽

Cited By ~ 1

Author(s):

Jolita Grašienė ◽

Angelika Petrėtienė

Keyword(s):

Teaching Methods ◽

Traditional Teaching ◽

Subject Knowledge ◽

Active Teaching ◽

Teaching Language ◽

Language For Specific Purposes ◽

Traditional Teaching Methods ◽

Key Competences ◽

Teaching Professional

The article discusses traditional and contemporary teaching methods in order to determine, which methods are best suited for teaching professional language or language for specific purposes. A study was conducted at the Vilnius Gediminas Technical University (hereafter – VGTU) and Vilnius College of Technologies and Design (hereafter – VTDK) that shows students’ opinion about the teaching methods of the language for specific purposes. The study showed that the choice of teaching methods is determined by the prevailing trends of developments in education and the ongoing advancement of technologies; traditional teaching methods having long-standing traditions should remain relevant; however, in order to ensure the highest possible quality of learning there is a need to intensify the use of active teaching methods, particularly those, which are preferred by students; teachers who usually employ traditional teaching methods are recommended to plan their lectures in such a way as to provide for a transition from passive to active learning. Appropriately selected teaching methods make it possible for students to acquire subject knowledge, improve skills of correct language usage, develop key competences and become competitive specialists.

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'We learn as we go': How acquisition of a technical vocabulary is supported during vocational training

10.26686/wgtn.14312414 ◽

2021 ◽

Author(s):

E McLaughlin ◽

Jean Parkinson

Keyword(s):

New Zealand ◽

Language Development ◽

Vocational Training ◽

Practical Training ◽

Training Context ◽

Training Environment ◽

Building Site ◽

New Words ◽

Technical Vocabulary ◽

Insight Into

© 2017 Elsevier Ltd This study provides insights into language development in a trades training context in New Zealand. Its key focus is to identify how the acquisition of the specialised words is supported in a primarily practical training environment. Transcribed recordings of 16.5 h of talk on a building site and in theory classrooms, along with interviews with tutors and learners, were analysed to explore the extent and nature of episodes where attention is drawn to the specialised terms and provide insight into strategies for and beliefs about learning these new words. Findings show that both tutors and learners do draw attention to the language they are using, primarily the meanings associated with new forms, mainly through tutor-talk and tutor-learner interaction. This description of how experienced tutors support their trainees' vocabulary acquisition is likely to be of value to new and experienced tutors in trades teaching and beyond.

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Maternal speech: strategy or response?

Journal of Child Language ◽

10.1017/s0305000900007820 ◽

1983 ◽

Vol 10 (2) ◽

pp. 369-380 ◽

Cited By ~ 25

Author(s):

Linda Smolak ◽

Marsha Weinraub

Keyword(s):

Language Development ◽

Child Language ◽

The Other ◽

Low Level ◽

Teaching Language ◽

Communicative Functions ◽

Lack Of Information ◽

Potential Contributor ◽

Maternal Speech ◽

Existing Data

ABSTRACTThe existing data concerning the effects of maternal speech on child language development are so conflicting that it is difficult to draw even tentative conclusions about this relationship. One potential contributor to this problem is our lack of information concerning the determinants of maternal speech. The present study was designed to separate those elements of maternal speech which are heavily influenced by child language levels from those that seem to represent the mother's consistent style or strategy for ‘teaching’ language. Syntactic, discourse, and communicative functions of mothers' speech were examined. Mothers of high-and low-level language children were compared when talking to their daughters and to another girl the same age as their daughter. Analysis indicated a striking amount of similarity and consistency in high vs. low mothers' speech to both their daughters and the other child. Those elements of maternal speech that did show differences tended to be features that are fairly easily monitored by mothers or are directly tied to child utterances.

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Teaching Language for Specific Purposes to the Chinese Student Musicians: Experience of Using the Textbook “Let’s Talk about Music in Russian”

Pedagogy Issues of Theory and Practice ◽

10.30853/ped210012 ◽

2021 ◽

pp. 68-73

Author(s):

Antonina Aleksandrovna Zabuga ◽

Keyword(s):

Chinese Student ◽

Teaching Language ◽

Language For Specific Purposes

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Pergeseran, Tingkat Keakuratan, dan Tingkat Keterbacaan dalam Penerjemahan Kosakata Teknis Pandemi Korona (Translation Shift, Accuracy Level, and the Level of Readability in Translation Corona Pandemic Technical Vocabulary)

JALABAHASA ◽

10.36567/jalabahasa.v17i1.730 ◽

2021 ◽

Vol 17 (1) ◽

pp. 72-86

Author(s):

Nikolaus Rendi Prasetya Hadi ◽

Yanuarria K. Perwira ◽

Sintaria Kusumaningrum

Keyword(s):

Language Development ◽

Qualitative Approach ◽

Word Class ◽

Note Taking ◽

Development Agency ◽

Technical Vocabulary ◽

Accuracy Level ◽

Bahasa Indonesia ◽

Structural Shifts ◽

Descriptive Qualitative

Fokus penelitian ini adalah menemukan pergeseran penerjemahan serta mengungkapkan tingkat keakuratan dan tingkat keterbacaan dalam penerjemahan kosakata teknis pandemi Covid-19 dari bahasa Inggris ke bahasa Indonesia. Teori yang digunakan sebagai dasar analisis adalah teori penerjemahan Catford (1965) dan Baker (1992). Penelitian ini menggunakan pendekatan deskriptif kualitatif. Data penelitian ini diambil dari lini masa Facebook dan Instagram Badan Pembinaan dan Pengembangan Bahasa antara tanggal 10 Maret 2020—6 Oktober 2020. Pengumpulan data menggunakan teknik catat, rekam, dan kuesioner. Hasil penelitian menunjukkan bahwa terjadi tujuh belas pergeseran, yaitu enam belas pergeseran struktur dan satu pergeseran kelas kata. Berdasarkan penilaian beberapa informan ahli, ditemukan bahwa 91,58% pengalihan makna sudah akurat; 7,47% pengalihan makna kurang akurat; dan 0,93% pengalihan makna tidak akurat. Selain itu, para informan ahli juga menilai bahwa dari 20,51% tingkat keterbacaan penerjemahan, 71,01% dikategorikan sangat mudah, 15,94% dikategorikan mudah, 13,08% dikategorikan sulit, dan 4,34% dikategorikan sangat sulit. This research focuses on finding translation shifts, exposing translation level of accuracy, and the level of readability of translation of Covid-19 pandemic technical vocabulary from English to Indonesian. The theory used as the base of analysis for this research are the theory of translation by Catford (1965) and Baker (1992). This research uses descriptive qualitative approach. The data used in this research is taken from Facebook and Instagram timeline of Language Development Agency between 10 March 2020 until 6 October 2020. Note-taking, recording and questionnaire technique were used to gather the data. The result of this research shows that there are 17 shifts, they are 16 structural shifts and 1 shift of word class. Based on raters’ rate, that from 91.58% rated transfer of meaning, there are 7.47% are less accurate, and there is only 0.93% inaccurate transfer of meaning. Moreover, they also mentioned that from 20.51% translation readability rate, there are 71.01% are categorized as very readable, 15.94% are readable, 13.08% are less readable, and 4.34% are categorized as least readable.

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