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How Saudi migrants’ metapragmatic judgments of Arabic L1 nonverbal greetings change after prolonged exposure to English
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A crosslinguistic study of the perception of emotional intonation. Influence of the pitch modulations
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125 |
The influence of student perception of teacher emotional intelligence and happiness on foreign language learning
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127 |
How classroom environment and general grit predict foreign language classroom anxiety of Chinese EFL students
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128 |
Queering Hong Kong’s 1997 Handover in Japanese Boys’ Love Comics
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129 |
Foreign language learning boredom: conceptualization and measurement
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Teacher enthusiasm and students’ social-behavioral learning engagement: the mediating role of student enjoyment and boredom in Chinese EFL classes
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131 |
Using corpus linguistics to investigate agency and benign neglect in organisational language policy and planning: the United Nations as a case study
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132 |
Cine documental japonés: de los orígenes a la Guerra del Pacífico (1897-1945)
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133 |
Language choice in psychotherapy of multilingual clients: multilingual therapists’ perspective
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135 |
Academic vocabulary in an EAP course: Opportunities for incidental learning from printed teaching materials developed in-house.
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Abstract:
Teaching materials developed in-house are commonly used in EAP courses; however, research on their linguistic content, which can have important pedagogical implications, is scarce. This study examines the occurrence and repetition of general academic vocabulary, operationalised as the Academic Vocabulary List (AVL) (Gardner & Davies, 2014), in the printed teaching materials developed in-house and used in a presessional EAP course at a UK university. The course was divided into three modules and taught over five weeks. At the end of each week, teachers provided us with photocopies of the printed teaching materials they had used. A corpus was compiled from the printed materials of each module. The results show that 846 AVL lemmas (i.e., 28.07% of the lemmas in the AVL) appeared in the materials. They were not equally distributed among the three modules and only 90 AVL lemmas overlapped across modules. The results also show that the average repetition rate of AVL lemmas in the materials was unlikely to lead to the incidental development of recall knowledge from exposure to these materials alone. Recommendations are made for the development of in-house EAP materials and teaching activities that increase students' exposure to academic vocabulary and facilitate its learning.
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Keyword:
Cultures & Applied Linguistics (from 2021); Languages
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URL: https://doi.org/10.1016/j.esp.2021.03.002 https://eprints.bbk.ac.uk/id/eprint/43398/ https://eprints.bbk.ac.uk/id/eprint/43398/1/43398.pdf
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136 |
“We are not amused”. The perception of British humour by British and American English L1 users
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137 |
Review of Cooke & Peutrell (2019): Brokering Britain, educating citizens: Exploring ESOL and citizenship
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138 |
1968 and rural Japan as a site of struggle. Approaches to rural landscapes in the history of Japanese documentary film
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Reducing anxiety in the foreign language classroom: a positive psychology approach
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