Technical Terms Used in General English Textbooks across Disciplines

Autor/in	Dolba, Sammy Q.
Titel	Technical Terms Used in General English Textbooks across Disciplines
Quelle	1 (2022) 3, S.164-170 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2960-3714
Schlagwörter	English for Special Purposes; Second Language Learning; Second Language Instruction; Vocabulary Development; Content Analysis; Textbook Evaluation; Hospitality Occupations; Tourism; Law Enforcement; Marine Education; Engineering Education; Grammar; Information Technology; Language Fluency; Language Proficiency; College Students; Word Frequency; Foreign Countries; Teaching Methods; Models; Philippines + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Inhaltsanalyse; Gastgewerbegehilfe; Tourismus; Gesetzesvollzug; Ingenieurausbildung; Grammatik; Informationstechnologie; Language skill; Language skills; Sprachkompetenz; Collegestudent; Word analysis; Frequency; Wortanalyse; Häufigkeit; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Philippinen
Abstract	The study aimed to analyze lexical items underpinned in the textbooks used in the current teaching of ESP and GE. Using content analysis, a systematic evaluation of texts to examine nuances to bridge the gap between quantitative and qualitative data. This was such of importance, however, difficult to study due to issues of interest like in the study, frequency of lexical items in ESP, and GE textbooks. Results found 13,713 lexical items in Hospitality Management, 17,561 in Criminology, 4576 in Tourism, 7167 in Marine Engineering, and 512 in Information Technology. Furthermore, the overall percentage of ESP lexical items fell in Tier 2 (with multiple-meaning while the least was in Tier 3, specifically on context-specific vocabulary. It is the core of vocabulary learning to ensure English language teaching. It is its goal to help learners better understand language, allowing them to understand others as they want to express themselves as well. This applies not only in speaking but also in writing and reading. Wilkins (1972, p. 111-112) stated that without grammar very little understanding can be acquired and without vocabulary there can be no learning at all. Thus, even without good grammar, so long as you equipped with useful words and expression, one can still manage to communicate. Lewis (1993) argued that "lexis is the heart of language" and that it develops a better fluency and expression in English. He also added the significance to the learners of acquiring a more productive vocabulary knowledge, also, their eagerness to develop their own personal vocabulary strategies. Thus, a proposed bridge model program was recommended to highlight the study findings using the lexicons found from the different respective courses. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01