Learning subject-specific L2 terminology:The effect of medium and order of exposure
| Autor: | Diane Pecorari, Hans Malmström, Aileen Irvine, Špela Mežek, Philip Shaw |
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| Jazyk: | angličtina |
| Rok vydání: | 2015 |
| Předmět: |
Cooperative learning
Linguistics and Language perception of learning media_common.quotation_subject bilingual learning Educational technology learning from L2 reading Experiential learning student strategies Language and Linguistics Learning sciences Linguistics Education Terminology Reading (process) Active learning L2 terminology learning Discrimination learning Psychology parallel-language environment media_common |
| Zdroj: | Mežek, Š, Pecorari, D, Shaw, P, Irvine, A & Malmström, H 2015, ' Learning subject-specific L2 terminology : The effect of medium and order of exposure ', English for Specific Purposes, vol. 38, pp. 57-69 . https://doi.org/10.1016/j.esp.2014.11.004 |
| DOI: | 10.1016/j.esp.2014.11.004 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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