Learning subject-specific L2 terminology : The effect of medium and order of exposure

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)21_Publication in refereed journal

4 Scopus Citations
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Author(s)

Detail(s)

Original languageEnglish
Pages (from-to)57-69
Journal / PublicationEnglish for Specific Purposes
Volume38
Online published6 Dec 2014
Publication statusPublished - Apr 2015
Externally publishedYes

Abstract

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.

Research Area(s)

  • Bilingual learning, L2 terminology learning, Learning from L2 reading, Parallel-language environment, Perception of learning, Student strategies

Citation Format(s)

Learning subject-specific L2 terminology : The effect of medium and order of exposure. / Mežek, Špela; Pecorari, Diane; Shaw, Philip; Irvine, Aileen; Malmström, Hans.

In: English for Specific Purposes, Vol. 38, 04.2015, p. 57-69.

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)21_Publication in refereed journal