developing a ‘vocabulary for eap’ course colin campbell paul thompson (university of reading)...
TRANSCRIPT
![Page 1: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/1.jpg)
Developing a ‘Vocabulary for EAP’ course
Colin Campbell
Paul Thompson(University of Reading)
BALEAP PIM
15th February 2003
![Page 2: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/2.jpg)
Research and pedagogy
Research interest
How students use words
How academic writers use words
Pedagogic interest
Preparing a vocabulary course
![Page 3: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/3.jpg)
Research: Using corpora
Academic Text corpus (theses, research
articles from range of subjects; 915,000 tokens)
Students’ writing (variety of pre-sessional
course assignments; 100,000 tokens)
Pre-sessional teaching material (reading
materials; 35,000 tokens)
![Page 4: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/4.jpg)
Words investigated
extent
role
market
require
![Page 5: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/5.jpg)
Extent (438 occurrences in AC)
the extent of 18 % (80)
extent to which 26 % (108)
to some extent 12 % (53)
![Page 6: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/6.jpg)
Role (414 occurrences in AC)
play as collocate 25 % (104)
role in 27 % (112)
role of 37 % (152)
the role 29 % (122)
![Page 7: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/7.jpg)
Market (848 occurrences in AC)
as a premodifier 60 % (508)
prices – 87
share – 42
Almost exclusively in economics texts
![Page 8: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/8.jpg)
Require/requires/required (1477 in AC)
required 61 % (903)
collocate to first right: for (152); that (70)
collocate to first left: would (38), be (449)
a method/equation/procedure requires that …
In Economics, ‘we require’
![Page 9: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/9.jpg)
Questions
Do the students seem to be using these words at all?
Are the students using a similar range of patterns?
Do the examples in the textbook materials exhibit the range of patterns of use for these four lexical items [extent, role, market, require]?
![Page 10: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/10.jpg)
ExtentAc St Mat
the extent of18 % (80)
38 % (5)
14 % (1)
extent to which26 % (108)
0 % (0)
14 % (1)
to some extent12 % (53)
7 % (1)
14 % (1)
to what extent7 % (27)
22 % (3)
58 % (4)
![Page 11: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/11.jpg)
To what extent
Ac: It is unclear to what extent shoemakers in the Northamptonshire villages were able to obtain allotments at this time … Ac: It is not known to what extent transmission of the disease can take place between species … Mat: to what extent do you agree that social diversity has generally increased?
![Page 12: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/12.jpg)
Role (414 occurrences)
Ac St Mat
play as collocate
25 % (104)
35 % (15)
50 % (5)
role in 27 % (112)
37 % (16)
20 % (2)
role of 37 % (152)
12 % (5)
10 % (1)
the role 29 % (122)
21 % (9)
10 % (1)
![Page 13: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/13.jpg)
Role of (Student writing)
5 instances:
The role(s) of IMF / China / the Authority
Example: The role of banks is an intermediary between the two counterparties …
cf Ac: The role of these committees is therefore to advise government departments and Ministers and to make recommendations where appropriate.
![Page 14: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/14.jpg)
Market
Ac St Mat
as a premodifier
60 % (508)
13% (30)
57% (4)
different nouns
85 15 2
![Page 15: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/15.jpg)
Require/requires/required
Ac St Mat
required61 % (903)
62 % (41)
40 % (2)
collocate to 1R:
for (152); that (70)
for (1); that (2)
for (0); that (1)
collocate to 1L:
would (38), be (449)
would (0), be (16)
would (0), be (1)
![Page 16: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/16.jpg)
Required (Student writing)
Example: If the data use for irrigation planning, it
is required accurate and continuous
![Page 17: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/17.jpg)
Further questions
In an EAP course, where does one teach ‘local grammar’ [the grammar of a word or phrase]?
Do we need to teach subject-specific vocabulary?
Does the fact that students use a limited range (compared to general academic use) matter?
![Page 18: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/18.jpg)
Vocabulary Profiler
Profile of range of vocabulary used in
teaching materials in relation to AWL
Paste text into online Vocabulary Profilerwww.er.uqam.ca/nobel/r21270/textools/web_vp.html
![Page 19: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/19.jpg)
![Page 20: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/20.jpg)
Page
![Page 21: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/21.jpg)
AWL Sublist 1Range of occurrences
0 to 88
Top scorers Section 88 Economy 70 Environment 53
Bottom scorers Constitute 0 Principle 1 Context 2 Interpret 2 Vary 2 Theory 2
interpret 1 interpretation(s) 1 interpretative interpreted interpreting interpretive misinterpret misinterpretation(s) misinterpreted misinterpreting reinterpret reinterpreted reinterpreting reinterpretation(s)
![Page 22: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/22.jpg)
Selection criteria (White 1988: 48–50)
Frequency of use Coverage Range Availability Learnability Opportunism Centres of interest
White, R. V. (1988) The ELT Curriculum Oxford: Basil Blackwell
![Page 23: Developing a ‘Vocabulary for EAP’ course Colin Campbell Paul Thompson (University of Reading) BALEAP PIM 15 th February 2003](https://reader035.vdocuments.site/reader035/viewer/2022062417/551ae7005503465e7d8b4a49/html5/thumbnails/23.jpg)
Towards an EAP vocab course
Literature Review Research Design Trialling Revising
Design Learner training Set of subject-focused units at 2 levels Metaphor, local grammar, collocation, discourse functions
Sample units downloadable from: www.personal.rdg.ac.uk/~lls01pat