Situating EAP learners in their disciplinary classroom: How Taiwanese engineering majors ‘read’ their textbooks

IF 3.2 1区 文学 Q1 LINGUISTICS
Hsin-Ying Huang , David Wible
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引用次数: 0

Abstract

Tertiary-level English as a foreign language (EFL) learners in Taiwan are often required to read English-medium textbooks in their disciplinary courses. In science and engineering, it is a common practice for teachers to assign students English text but lecture in the local language, Chinese. In this study, we provided a situated picture of how these students interact with the text in their disciplinary context by triangulating multiple knowledge sources available to them. This includes analysis of the subject textbook in L2 (English), lectures in L1 (Chinese), and artifacts produced in the class, such as syllabus, exam sheets, and students' notes. Semi-structured interviews were conducted to investigate the students' and an instructor's perceptions of the role of these sources and their interrelationships. The findings reveal that students exploited various meaning-making resources to comprehend the ideas covered in the textbook. In addition, the instructor's explanation of the teaching materials, homework problem sets, and exam questions all proved to be important and interconnected resources that students rely on in their reading practices. Notably, problem sets and equations captured the students' attention while reading the textbook. We discuss the role of problem sets in scientific textbooks and suggest implications for further research.

将英语语言学习者置于学科课堂中:台湾工程专业学生如何 "阅读 "教科书
在台湾,大专英语作为外语(EFL)的学习者在学科课程中经常需要阅读英语教材。在理工科课程中,教师通常会给学生布置英文课文,但用当地语言(中文)授课。在本研究中,我们通过对学生可用的多种知识来源进行三角测量,提供了这些学生在学科背景下如何与文本互动的情景图景。这包括分析第二语言(英语)的学科教科书、第一语言(汉语)的授课内容,以及课堂上产生的人工制品,如教学大纲、考试卷和学生笔记。我们进行了半结构式访谈,以调查学生和教师对这些来源的作用及其相互关系的看法。研究结果显示,学生利用各种意义建构资源来理解课本中的观点。此外,教师对教材的讲解、作业题集和考试题都被证明是学生在阅读实践中依赖的重要且相互关联的资源。值得注意的是,问题集和方程式吸引了学生阅读教科书时的注意力。我们讨论了问题集在科学教科书中的作用,并提出了进一步研究的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
5.70
自引率
8.00%
发文量
41
审稿时长
62 days
期刊介绍: English For Specific Purposes is an international peer-reviewed journal that welcomes submissions from across the world. Authors are encouraged to submit articles and research/discussion notes on topics relevant to the teaching and learning of discourse for specific communities: academic, occupational, or otherwise specialized. Topics such as the following may be treated from the perspective of English for specific purposes: second language acquisition in specialized contexts, needs assessment, curriculum development and evaluation, materials preparation, discourse analysis, descriptions of specialized varieties of English.
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