Oral Comprehension of Technical Vocabulary in ESP Contexts
Keywords:
Technical vocabulary, Oral perception, ESP teaching programAbstract
This project aims at introducing a teaching program that allows
Brazilian English for Specific Purposes Students (ESP) to use technical vocabulary in English and assessing the oral comprehension of the of students taking part the teaching program before and after their participation. The program will encompass strategies that will contribute to the development of the oral perception of the students. The motivation for this research stems from the finding that ESP students have difficulties in the comprehension of technical vocabulary in the oral discourse, what disables them to study in foreign colleges in which courses are taught in English. The data analysis will be based on the findings by Best and Tyler (2007) and Silva (2016) concerning the perception of English as L2; and Brooks (2014) concerning the teaching of technical vocabulary. The originality of this research is related to its contribution in promoting a teaching approach of technical vocabulary that encompasses strategies to develop the oral perception of the target subjects.
References
BAKER, M. Sub-technical vocabulary and the ESP teacher: an analysis of somerhetorical items in medical journal articles. Reading in a Foreign Language,4:
-105, 1998.
BARBER, C. L. Some measurable characteristics of modern scientific prose.In contribution to English syntax and philology (21- 43)Goteburg: ActaUniversitatisGothoburgensis, 1962.
BERGBREITER, S. Why I make robots the size of a grain of rice [Arquivo de vídeo]. Disponível em:
<https://www.ted.com/talks/sarah_bergbreiter_why_i_make_robots_the_size_of_a_grai n_of_rice/transcript?language=en>..Nov. 2014. Acessoem: 28 set. 2016.
BEST, C. T.; TYLER, M., D. Nonnative and second-language speech perception: Commonalities and complementarities. In: MUNRO, M.J.; BOHN, O. S. (Eds.). Second language speech learning: The role of language experience in speech perception and production, p.13-34. Amsterdan: John Benjamins, 2007.
BOERSMA, P.; WEENINK, D. Praat: doing phonetics by computer, versão 5.4.12, 2015. Disponívelem: <http://www.praat.org>. Acessoem: 2 jan. 2015.
Brooks, M. The Role of Vocabulary in English for Specific Purposes (ESP) Teaching and Learning:Considerations for Asia University. The role of Vocabulary for ESP, 2014.
BROWMAN, C. P.; GOLDSTEIN, L. Articulatory phonology: an overview. Phonetica, v.49, p.155-180, 1992.
BURKE, J. AcademicVocabularyList. Disponível em:
<http://www.englishcompanion.com/pdfDocs/acvocabulary2.pdf>. Acesso em: 29 set.
CAMBRIDGE. Cambridge English Language Assessment (2016). Disponível em:
<http://www.cambridgeenglish.org/br/test-your-english>. Acessoem: 28 set. 2016.
CARROLL, S. E. Putting "input" in its proper place. Second Language Research, v.15, p.337-388, 1999.
COXHEAD, A. Academic Word List. TESOL Quarterly, 34, 2: 213-238, 1998.
HUTCHINSON, T.; Waters, A. English for Specific Purposes. Cambridge: CUP, 1987.
MEHRPOUR, S.; VOJDANI, M. Globalization and EFL Learning Motivation: A New Perspective on Integrative vs. Instrumental Motivation among Iranian Learners of English. Open Journal of Modern Linguistics, 2, 43-50, 2012.
NATION, I, S, P. Learning Vocabulary in Another Language. Cambridge: CUP, 2001
SAWIR, E. 'Language difficulties of international students in Australia: The effects of prior learning experience', International Education Journal, vol. 6 no. 5, pp. 567-580, 2005.
SCHMITT, N.; McCarthy, M. Vocabulary: Description, Acquisition, and Pedagogy. Cambridge: CUP, 1997.
SILVA, A., F. Percepção de reduções em inglês como L2. Tese de Doutorado, PUC-SP, 2016
SUTARSYAH, C.; NATION, P.; KENNEDY, G. How useful is EAP vocabulary for ESP? A corpus based case study. RELC Journal, 25(2), 34-50. doi:
1177/003368829402500203, 1994.
TATHAM, M.; MORTON, K. A guide to speech production and perception. Edinburgh: Edinburgh University Press, 2011.
