کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
355381 619272 2015 13 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Learning subject-specific L2 terminology: The effect of medium and order of exposure
ترجمه فارسی عنوان
آموزش موضوع خاص L2 اصطلاحات: اثر متوسط ​​و سفارش از قرار گرفتن در معرض
کلمات کلیدی
آموزش دو زبانه؛ یادگیری اصطلاحات L2. یادگیری از L2 خواندن؛ ادراک یادگیری؛ استراتژی دانش آموز؛ محیط موازی زبان
موضوعات مرتبط
علوم انسانی و اجتماعی علوم انسانی و هنر زبان و زبان شناسی
چکیده انگلیسی


• Students in this study learn L2 terminology from lectures in L1 and reading in L2.
• The effects of their learning strategies (choice and order of media) were examined.
• Added exposure to terms in different media contributes to learning.
• Learning terminology from reading may be more effective than from a lecture.
• Students underestimate knowledge gained from reading.

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.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: English for Specific Purposes - Volume 38, April 2015, Pages 57–69
نویسندگان
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