Vocabulary and English for Specific Purposes Research - Averil Coxhead 2018
Why is vocabulary important in ESP?
Why am I interested in specialised vocabulary?
Approaches to identifying specialised vocabulary for ESP
Why is identifying specialised vocabulary important for ESP?
Quantitative approaches to identifying vocabulary for ESP - Corpus comparison
Issues and critiques of corpus design
Qualitative approaches to identifying specialised vocabulary for ESP - Using a corpus for qualitative analysis
Using a scale (Chung & Nation, 2004)
Surveys, interviews and questionnaires
Using multiple measures to identify specialised vocabulary
The role and value of word list research for ESP
Background and issues in word list research for ESP
Developing word lists for ESP using corpora
Research principles for word list development
Deciding on the unit of counting for developing word lists
Frequency and range requirements
What kinds of specialised words might be found in a corpus and how might they be classified?
High frequency/everyday words with technical meanings
Abbreviations as specialised vocabulary
Proper nouns as technical vocabulary
Abbreviations, acronyms and Latinate forms
Using word lists for research into vocabulary in ESP - Analysing and comparing the vocabulary load of texts
Missing elements in word list research
Multi-word units and metaphor in ESP
Why research multi-word units and metaphor in ESP?
Collocations in general academic written texts
Collocations in discipline-specific texts
Lexical bundles: functions and categories
Lexical bundles in EAP: corpus-based studies of writing and speaking
Lexical bundles in student and professional writing in EAP
Lexical bundles in learner corpora
The academic formulas list (Simpson-Vlach & Ellis, 2010)
Limitations of multi-word units in research
Specialised vocabulary in secondary school/Middle School
Why research vocabulary in secondary school education?
Vocabulary in secondary school texts
Challenges of specialised vocabulary in schools
Middle School Vocabulary Lists (Greene, 2008)
Middle School English grammar and writing list
Vocabulary in teacher talk in an EAL Literature class in an international school
Middle School Mathematics vocabulary list
Investigating a university-based Science list in secondary school texts
Teacher talk and Science vocabulary: an example from an international school
Middle School Social Studies and History Vocabulary List
Researching teachers and the teaching of specialised vocabulary
Challenges of specialised vocabulary and technology in schools: Henry
Pre-university, undergraduate and postgraduate vocabulary
Why research vocabulary in pre-university and university contexts?
Pre-university studies: vocabulary in English for general academic purposes
A multi-word unit approach to general academic vocabulary
Specialised vocabulary in undergraduate studies - Sciences
The case of Applied Linguistics
Limitations of specialised vocabulary research in EAP
Specialised vocabulary research and the professions
Why investigate specialised vocabulary in the professions?
Specialised vocabulary for legal purposes
Limitations of research into vocabulary and the professions in ESP
Vocabulary in the trades
The Language in the Trades Education project
Why research vocabulary in the trades?
Corpus-based approaches to specialised vocabulary in the trades
Spoken vocabulary in the trades
Construction trades: Carpentry vocabulary
Construction trade: Plumbing and tutor decision tasks
Engineering trades: Automotive Engineering
Engineering trades: Fabrication
Limitations of this research on specialised vocabulary in the trades
Vocabulary research and ESP
Why focus on curriculum, classroom tasks, materials design and testing in specialised vocabulary and ESP research?
The Involvement Load Hypothesis
Specialised vocabulary research into teaching and learning in ESP
Using specialised word lists in learning and teaching
Using word list research to analyse TED Talks for EAP
Testing specialised vocabulary in ESP
Limitations of research into specialised vocabulary in ESP
Future directions and conclusion
The need for more qualitative research in vocabulary and ESP
The need for more testing research in vocabulary and ESP
The need for theorising in vocabulary and ESP
The need for more evaluations of word lists and courses of learning and the need for replication studies
Vocabulary in ESP in spoken corpora, different contexts and multi-word units