A Multiple-Associations Approach to Teaching Technical Terms in English for Specific Purposes Courses

Al-Jarf, Reima

doi:10.32996/ijels.2022.4.3.1

Cited by 4 publications

(6 citation statements)

References 11 publications

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“…The subject matter, i.e., the lexical, semantic, and syntactic features of English legal texts covered in class were adopted from the following resources and websites: Bouharaoui (2008); Al-Jarf (1998); Glossary of Legal Terms 1 ; The Legal Professional's Guide to English Vocabulary for Contracts, Court, Property and More. Retrieved from 2 ; LEGAL LEXICON 3 ; Legal Forms and Legal Documents 4 ; Syntactical Structure of The Language of Law 5 . The lexical features of legal documents covered in class were as follows:…”

Section: A 22 In-class Instructionmentioning

confidence: 99%

Problems of Identifying Lexical and Syntactic Features of Legal Documents by Undergraduate EFL Students

Al-Jarf¹

2023

jpda

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Students majoring in translation at the College of Languages and Translation take a stylistics course (3 hours per week) in the 5th semester of the translation program. The course aims to introduce students to the stylistic features of different genres in English such as journalese, advertisements, commercial, scientific, and legal texts. The present study aims to investigate ESL translation students’ ability to comprehend and identify the stylistic features of legal documents, to find out the stylistic features that are easy to identify, and those that are difficult to identify. Sixty EFL junior students enrolled in a Stylistics course took a test which consisted of an English legal (notarial) text and asked them to identify its lexical and syntactic features. Analysis of the subjects’ responses showed that the features that they could identify were: Use of legal verbs (69%); prefixing and suffixing of prepositions (63%;) prepositional/adverbial phrases (57%); long complex sentences (52%); coordination of synonyms (doublets) (52%); statements (22%); no adjectives (10%); few pronouns (8%); use of technical vocabulary and emphatic auxiliaries (7% each); use of passive structures, relative clauses and scarce use of pronoun reference (5% each); use adverbs and putting adverbs in an unusual position (3% each); rare pronoun reference, descriptive adjectives, few adjectives, long words, sentence with unusual order, and long nominal clauses (1.6% each). These percentages reflect the difficulty level of the different lexical and syntactic features of the legal text and features with which the students have comprehension difficulties. The lower the percentage, the more difficult the feature is. Difficulties in processing the notarial text may be attributed to lack of linguistic competence and unfamiliarity with the notarial text structure. Recommendations for instructional techniques that would help enhance the students’ ability to identify and comprehend the lexical and syntactic structures of legal texts are given.

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Section: A 22 In-class Instructionmentioning

confidence: 99%

Problems of Identifying Lexical and Syntactic Features of Legal Documents by Undergraduate EFL Students

Al-Jarf¹

2023

jpda

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“…Declarative knowledge could be represented as facts, definitions, theories, and skills; procedural knowledge could be described as a type of knowledge that involves further learning elaboration and is "directly embodied in procedures" [60] (p. 369) for performing declarative knowledge [60,61]. When applying the KWM in learning new vocabulary, semantic associations are accessed and elaborated to facilitate learning the targets [62,63]. Therefore, it is easier for language learners to acquire vocabulary with tight connections in their semantic network.…”

Section: Theoretical Framework: Semantic Maps and Dual Coding Theorymentioning

confidence: 99%

“…The KWM combines verbal word form, visual/pictorial, and meaning for the learning of vocabulary items, which suggests that this strategy would be more effective in comparison with the RLM that uses only verbal word form, only visual word form, or only the combined verbal and visual word forms to store and retrieve vocabulary items [59]. Furthermore, positive results of foreign vocabulary learning using the KWM have been uncovered by most previous studies that have aimed at investigating its effectiveness [39,40,62,66,67], which could be explained by the KWM's advantage of combining verbal and visual forms with meaning. This advantage also explains why the KWM was used for deliberate vocabulary learning in the previous studies [62,67].…”

Section: Theoretical Framework: Semantic Maps and Dual Coding Theorymentioning

confidence: 99%

A Mixed-Methods Investigation of the Effectiveness and Perceptions of Learning English Collocations Using the Keyword Method and the Rote Learning Method

Zhang¹,

Reynolds²

2023

Behavioral Sciences

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This study investigated the effectiveness, as well as EFL learners’ perceptions, of the keyword method (KWM) in comparison to the rote learning method (RLM) for the learning of English collocations. A controlled laboratory-like setting was adopted for randomly assigning participants to the KWM group (n = 15) or the RLM group (n = 15). After receiving training on the use of the respective strategy, the two participant groups applied the respective strategy to the learning of collocations. Collocations were assessed at three different time periods, and additional data regarding perceptions of the two strategies were elicited through one-on-one post hoc interviews. The quantitative data revealed that the KWM was superior to the RLM in terms of the long-term retention of productive collocation knowledge; knowledge of adjective–noun collocations was retained better than verb–noun collocations. The qualitative data revealed that participants deemed that the KWM was unfamiliar but effective. Additionally, participants claimed that the RLM was facile but may result in a high rate of forgetting. The pedagogical implications are that foreign language teachers should encourage language learners to use the KWM for learning English collocations. Although the KWM has been recommend by many researchers, it is still rarely advocated for by foreign language instructors. Therefore, it is important that both EFL learners and teachers should be aware of the KWM’s long-term retention effects on the learning of English collocations and apply this vocabulary learning strategy (VLS) in their actual learning and teaching context.

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“…ESP tailors language instruction to the unique needs of a specific field, such as fashion design, ensuring that the learning material is pertinent to the learner's goals (Boloña & Allen, 2022;Danilina & Shabunina, 2020;Montaner-Villalba et al, 2022;Saienko et al, 2020;Salmani-Nodoushan, 2020). For example, in the realm of fashion, ESP would prioritize teaching terms and expressions specific to sewing, pattern design, and fabric types, aligning instruction with career aspirations and making it intrinsically relevant (Al-Jarf, 2022;Muliyah & Aminatun, 2020).…”

Section: Introductionmentioning

confidence: 99%

Is Demonstration Effective In Teaching ESP Procedure Text? A Qualitative Study: How to Make a Scrunchie

Badriyah,

Hartiningsih,

Sabilah

2023

VELES

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Teaching procedural texts in English for Specific Purposes (ESP) can be challenging, often viewed as abstract and unrelated to real-world applications, especially in niche sectors like fashion design. This can hinder English language skill development within such industries. Addressing this, our study evaluates the effectiveness of demonstrations in teaching ESP procedural texts, specifically the crafting of scrunchies. Using a descriptive qualitative method, we identify the merits of demonstrations. Our results show that students not only understand but can also apply the procedural knowledge effectively, as evidenced by their successful creation of scrunchies. Enhanced engagement and participation levels during the learning process further validate the efficacy of the demonstration approach. These insights are pivotal for educators looking to refine their teaching techniques in ESP scenarios that require a balance between theoretical grasp and practical execution.

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A Multiple-Associations Approach to Teaching Technical Terms in English for Specific Purposes Courses

Cited by 4 publications

References 11 publications

Problems of Identifying Lexical and Syntactic Features of Legal Documents by Undergraduate EFL Students

Problems of Identifying Lexical and Syntactic Features of Legal Documents by Undergraduate EFL Students

A Mixed-Methods Investigation of the Effectiveness and Perceptions of Learning English Collocations Using the Keyword Method and the Rote Learning Method

Is Demonstration Effective In Teaching ESP Procedure Text? A Qualitative Study: How to Make a Scrunchie

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