Specialized vocabulary acquisition through texts in the theology classroom [microform]
- Bib ID:
- 5975231
- Format:
- Book and Microform
- Author:
- Ryan, Geraldine
- Online Version:
- http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3448360
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- Description:
- 244 p.
- ISBN:
- 9781124539515
- Summary:
-
This research presents (a) a corpus study of a semester's reading material for a graduate systematic theology course at a theological seminary in the United States, and (b) a case study with volunteer, graduate, first and second language (L1 and L2) students studying systematic theology. The corpus study examined the percentage, number, and frequency of occurrence of specialized vocabulary in theology textbooks in order to examine the extent to which these texts provide the lexical input necessary to aid in incidental learning of specialized vocabulary in the mainstream classroom over the course of a semester by L2 students. From a corpus of 256,238 word tokens, the study found that specialized words and fixed phrases made up 9.8% of the corpus. While the percentage of specialized words and phrases was not high, there was a large number (1,005) to meet in one semester and their frequency of occurrence was low.
It was concluded, therefore, that this would make the incidental acquisition of such vocabulary difficult. The small case study compared how well L1 and L2 students from two classes with two different professors, but studying the same systematic theology course, were able to acquire specialized vocabulary after reading assigned texts and listening to a lecture for one class. A total of seven L1 students and nine L2 students participated in the study. The L2 students were further divided into those who had completed an undergraduate degree in an English-speaking country and those who had completed an ESL course prior to entering their mainstream class. The study also examined the lexical environments of the texts and class to see what may have helped or hindered students in their acquisition.
Results showed that native English speakers were better able to make use of the lexical environments, and corroborated previous research that the greater the linguistic proficiency of students, the more able they appear to acquire words incidentally.
- Notes:
-
- (UMI)AAI3448360
- Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: 1631.
- Adviser: Micharl Lessard-Clouston.
- Thesis (Ph.D.)--Rosemead School of Psychology, Biola University, 2010.
- Reproduction:
- Microfiche. Ann Arbor, Mich. : University Microfilms International.
- Subject:
- Other authors/contributors:
- Rosemead School of Psychology, Biola University
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Unpublished
- Creation date:
- 2010
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