Salient language features in explanation texts that students encounter in secondary school chemistry textbooks

Salient language features in explanation texts that students encounter in secondary school chemistry textbooks

• Pun, Jack K. H. City University of Hong Kong

Journal of English for Academic Purposes, 42(0), 2019

Elsevier Ltd.

2019

• G 課程與教學:個別教學範疇
  • GD 科學及科技
    • GDB 教學條件與設備、教材

Scientific Explanations Discourse Analysis Systemic Functional Linguistics Text Types Secondary Science Lexico-Grammar

• Hong Kong

• 1997.7 onwards

• 中學教育

This study examines language features that students are likely to encounter in chemistry textbooks in EMI classrooms. In consultation with teachers, the presentation of science knowledge was examined in three chemistry textbooks commonly used in Hong Kong secondary English Medium Instruction (EMI) classrooms. Student textbooks were collected from eight Grade 10-12 chemistry classrooms. Adopting a functional linguistic approach (e.g., Veel's (1997) framework of text taxonomy), analyses showed that explanation is the most common text type in the three chemistry textbooks, and the five subtypes of explanations represented in the textbooks are causal (40%), factorial (24%), sequential (15%), consequential (13%) and theoretical (8%). The distribution of these different types of explanation texts and their features were examined to reveal the kind of language that students in EMI classrooms are likely to encounter when learning chemistry. The results show that explanation texts served as a primary linguistic reservoir for EMI students to learn the language of science. The analysis of the language features of these texts could be used to inform future pedagogies aiming at making these textbooks more accessible to students learning in English and facilitating both their science learning and control of scientific English.
[Copyright of Journal of English for Academic Purposes is the property of Elsevier Ltd.]

• 英文

期刊論文

• 14751585

• 10.1016/j.jeap.2019.100781

https://bibliography.lib.eduhk.hk/tc/bibs/377c3d31

2020-08-26