What is the language goal in EMI? An analysis of vocabulary demand in a high-stakes assessment in Hong Kong

What is the language goal in EMI? An analysis of vocabulary demand in a high-stakes assessment in Hong Kong

• Fung, King Tat Daniel The Education University of Hong Kong
• Chung, Edsoulla Hong Kong Metropolitan University

International Congress on English Language Education and Applied Linguistics (ICELEAL 2022) (2022: Hong Kong)

• G 課程與教學:個別教學範疇
  • GB 英文
    • GBD 閱讀理解之教學方法效果、字彙教學

• Hong Kong

• 1997.7 onwards

• 學前教育
• 小學教育
• 中學教育

In English Medium Instruction (EMI) programmes, students learn content subjects through English, their second language (L2). While it has been argued that students can develop their L2 alongside their content knowledge, the L2 goal is not always clearly defined. For example, we do not know enough about the amount of vocabulary required for success in EMI, and the subject-specific language demanded by different content subjects. Some attempts have been made to identify the language demand in EMI concerning the vocabulary used in learning materials and classroom discourse, representing the ‘process’ dimension of research; however, in order to clearly define the language goal, it is crucial to also delve into the ‘product dimension’, pointing to the need for research on EMI assessment. To address the research gap, our study examined 16 sets of papers containing two subjects, namely Biology and Geography, spanning eight years from a high-stakes examination in Hong Kong. The examination is conducted at the end of Secondary Six (Grade 12) to determine university admission and can thus be regarded as what learners are expected to achieve in secondary education. Our investigation into the vocabulary profiles of the examination papers indicates that students needed to learn beyond the K1−K3 (the most frequency 3000 words in English) and master the mid-frequency words (K4−K8) as well as academic words. It also reveals that the less frequent vocabulary items were not often shared by the subjects. Further, the analysis of academic words suggests how some words were commonly used in the examination papers of the two subjects, and others more subject-specific. Pedagogical implications are discussed to highlight the need for teachers and students to attend to the target language goal in EMI and to consider the subject-specific nature of the vocabulary items in EMI. Copyright © 2022 ICELEAL.

Paper presented at International Congress on English Language Education and Applied Linguistics (ICELEAL 2022), Hong Kong, China.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/50fdd5c6

2024-10-09