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Approaches to Specialised Discourse in Higher Education and Professional Contexts

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Approaches to Specialised Discourse in Higher Education and Professional Contexts Approaches to Specialised Discourse in Higher Education and Professional Contexts Approaches to Specialised Discourse in Higher Education and Professional Contexts Edited by Alejandro Curado Fuentes, Patricia Edwards Rowkowski, Mercedes Rico García CAMBRIDGE SCHOLARS PUBLISHING Approaches to Specialised Discourse in Higher Education and Professional Contexts, edited by Alejandro Curado Fuentes, Patricia Edwards Rowkowski, Mercedes Rico García This book first published 2007 by Cambridge Scholars Publishing 15 Angerton Gardens, Newcastle, NE5 2JA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2007 by Alejandro Curado Fuentes, Patricia Edwards Rowkowski, Mercedes Rico García and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN 1-84718-339-5; ISBN 13: 9781847183392 TABLE OF CONTENTS List of Illustrations ...................................................................................vii List of Tables.............................................................................................. x List of Acronyms....................................................................................... xi Preface......................................................................................................xii Introduction ............................................................................................. xiv Part I: Metaphor and Specialised Discourse Chapter One................................................................................................ 2 Metaphor in Specialised Discourse: An Analysis of Farming Verbs in the WBE Corpus and some Business English Dictionaries Chapter Two............................................................................................. 21 Analysis of Constitutive Metaphor in Electronics and Telecommunications Part II: Tourism and Specialised Communication Chapter Three........................................................................................... 38 Politeness in Service Encounters: Teaching Suggestions from a Communicative Perspective Chapter Four............................................................................................. 58 A Case Study in English for Occupational Purposes through Simulated Work Situations in Specific Settings Chapter Five ............................................................................................. 79 Reading Comprehension as a Text / Context Focus in Tourism Discourse vi Table of Contents Part III: Information Technologies and Specific Communicative Purposes Chapter Six............................................................................................. 102 Adapting New Information Technologies for Practising English as a Foreign Language Applied to Engineering Chapter Seven......................................................................................... 137 A University E-Learning Platform for Specialised Foreign Language Teaching and Communication Chapter Eight.......................................................................................... 156 The Application of Adaptive Hypermedia Systems to Specific Linguistic / Communicative Learning Traits Part IV: The European Framework and Specialised Discourse Study Chapter Nine........................................................................................... 182 An EAP Literacy Portfolio for Tertiary Education Students: Academic and Professional Discourse Development within the European Framework of Reference for Languages Appendix A ............................................................................................ 198 Appendix B............................................................................................. 201 List of Contributors ................................................................................ 203 Index....................................................................................................... 210 LIST OF ILLUSTRATIONS 3-1 Possible Options for Doing FTAs 40 4-1 Importance of English 67 4-2 Answers to “Was English Useful when Studying it at the University?” 67 4-3 Level of English 68 4-4 Usage Level of English within the Workplace 69 4-5 Suggestions from those Polled 69 4-6 Students’ Attitudinal Answers to “How do you Feel about Communicating Orally in English?” 70 4-7 Answers to “What do you Intend to be able to Do Well by the End of the Course which you have Difficulty with at Present?” 71 4-8 Answers to “Do you Think this Course Helped you to Improve your Oral Expression in English? 71 4-9 Answers to “Do you Think the Skills Taught in this Course are Applicable to other Situations in the Professional Setting?” 72 4-10 Percentages of Job Types Carried out by the Participants 73 4-11 Importance of the Use of English at Work 74 4-12 Oral Activities Undertaken within the Working World 74 5-1 Text in Internet Promoting Tourism in the Great Outdoors 89 6-1 Transforming Material into HTML 107 6-2 Material Encoding and Interpreting 107 6-3 User’s Access and Display of Information 108 6-4 Generated Web Pages from Stored Data 109 6-5 Different Fields Permitting Actions to a Given Unit 110 6-6 Template 1 for Exercises (true / false concepts) 111 6-7 Template 2 for Exercises (options) 112 6-8 Template 3 for Exercises (word formation) 113 6-9 Template 4 for Exercises (multiple choice) 113 6-10 Template 5 for Exercises (linking columns) 114 6-11 Template 6 for Exercises (information transfer) 114 6-12 Template 7 for Exercises (information search) 115 6-13 Additional Template for Exercises (extra editing) 116 6-14 Menu in Administration Section 116 viii List of Illustrations 6-15 Option to modify items from menu 117 6-16 Sending New Information to the Server 118 6-17 Tracking Students’ Performances 118 6-18 Homepage 119 6-19 Registration for Courses 121 6-20 Arrangement of Units within System 121 6-21 Testing Reader’s Skills 122 6-22 Information Completion and Reading Exercises 123 6-23 Grammatical Exercises 124 6-24 Lexical-Grammatical Exercises 125 6-25 Theoretical Explanations 126 6-26 Possibility to Answer (Again) Incorrect Items 127 6-27 Results Obtained in a Given Unit 128 6-28 Discussion via Forums on the Platform 130 6-29 Students’ Assessment of Platform 131 6-30 Students’ Assessment of Content 132 6-31 Students’ Impressions on Exercise Feedback in the System 132 6-32 Evaluation of Usability 133 6-33 Evaluation of Interface 133 6-34 Students’ rating of different items in the system 134 7-1 The Learning System being Installed 142 7-2 Example of Closed-Type Exercises for the Control of Oral Speech Comprehension 148 7-3 Course “The European Theatre” 149 7-4 The Timeline Application. Course “European Theatre” 151 8-1 Contrastive View of Number of Computers per Students in Primary and Pre-Elementary Schools 161 8-2 Contrastive View of Computers vs. Other Material 162 8-3 Teachers’ Answers on Preferred Skills and Micro-Skills 163 8-4 Students’ Choices in the Graphical Design Analysis 167 8-5 Example of Verbal and Socio-Cultural Interaction 169 8-6 Scaffolding based on Mouse Operation Difficulty 170 8-7 Structure of the AHS Domain 172 8-8 Example of Multimedia Adaptation 172 8-9 Overall View of AHS Activity Structure 173 8-10 Students’ Answers to Questionnaires regarding Content in Program 175 8-11 Answers by Students regarding Difficulties with Non-Verbal Skills 176 Approaches to Specialised Discourse in Higher Education ix and Professional Contexts 9-1 Results of Oxford Placement Test for 3er Year Mining Engineering Students 187 LIST OF TABLES 1-1 Statistics for the WBE Corpus 8 1-2 Occurrences of some Farming Verbs in the WBE Corpus 10 1-3 Literal vs. Metaphorical Uses of some Farming Verbs in the WBE Corpus 11 1-4 Literal vs. Metaphorical Uses of the “Farming Verbs” in Business Dictionaries 12 2-1 Semantic Grouping Correspondence 27 3-1 Pragmalinguistic Forms for Suggestions 45 3-2 Socio-Pragmatic Factors 46 3-3 Suggested Activities for the Performance Stage 47 3-4 Video Worksheet 51 5-1 Selected Words from the Corpus of Promotional English for Tourism 86 5-2 Percentage of Word Types Valued as Lexical Keys and the Number of Students who Used them in their Responses to Different Contextual Aspects of the Advertisements 92 5-3 Percentage of Correct Responses in each Group regarding Reading Comprehension Categories 95 8-1 Topics Exploited at each Age Level 164 8-2 Conceptual / Content Information Exploited according to Age Level 166 8-3 Level Difficulty according to Lexical Density Differences 168 8-4 General Scores Achieved by each Group 174 9-1 Descriptors for the Course 194 LIST OF ACRONYMS AELFE European association of languages for specific purposes AHS Adaptive hypermedia system CALL Computer assisted language learning CEF Common European framework CMS Content management system DCL Detailed consistency list DTEFC Diccionario de términos económicos, financieros y comerciales EAHE European area of higher education EAP English for academic purposes EFL English as a foreign language EFRL Distance learning for French language and literature ELP European language portfolio EOP English for occupational purposes ESP English for specific purposes EST English for science and technology FL Foreign language FTA Face threatening acts ICT Information and communication technologies
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