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Inform Issue 16 ISSUE 16 DECEMBER 2016 IA JOURNALn FOR INTERNATIONALForm FOUNDATION PROGRAMME PROFESSIONALS The vocabulary of Academic vocabulary in Using Moodle’s glossary Specialist Knowledge: academic speaking: the subject classroom: activity to promote the An Interactive an interdisciplinary Raising teachers’ acquisition of historical Approach perspective awareness through and political terms CLIL reflective practice on an International Foundation Programme This issue: Working with Words: Supporting understanding of discipline-specific vocabulary in IFPs InForm 2017 INNOVATIVE IDEAS FOR ENHANCED STUDENT ENGAGEMENT We are pleased to announce the eighth annual InForm Conference will take place at the University of Reading. The event will include presentations and posters on themes related to international foundation and pathway programmes and provide an opportunity for interaction and sharing of practice with colleagues from the IFP community. Saturday 15 July 2017 Whiteknights Campus, The University of Reading. Conference fee: £60 Registration: Please check our website for details: www.reading.ac.uk/inform or email: [email protected] Speaker Proposals: Speaker proposals are invited from professionals involved in the delivery of international foundation and pathway programmes. As usual, the focus should be on issues associated with teaching and learning in this sector and address the conference theme. Sessions need to appeal to tutors and course managers across the curriculum. The deadline for speaker proposals is 30 April 2017. Conference Feature 4 The vocabulary of 11 Specialist Knowledge: 19 Enhancing the Student academic speaking: An Interactive Approach Learning Experience: an interdisciplinary Developing a PBL 14 Making Sense of Global perspective resource for Foundation Society: History students 6 Academic vocabulary Teaching Key in the subject classroom: Conceptual 21 InFormal Reflections on Raising teachers’ Vocabularies in the the InForm Conference awareness through CLIL Foundation Year 2016 Inside issue 16 reflective practice Classroom 23 How I survived teaching orm 8 Using Moodle’s glossary 16 Vocabulary on the go: English for Mathematics activity to promote the An academic vocabulary 25 Providing focus, or F acquisition of historical learning app for Arabic limiting options? Lexis, and political terms learners on an English disciplines and English n on an International Foundation Program for Academic Purposes I Foundation Programme From the Editorial Board... InForm Issue 16 of InForm takes on the theme of the 2016 InForm Conference Issue 16 | December 2016 Working with Words: Supporting Understanding of Discipline-Specific Editor Dr Mark Peace Vocabulary in IFPs. The conference was hosted by the Foundation Centre at Durham University on 16 July featuring a range of stimulating Editorial Board talks and posters and we would like to thank all involved for an excellent day. Impressions of a number of the talks can be found in the article Amanda Fava-Verde, InFormal Reflections of the 2016 InForm Conference on p21. Louis Rogers, Clare McCullagh, Mark Peace We begin with articles from speakers at the 2016 conference, opening Elisabeth Wilding, with the first keynote speaker Michael McCarthy, who demonstrates Anthony Manning, Chair of the InForm how evidence from spoken academic corpora can help to understand Dawn Willoughby. Editorial Board the lexicon of spoken academic interaction. Sandra Strigel then reports on a project in which academic tutors reflect on the role of language InForm is published by the International in their classrooms. Will Hutton goes on to describe a teaching and Study and Language Institute, learning initiative in which students use Moodle’s glossary feature University of Reading. to acquire historical and political terms. Following this, Rina Fokel de For further information concerning any of Vries and Veronica Raffin describe the ‘specialist-specialist’ model the articles in this issue, please contact for vocabulary acquisition on IFPs. Lucy Watson and Elwyn Edwards The Editors, InForm then explain how a new content-based module called ‘Global Society’ is developing students’ academic skills. International Study and Language Institute, Whiteknights, PO Box 218, Still keeping with the conference theme Michael Bowles reports on an Reading, RG6 6AA app being developed at Zayed University in the UAE for learning academic vocabulary. And then, in a departure from the conference theme, Rachel Tel +44 (0)118 378 7227 Dunn reports on a project introducing problem-based learning into a Fax +44 (0)118 378 5427 Foundation History course that also involves public engagement. Finally, Email [email protected] we have two articles joining InFormal Reflections of the InForm Conference 2016 in the InFormal section. Hannah Gurr gives a personal account of www.reading.ac.uk/inform developing and teaching an English for Mathematics course and Michael No part of InForm may be reproduced Groves questions the move towards subject specific language teaching, without the prior permission of the promoting the value in using English classes to prepare students to publisher. Whilst every care has been taken acquire subject specific vocabulary themselves. to ensure the accuracy of editorial content, no responsibility can be taken for any errors We now look forward to the InForm Conference 2017 at Reading and/or omissions. The views expressed on July 15 which is themed Innovative ideas for enhanced student in InForm are not necessarily those of the engagement and encourage you to send in speaker proposals and to University of Reading, the Editor or the register. To submit an article or letter for the next Issue of Inform or with Editorial Board. All rights reserved. any query email [email protected]. Further details on p27. WELCOME 3 InForm Issue 16 The vocabulary of academic speaking: an interdisciplinary perspective ABOUT THE AUTHORS While academic writing tends to orient towards genres (e.g. lab report, critical essay), successful academic speaking requires control of a vocabulary of interaction which is related to academic speech events (e.g. seminar, PG supervision, oral presentation). In this talk, using evidence from spoken academic corpora, we look at how best to understand the lexicon of spoken academic interaction. Corpus evidence suggests that academic speaking is a delicate balance between items shared with the vocabulary of everyday, non-academic interaction along with a pragmatically specialised vocabulary which has both cross-disciplinary and subject-specific implications. Introduction generated by research into areas such as spoken grammar and spoken vocabulary and For anyone interested in identifying the nature the interactive dimensions of teaching and and characteristics of spoken language in EAP learning in face-to-face (and, increasingly, contexts, one question that it behoves us online) situations. to ask is: To what extent is spoken academic Michael McCarthy English like or unlike general spoken English? Spoken EAP corpora Emeritus Professor of Applied Linguistics, In particular, if we accept that everyday Spoken data are often difficult to collect owing University of Nottingham conversation is a benchmark against which other types of speaking may be effectively to practical limitations and, in EAP contexts, 11 Mill Lane, Toft gauged, how does spoken EAP compare with institutional restrictions. Nonetheless, Cambridge CB23 2RW conversation? The use of conversation as a available spoken academic corpora such as MICASE ( [email protected] benchmark has long been accepted in the field http://quod.lib.umich.edu/m/ of conversation analysis (Drew and Heritage, micase/) and BASE (www2.warwick.ac.uk/ 1992 p.19). Differences between conversation fac/soc/al/research/collections/base) and more institutional types of talk generally offer great potential for researchers. Other relate to the institution’s goals – in the case spoken EAP corpora are reviewed in Nesi of EAP, the transmission of knowledge and (2008). In the present paper, MICASE and the fostering of critical thinking and creativity BASE will be the primary sources of evidence through officially sanctioned events (lectures, and a social conversational sub-corpus of the seminars, classes, tutorials, etc.). These events CANCODE corpus (for details see McCarthy place restrictions on the available grammatical, 1998) will provide a benchmark, as referred lexical and pragmatic repertoire. Within such to in the introduction. To investigate possible events, we must also ask the question whether disciplinary differences, I refer to three sub- EAP speaking is characterised by disciplinary corpora of MICASE, matched in terms of differences or whether commonalities across numbers of words, with data from Arts and disciplines prove a more fruitful avenue to Humanities, Engineering and Biology. explore. Broad-brush analysis Such questions are best explored through the analysis of corpus data, and it is only Two types of analyses can be achieved with relatively recently that spoken corpora corpus software: broad-brush analyses, where collected in academic settings have become the data are looked at from a bird’s-eye view widely available. The EAP tradition was long in an attempt to gauge overall similarities dominated by the availability of written texts and differences, and narrow-focus analyses, and some of its most cherished paradigms where particular aspects of the language are can be traced back to the early days of the investigated. Questions I shall illustrate
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