从听计算机科学学术讲座中偶然获得词汇的潜力:来自澳门的基于高等教育语料库的案例研究
Barry Lee Reynolds1,2, Xiaowen Serina Xie3, Quy Huynh Phu Pham4
1Faculty of Education, University of Macau, Macao, Macao SAR, China.
Frontiers in psychology
|August 11, 2023
概括
学生可能没有偶然地从英语讲座中获得足够的词汇来理解内容. 这凸显了英语作为教学媒介 (EMI) 课程的明确词汇指导的需要.
科学领域:
- 应用语言学 应用语言学
- 教育技术的教育技术
- 获得第二语言的学习.
背景情况:
- 非英语地区的大学越来越多地使用英语作为教学媒介 (EMI).
- 在了解学生在EMI讲座期间偶然获得的词汇方面存在差距.
- 关于英语测试成绩等同于讲座理解的假设需要仔细审查.
研究的目的:
- 调查从EMI讲座中偶然获得词汇的可能性.
- 确定理解计算机科学讲座所需的词汇知识.
- 分析学生可能偶然获得的新词的数量.
主要方法:
- 在澳门进行的28次计算机科学讲座 (40小时36分钟) 的语料库分析.
- 评估单词频率,范围和讲师的解释.
- 根据单词家族,自称名词和边缘词来确定词汇覆盖范围.
主要成果:
- 对于95-98%的词汇覆盖率,L2学生需要对3,000-5,000个最常见的单词家族的知识.
- 从分析的讲座中可以偶然获得大约30个新单词.
- 频率,范围和明确的解释影响偶然学习.
结论:
- 仅仅是偶然的词汇获取不足以充分理解EMI讲座的内容.
- 讲师应该考虑学生的词汇知识,并实施明确的词汇指导.
- 特定领域的词汇和录取标准需要在EMI环境中仔细考虑.
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