Role of Discipline-specific Vocabulary in L2 Reading by Chinese Chemistry Major Undergraduates

Date
2022-04-15
Authors
Gui, Min
Chen, Xiaokan
Cheng, Xiangli
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
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34
Number/Issue
1
Starting Page
24
Ending Page
40
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Abstract
This study explored the contribution of second language (L2) discipline-specific vocabulary to Chinese chemistry major undergraduates’ reading of textbooks. Participants included 82 second-year undergraduates majoring in chemistry. Their discipline-specific vocabulary knowledge and chemistry textbook reading ability were measured. Their L2 proficiency and chemistry knowledge data were collected. Correlation and multiple regression analyses revealed that discipline-specific vocabulary was highly correlated with L2 proficiency and disciplinary knowledge, and discipline-specific vocabulary contributed the most to textbook reading, bigger than either L2 proficiency or disciplinary knowledge. Implications for discipline-specific vocabulary and English for academic purposes (EAP) reading instructions are discussed.
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L2 Discipline-specific vocabulary, EAP reading, L2 proficiency, disciplinary knowledge
Citation
Gui, M., Chen, X., & Cheng, X. (2022). The role of discipline-specific vocabulary in L2 textbook reading by Chinese chemistry major undergraduates.Reading in a Foreign Language, 34(1), 24-40. http://hdl.handle.net/10125/67411
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