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

dc.contributor.author Gui, Min
dc.contributor.author Chen, Xiaokan
dc.contributor.author Cheng, Xiangli
dc.date.accessioned 2022-04-19T00:27:35Z
dc.date.available 2022-04-19T00:27:35Z
dc.date.issued 2022-04-15
dc.description.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.
dc.identifier.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
dc.identifier.issn 1539-0578
dc.identifier.uri http://hdl.handle.net/10125/67411
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.subject L2 Discipline-specific vocabulary
dc.subject EAP reading
dc.subject L2 proficiency
dc.subject disciplinary knowledge
dc.title Role of Discipline-specific Vocabulary in L2 Reading by Chinese Chemistry Major Undergraduates
dc.type Article
dc.type.dcmi Text
prism.endingpage 40
prism.number 1
prism.publicationname Reading in a Foreign Language
prism.startingpage 24
prism.volume 34
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