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

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dc.contributor.authorGui, Min
dc.contributor.authorChen, Xiaokan
dc.contributor.authorCheng, Xiangli
dc.date.accessioned2022-04-19T00:27:35Z
dc.date.available2022-04-19T00:27:35Z
dc.date.issued2022-04-15
dc.description.abstractThis 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.citationGui, 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.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/67411
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectL2 Discipline-specific vocabulary
dc.subjectEAP reading
dc.subjectL2 proficiency
dc.subjectdisciplinary knowledge
dc.titleRole of Discipline-specific Vocabulary in L2 Reading by Chinese Chemistry Major Undergraduates
dc.typeArticle
dc.type.dcmiText
prism.endingpage40
prism.number1
prism.publicationnameReading in a Foreign Language
prism.startingpage24
prism.volume34

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