1 / 19

2 7 th BETA-IATEFL Annual International Conference

Explore common vocabulary errors in ESP/EAP teaching, lexical approach, classification of errors, and solutions. Learn about technical and general vocabulary, academic lexis, and error sources. Discover methodologies for improving students' productive skills in writing, oral presentations, and translations.

ernestgardner
Download Presentation

2 7 th BETA-IATEFL Annual International Conference

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 27th BETA-IATEFL Annual International Conference Promoting 21st century ELT: language, life skills and digital literacies Burgas Free University 22nd – 24th  June 2018, Burgas Common Vocabulary Errors in Teaching ESP/EAP Violeta Karastateva Technical University of Varna 23.06.2018 Varna

  2. Common Vocabulary Errors in Teaching ESP/EAP Overview • VOCABULARY in ELT/ESP/EAP • THE LEXICAL APPROACH • ERRORS in ELT; COMMON ERRORS in ESP/EAP • TU-VARNA CONTEXT • RECUURENT ERRORS IN PRODUCTIVE SKILLS • EXAMPLES • METHODOLOGY SOLUTIONS • CONCLUSION

  3. VOCABULARY in ELT/ESP/EAP • General English • Spoken and Written Vocabulary (communication and input) Understanding general words used as technical words, e.g. wall in biology, resistance in electronics. • General Technical Vocabulary/ Semi-technical Vocabulary Two broader groupings of overlapping categories (Dudley-Evans & St John (1998:83): a) vocabulary used in general language with higher frequency of occurrence in specific and technical descriptions and discussions; b) vocabulary with specialized and restricted meanings in certain disciplines and which may vary in meaning across disciplines.

  4. General Academic Lexis → Academic Word List: • selection and systematic study of academic words Academic: trial, study, standard, ethics, period and order Medicine: overload, procedure, chronic, treatment, fluid and drug Verbs: report, control, convert, receive, give, and randomize Collocations: carry out • Specialised Terminology • Subject-specific Terminology, Cliches, Abbreviations, etc. • Core vs. Non-Core Vocabulary  • Discourse Structuring Vocabulary vs. Procedural Vocabulary • Abstract/ ‘anaphoric’ nouns vs. nouns for defining, explaining, paraphrasing complicated words • Concordance – real contextual meaning, collocations, grammatical patterns, word family members, related meanings, homonyms, etc.

  5. THE LEXICAL APPROACH A method of teaching foreign languages described by Michael Lewis in the early 1990s. An important part of learning a language consists of being able to understand and produce lexical phrases as chunks. Students are thought to be able to perceive patterns of language (grammar) as well as have meaningful set uses of words at their disposal when they are taught in this way. Instruction focuses on fixed expressions that occur frequently in dialogues, which Lewis claims make up a larger part of discourse than unique phrases and sentences. Vocabulary is prized over grammar per se in this approach. WIKIPEDIA

  6. ERRORS in ELTCOMMON ERRORS in ESP/EAP • Types of errors → Classification • Reasons • Solutions (REMEDY)

  7. SOURCES of ERROR(Lewis, M. (2008) The Lexical Approach) Extra-linguistic: • Tiredness • Inattention • Lapse of memory Linguistic: • Interference → L1 (choice bn unprincipled and principled guess) However irritating interference errors are to teachers,…, they are signs of intelligence and should be viewed positively. – p.171 • Lexical deficiency → lack of linguistic resource and collocational power • Partial mastery of the principal generative patterns of English

  8. TU-VARNA CONTEXT • Mix-ability groups • Large groups • Insufficient Study Skills • Low Motivation • GE (1 semester -30 h) • GE + ESP (2 semesters - 30+30h) • GE + ESP (3-8 semesters – 90/240h)

  9. RECUURENT ERRORS IN PRODUCTIVE SKILLS ClASSIFICATION AND EXAMPLES: • misreading; • misunderstanding; • erroneous memorization of meaning; • guessing the contextual meaning of an unknown item; • problems with mixing frequently used GE and academic vocabulary: • performance; development; improvement; enchancement, etc. • Translation • Writing • Oral Presentation

  10. GE vs. TERMINOLOGY: giving an inadequate contextual meaning of a familiar lexical item either from general or technical English: performance (‘представяне’ or ‘работа’); development (‘развитие’ or ‘разработване’); input/output – ‘изход’ or ‘изходяща мощност’; In this case…… - ‘в тази кутия..’or „в този случай’; ‘управление от мостика’ → ‘bridge governance’vs. ‘bridge control’

  11. COMMON VERBS: to be provided/ with/ for to be fitted/ with/ in/on/ • PHRASAL VERBS: to take place to carry out • NOUN PHRASES word order: умора на материала → ‘fatigue material’

  12. Sts’ IMPROVISATION and CREATIVITY in translating unknown non-core vocabulary/terms: flywheel → ‘въздушно крило’ / маховик / troubleshooting → ‘застрелване на проблема’, ‘проблемен взрив’, ‘отмиране на проблема’, ‘проблемно отстраняване’ отстраняване на неизправност → ‘trouble clearing’, ‘repair malfunction’, ‘breakdown remedy’;

  13. MIXING PARTS of SPEECH: nouns vs. verbs (grammatical meaning) “The spark plug fires….”; ”Compressors can be designed that maintain a high efficiency at a constnt pressure ratio over a wide range of air mass flows by providing alternate forms of diffuser for any design of impleller.” ; nouns vs. adjectives; adjectives vs. adverbs, etc. (recognition of a familiar root without paying attention to affixes)

  14. LITERAL TRANSLATION: corrective maintenance → ‘поправителната поддръжка’ With… → ‘със’ (not ‘при…’) Should… → ‘би трябвало’ (not ‘ако’) ….provided that…. → ‘доставено че..’ (not ‘при условие, че…’; ‘ако’) • LINKING WORDS: due to; therefore; since – ‘откакто’ or ‘тъй като’; • COLLOCATIONS • FALSE FRIENDS: actually, hardly

  15. METHODOLOGY SOLUTIONSWAYS for AVOIDING MISTAKES Developing autonomous vocabulary learning strategies: • Contextual Guessing • Dictionary strategies • Memorizing strategies – storage and retrieval of words • Learning Affixes – word-formation patterns • Repetition and Recycling Words • Brainstorming word associations - collocations • Relating words to reality/ terms to professional environment • Learning primarily high frequency words • Using Academic Word Lists; Semi-Technical Word Lists • Independent learning

  16. COMMON VOCABULARY ERRORS in ESP/EAP CONCLUSION • SWOT Analysis • Trends

  17. Bibliography: • Brooks, M. ( ) The Role of Vocabulary in English for Specific Purposes • (ESP) Teaching and Learning:Considerations for Asia University, pp.153-171, 11300219.pdf, https://asia-u.repo.nii.ac.jp/action...item • Dudley-Evans,T. (1997) Developments In English for Specific Purposes: A multidisciplinary Approach. Cambridge: Cambridge University Press. • Dudley-Evans, T. & St John, M. (1998) Developments in English for Specific Purposes : A Multi - disciplinary Approach. Cambridge : Cambridge University Press. • Hutchinson, T. & Waters, A. (1987) English for Specific Purposes: A Learning-centered Approach, CUP, Cambridge • Lewis, M. (2008) The Lexical Approach. The State of ELT and a Way Forward. HEINLE, CENGAGE Learning • Lewis, M. (1997) Implementing The Lexical Approach. Putting Theory into Practice. HEINLE, CENGAGE Learning • Olwyn, A., S.Argent, J. Spencer (2008) EAP Essentials. A Teacher’s Guide to Principles and Practice. Garnet Publishing

  18. THANK YOU FOR LISTENING! vkarastateva@tu-varna.bg vkarastateva@yahoo.com

More Related