Salient language features in explanation texts that students encounter in secondary school chemistry textbooks

This study examines language features that students are likely to encounter in chemistry textbooks in EMI classrooms. In consultation with teachers, the presentation of science knowledge was examined in three chemistry textbooks commonly used in Hong Kong secondary English Medium Instruction (EMI) c...

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Published inJournal of English for academic purposes Vol. 42; p. 100781
Main Author Pun, Jack K.H.
Format Journal Article
LanguageEnglish
Published Amsterdam Elsevier Ltd 01.11.2019
Elsevier Science Ltd
Subjects
Academic discourse
Chemistry
Classrooms
Discourse analysis
English as a second language
English for academic purposes
Language textbooks
Lexico-grammar
Science education
Scientific explanations
Scientific technical language
Secondary education
Secondary science
Systemic Functional Linguistics
Text types
Textbooks
Hong Kong
Lexico-grammar
Systemic Functional Linguistics
Text types
Discourse analysis
Secondary science
Scientific explanations
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Abstract This study examines language features that students are likely to encounter in chemistry textbooks in EMI classrooms. In consultation with teachers, the presentation of science knowledge was examined in three chemistry textbooks commonly used in Hong Kong secondary English Medium Instruction (EMI) classrooms. Student textbooks were collected from eight Grade 10–12 chemistry classrooms. Adopting a functional linguistic approach (e.g., Veel’s (1997) framework of text taxonomy), analyses showed that explanation is the most common text type in the three chemistry textbooks, and the five subtypes of explanations represented in the textbooks are causal (40%), factorial (24%), sequential (15%), consequential (13%) and theoretical (8%). The distribution of these different types of explanation texts and their features were examined to reveal the kind of language that students in EMI classrooms are likely to encounter when learning chemistry. The results show that explanation texts served as a primary linguistic reservoir for EMI students to learn the language of science. The analysis of the language features of these texts could be used to inform future pedagogies aiming at making these textbooks more accessible to students learning in English and facilitating both their science learning and control of scientific English.
AbstractList This study examines language features that students are likely to encounter in chemistry textbooks in EMI classrooms. In consultation with teachers, the presentation of science knowledge was examined in three chemistry textbooks commonly used in Hong Kong secondary English Medium Instruction (EMI) classrooms. Student textbooks were collected from eight Grade 10–12 chemistry classrooms. Adopting a functional linguistic approach (e.g., Veel’s (1997) framework of text taxonomy), analyses showed that explanation is the most common text type in the three chemistry textbooks, and the five subtypes of explanations represented in the textbooks are causal (40%), factorial (24%), sequential (15%), consequential (13%) and theoretical (8%). The distribution of these different types of explanation texts and their features were examined to reveal the kind of language that students in EMI classrooms are likely to encounter when learning chemistry. The results show that explanation texts served as a primary linguistic reservoir for EMI students to learn the language of science. The analysis of the language features of these texts could be used to inform future pedagogies aiming at making these textbooks more accessible to students learning in English and facilitating both their science learning and control of scientific English.
ArticleNumber 100781
Author Pun, Jack K.H.
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CitedBy_id crossref_primary_10_1016_j_jeap_2023_101315
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Keywords Lexico-grammar
Systemic Functional Linguistics
Text types
Discourse analysis
Secondary science
Scientific explanations
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Snippet This study examines language features that students are likely to encounter in chemistry textbooks in EMI classrooms. In consultation with teachers, the...
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StartPage 100781
SubjectTerms Academic discourse
Chemistry
Classrooms
Discourse analysis
English as a second language
English for academic purposes
Language textbooks
Lexico-grammar
Science education
Scientific explanations
Scientific technical language
Secondary education
Secondary science
Systemic Functional Linguistics
Text types
Textbooks
Title Salient language features in explanation texts that students encounter in secondary school chemistry textbooks
URI https://dx.doi.org/10.1016/j.jeap.2019.100781
https://www.proquest.com/docview/2359339887
Volume 42
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