Imagine a classroom where the textbooks themselves become the barrier to learning. This groundbreaking study delves into the linguistic complexities hidden within English language biology textbooks used in Hungarian secondary schools, revealing potential hurdles for ESL and ESP students. Through the development and application of a novel Pedagogically Oriented Text-Analytical Instrument (POTAI), this research meticulously dissects the language of science, uncovering the specific features that may impede comprehension. The analysis, focusing on register analysis within the framework of English for Specific Purposes (ESP), explores the gap between the language proficiency expected of students and the actual linguistic demands of their learning materials. By examining a carefully curated corpus of biology texts (BIOCOR), the study identifies key areas of linguistic difficulty and provides invaluable insights for educators seeking to bridge this gap. This investigation not only sheds light on the challenges faced by bilingual learners navigating complex academic texts but also offers practical pedagogical recommendations for ESL and ESP teachers. Discover how linguistic complexity impacts text comprehension in secondary education, particularly in the context of biology. Learn how corpus linguistics can be used to improve educational outcomes. Gain valuable tools for enhancing ESL and ESP teaching, ultimately fostering a more inclusive and effective learning environment for all students. The research contributes to the field of language pedagogy by providing a data-driven approach to understanding and addressing the linguistic challenges inherent in academic texts. It further investigates how register analysis can inform teaching practices. This work is essential reading for educators, curriculum developers, and researchers interested in promoting effective bilingual education and improving student success in science. The study's findings have significant implications for improving access to education in Hungary and other similar contexts. The research also considers the CEFR framework and its relevance to the linguistic demands of biology textbooks.
Inhaltsverzeichnis (Table of Contents)
- Chapter 1: Introduction
- Chapter 2: Literature Review
- Chapter 3: Methodology
- Chapter 4: Results and Discussion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This dissertation aims to develop a pedagogically-oriented text-analytical instrument (POTAI) for analyzing the linguistic features of English biology textbooks used in Hungarian secondary education. It then applies this instrument to a corpus of biology texts (BIOCOR) to determine their linguistic complexity and identify potential challenges for ESL and ESP students. The research seeks to provide insights for teachers to improve comprehension and learning.
- Development and validation of a pedagogical text analysis instrument (POTAI).
- Analysis of the linguistic complexity of biology textbooks used in Hungarian secondary schools.
- Identification of potential linguistic challenges faced by students in comprehending these texts.
- Provision of pedagogical recommendations for ESL and ESP teachers.
- Exploration of the gap between expected language proficiency and the actual linguistic demands of the texts.
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter 1: Introduction: This chapter introduces the research problem, highlighting the lack of research on the linguistic features of secondary-level academic texts, particularly in English for Specific Purposes (ESP), especially within the context of biology textbooks. It establishes the need for a pedagogical approach to register analysis, focusing on the practical implications for teachers. The chapter outlines the research aims, methodology, and expected contributions to the field of language pedagogy.
Chapter 2: Literature Review: This chapter surveys existing research on register analysis in academic writing, focusing on the specific challenges and features of English for Specific Purposes (ESP) texts. It explores relevant theories and methodologies used in previous studies, providing a framework for the current research. This review contextualizes the present study within the broader academic landscape, highlighting gaps in existing research that the dissertation aims to address, particularly concerning the linguistic features of secondary-level biology texts and their impact on student comprehension.
Chapter 3: Methodology: This chapter details the research design and methods employed in the study. It describes the development of the Pedagogically Oriented Text-Analytical Instrument (POTAI), explaining its components and rationale. The chapter outlines the data collection procedures, including the selection of the corpus of biology texts (BIOCOR) and the methods used for data analysis (quantitative and qualitative register analysis, interviews with teachers). The chapter justifies the methodological choices, emphasizing their suitability for achieving the research objectives and ensuring the validity and reliability of the findings.
Chapter 4: Results and Discussion: This chapter presents the findings of the research, focusing on the results obtained from applying the POTAI to the BIOCOR. It discusses the linguistic characteristics of the biology textbooks, analyzing their complexity and identifying areas where they might pose challenges for students. The chapter integrates the qualitative data from teacher interviews to provide a richer understanding of the linguistic issues. It critically discusses the implications of the findings for ESL and ESP teaching practices in the context of bilingual secondary education in Hungary.
Schlüsselwörter (Keywords)
Register analysis, English for Specific Purposes (ESP), Biology textbooks, Secondary education, Hungary, Pedagogical text analysis, Corpus linguistics, CEFR, ESL, ESP teaching, Bilingual education, Linguistic complexity, Text comprehension.
Häufig gestellte Fragen
What is the purpose of this document?
This document is a language preview intended for academic use. It provides a summary of a dissertation or research project, including its table of contents, objectives, key themes, chapter summaries, and keywords. The document is provided by a publishing company.
What is the dissertation about?
The dissertation aims to develop a pedagogically-oriented text-analytical instrument (POTAI) for analyzing the linguistic features of English biology textbooks used in Hungarian secondary education. It then applies this instrument to a corpus of biology texts (BIOCOR) to determine their linguistic complexity and identify potential challenges for ESL and ESP students. The research seeks to provide insights for teachers to improve comprehension and learning.
What are the main objectives of the research?
The main objectives are:
- Development and validation of a pedagogical text analysis instrument (POTAI).
- Analysis of the linguistic complexity of biology textbooks used in Hungarian secondary schools.
- Identification of potential linguistic challenges faced by students in comprehending these texts.
- Provision of pedagogical recommendations for ESL and ESP teachers.
- Exploration of the gap between expected language proficiency and the actual linguistic demands of the texts.
Can you summarize Chapter 1: Introduction?
Chapter 1 introduces the research problem, highlighting the lack of research on the linguistic features of secondary-level academic texts, particularly in English for Specific Purposes (ESP), especially within the context of biology textbooks. It establishes the need for a pedagogical approach to register analysis, focusing on the practical implications for teachers. The chapter outlines the research aims, methodology, and expected contributions to the field of language pedagogy.
Can you summarize Chapter 2: Literature Review?
Chapter 2 surveys existing research on register analysis in academic writing, focusing on the specific challenges and features of English for Specific Purposes (ESP) texts. It explores relevant theories and methodologies used in previous studies, providing a framework for the current research. This review contextualizes the present study within the broader academic landscape, highlighting gaps in existing research that the dissertation aims to address, particularly concerning the linguistic features of secondary-level biology texts and their impact on student comprehension.
Can you summarize Chapter 3: Methodology?
Chapter 3 details the research design and methods employed in the study. It describes the development of the Pedagogically Oriented Text-Analytical Instrument (POTAI), explaining its components and rationale. The chapter outlines the data collection procedures, including the selection of the corpus of biology texts (BIOCOR) and the methods used for data analysis (quantitative and qualitative register analysis, interviews with teachers). The chapter justifies the methodological choices, emphasizing their suitability for achieving the research objectives and ensuring the validity and reliability of the findings.
Can you summarize Chapter 4: Results and Discussion?
Chapter 4 presents the findings of the research, focusing on the results obtained from applying the POTAI to the BIOCOR. It discusses the linguistic characteristics of the biology textbooks, analyzing their complexity and identifying areas where they might pose challenges for students. The chapter integrates the qualitative data from teacher interviews to provide a richer understanding of the linguistic issues. It critically discusses the implications of the findings for ESL and ESP teaching practices in the context of bilingual secondary education in Hungary.
What are the key words associated with this research?
The key words are: Register analysis, English for Specific Purposes (ESP), Biology textbooks, Secondary education, Hungary, Pedagogical text analysis, Corpus linguistics, CEFR, ESL, ESP teaching, Bilingual education, Linguistic complexity, Text comprehension.
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- Dr. Natalia Borza (Author), 2015, Register analysis of English for specific purposes discourse, Munich, GRIN Verlag, https://www.grin.com/document/1268935
