Multi-text materials for the LSP classroom

Robin Lee Nagano

doi:10.47282/economica/2014/7/4/4411

Abstract

This paper introduces an idea for expanding student exposure to reading longer texts on ESP topics. It consists of sets of ESP materials (primarily for engineering) centering around a single topic, containing several authentic texts (and even videos) intended for different audiences (e.g. general, informed about science, academic). Since texts deal with the same topic (for instance, announcing a new material or technological advance) many words are repeated, but information is presented or highighted differently, and comparing texts can help learners become aware of various language and text features. Because learners do not have to comprehend a new topic in each text they read, they can work with longer texts. In addition, reading abstracts or extracts oforiginal journal articles can serve as a useful introduction to the academic level. Tips are given to help teachers assemble sets of multipletexts around topics matching the needs of their students.

Highlights

To become able to use English actively in a variety of situations, learners should be exposed to a variety of text types, or genres, written for different types of audiences (e.g., Swales 1990, Bhatia 1993)
It would be helpful to work with a variety of text types in the classroom, as well
We know that if they perceive the teaching material as relevant, this has a positive effect on motivation in general (e.g., Ellis 1997)

Summary

INTRODUCTION

To become able to use English actively in a variety of situations, learners should be exposed to a variety of text types, or genres, written for different types of audiences (e.g., Swales 1990, Bhatia 1993). Robin Lee Nagano: Multi-text materials for the LSP classroom as to draw the attention of learners to the register features for addressing different audiences in writing Another concern in teaching English for Specific Purposes (ESP) is the topic of the texts to be studied – we hope to find a topic that will interest students and introduce language material that will be useful to them. Extensive reading is helpful, especially for acquiring knowledge of the contextual aspects of lexical items, including grammatical characteristics, collocation, and register constraints (Schmitt 2010) How is it possible to treat all of these concerns – genre, register, reading more, choice of a relevant topic, and vocabulary recycling? How is it possible to treat all of these concerns – genre, register, reading more, choice of a relevant topic, and vocabulary recycling? One possible way is to assemble a number of texts centering around a quite specific topic – a scientific discovery, innovative product or research finding – that has been reported in the media

COLLECTING MATERIALS

USE OF MULTIPLE TEXTS IN THE CLASSROOM

Findings

CONCLUSION