Process and product in geology: An investigation of some discourse features of two introductory textbooks

Abstract

This paper reports on part of a project to investigate the reading requirements of second language students beginning the study of a new subject. It suggests that such students may have problems achieving full comprehension because of lack of an appropriate schema for approaching the textbook. It is suggested that an outstanding feature of the genre of the introductory textbook will be the attempt to establish a cognitive model for the discipline, and that this will be realised through specific linguistic features in specific disciplines. An introductory Geology textbook is examined, and a schema proposed for approaching the text. It is demonstrated that this schema is realised in the structure of chapters and in discourse cycles within chapters. A comparison is then made with a second textbook, and the conclusion is reached that, despite marked differences in approach to introducing students to the geological model, the two books share a basic schema. It is suggested that such analysis may assist ESP teachers in improving student literacy in new areas of study.