English Science Research Articles

Investigating Variability in L2 Development: Extending a Complexity Theory Perspective on L2 Writing Studies and Authorial Voice

AbstractApplying a complex dynamic systems view of writing development, this study explored how developmental variability can contribute to conceptualizing changes in L2 writing. Forty-two writing samples were collected from one Thai university student in Thailand studying actuary science in English. The writing samples were composed over four years and were holistically coded for degrees of appropriate authorial voice. Descriptive techniques, including linear and polynomial trend lines and a min-max graph, informed a visual inspection of the data. These techniques revealed quantitatively distinct projections of authorial voice that were marked by periods of progress and regress. A Monte Carlo simulation then tested the hypothesis that the variability was not due to chance. The analysis showed that variability played a statistically significant role in constructing authorial voice. This work demonstrates developmental behavior consistent with complex systems and how other measures of L2 writing mature and substantiates findings on the meaningful role variability contributes to L2 development. This study also expands the explanatory potential of complex dynamic systems theory for conceptualizing writing and more generally L2 development.

Influence of science reading comprehension on South African township learners’ learning of science

The majority of South African township learners have poor reading comprehension skills, which is known to impact negatively on their understanding of content subjects such as science, although the extent of the impact is not fully understood. We explored this impact, as well as the extent to which reading comprehension accounted for the differential effectiveness observed for out-of-class, text-dependent science intervention programmes. Eye movement and mouse-click data were collected from 65 Grade-8 and Grade-9 township learners as they read texts and answered electronic quizzes about electric circuits and lightning on a computer fitted with eye-tracking hardware and software. These data were used to describe the learners’ reading and question-answering patterns and derive a composite English for science and technology (EST) reading comprehension index for each learner. Correlations were sought between this index and the learners’ Natural Sciences marks and the benefit gained from two previous out-of-school science intervention programmes. Most learners were able to engage meaningfully with a less text-rich, moderately familiar quiz, but there was a prevalence of reading avoidance, guessing and reliance on superficial text features to answer questions for a more text-rich, unfamiliar quiz. Moderate to strong correlations were found between the EST index and both Natural Sciences and intervention marks. The findings suggest that while a significant number of higher achieving township learners possess sufficient levels of EST reading comprehension skills to benefit from textbased interventions, the majority require help in developing EST reading comprehension skills to enhance the likelihood of the intervention’s success.
 Significance:
 
 From this study, we infer that a small group of South African township learners, identifiable by their relatively high Natural Sciences marks, are able to read English science texts with sufficient comprehension to be able to benefit from text-dependent interventions, including engagement with self-study interactive software. The majority, however, read such texts at the frustration level, making it unlikely for interventions to be effective if they rely on the learner being able to engage in independent reading.

Matthew Boyd Goldie, Scribes of Space: Place in Middle English Literature and Late Medieval Science. Ithaca, NY, and London: Cornell University Press, 2019, xi, 293 pp., 11 b/w ill.

In his highly stimulating study on space in Middle English literature and science, Matthew Boyd Goldie offers fascinating insights and observations about how the various poets and scientific writers saw their world and outlined strategies to convey spatial components through their writing. Intriguingly, Goldie combines this approach by studying also the way of how scientific writers at that time kind of measured their world and tried to comprehend the meaning of space in mathematical and geometric terms. This has significant implications for the reading of the literary protagonists’ movement through space.

Gleaning into Students’ Perspectives in Learning Science and Mathematics Using the English Language

Even before the call of Fourth Industrial Revolution (4IR), the Ministry of Education Malaysia has realised the needs for Science and Mathematics to be taught in English. Indubitably, learning Science and Mathematics via the English language may pose some trials and obstacles to the students. Thus, this study aims to identify the students’ language capabilities and attitudes towards learning Science and Mathematics in English and the difference in the constructs between the students. In addition, it also discovers challenges in learning the subjects using the English language. 195 form two and form three students participated in this study. This study employed five-point Likert scale questionnaire and interview as the research instruments. Based on the findings, the respondents were found to be positive in their language capabilities and attitudes to learn both subjects in English. The t-test results also revealed the findings further. In greater details, the interview sessions unravelled hindrances faced by the participants. To sum up, the aim to valorise the standard of English among the students via the learning of Science and Mathematics is highly propitious. Hence, more support and assistance should be given to the students to ease their learning process.

The exclusive language of science? Comparing knowledge gains and motivation in English-bilingual biology lessons between non-selected and preselected classes

ABSTRACTThe dominant role of English as the global language of science entails a requirement for science teachers to equip their non-native English-speaking students with receptive and productive language skills for communication in scientific contexts. Although science courses with English elements are part of some schools’ bilingual programmes, they are usually not available to a wider student audience, but are restricted to high achieving or highly motivated students. The present study was to test whether a newly developed biology content and language integrated learning (CLIL) unit could also benefit standard ninth grade classes. The learning gains and motivation of bilingually inexperienced students were compared to those of a preselected group and a comparison group that had been taught solely in their native language. All participating classes achieved similar gains in content knowledge, and the standard students rated their motivation for bilingual science lessons as positive, albeit not as high as the preselected group. We thus provide evidence against concerns that teaching non-selected students bilingually might lead to deficits in content knowledge acquisition. Following this, we conclude that scientific English should be a part of standard science lessons regardless of specific school programmes.

On Concept Structure of Form Logic in Literature Text Translation—Based on English Extensive Reading Course Book II

Setting the presentation and relevance of concepts imbedded in the literature texts as the argument point, the paper tries to cope with the cognitive barriers in the process of teaching literature text translation, just as the teaching of Scientific English text translation teaching, the teaching is also the product of form logic reasoning, the concepts of which bears a lineal shift of repetition, substitution and omission. So in the process of narration, the intention and result for teaching of literature text translation lies in analysis and reconstruction of form logical concept and concept relevance.

John Wallis and the Catholics: confessional and theological antagonism in Wallis's mathematics and philosophy

Like many of his contemporaries, the mathematician and Anglican minister John Wallis (1616–1703) repeatedly made disparaging remarks about Roman Catholics, particularly the pope and the Jesuits. This paper considers how Wallis's anti-Catholic attitude affected his reception of ideas about nature and mathematics. A well-known example is his resistance to the adoption of the Gregorian calendar in England, which he claimed would be an implicit acknowledgement of the pope's authority. This was not an isolated case in Wallis's career. For instance, the same attitude is evident in his earliest publication, Truth Tried (1643), wherein he adopts a position on the metaphysics of time and place that explicitly opposes the doctrine of transubstantiation. In addition, anti-Catholicism made Wallis more receptive to subjects that otherwise did not interest him, namely numerology and biblical prophecy. This helps to explain his decision to publish a Latin translation of Francis Potter's Interpretation of the Number 666 (1642), which Wallis seems to have appreciated mainly because of its argument that the pope is the Antichrist. These cases offer insights about Wallis's motivations as a natural philosopher and mathematician, and how they relate to anti-Catholicism in early modern English science more generally.

Rising English Vocabulary Mastery: Crosswords Puzzle Games for Computer Science Students

English is a Foreign Language as a subject that has been studying since elementary. However, most of the students; English is a difficult course to learn. Thus, it needs improvement both from the media system used and the appropriate strategy for the English course as a general basic course in particular in the Faculty of Computer Science into a fun learning. A way to make English fun and easy to learn is the use of the strategy of a game called Crossword Puzzle Games. The purpose of the research is to find out whether the use of Crossword Puzzle strategy can improve the value of English courses, whether by using the Crossword Puzzle Learning Strategy can improve students’ Vocabulary and find out whether using the learning strategy of Crosswords Puzzle can increase students’ interest in Computer science faculty in learning English. The method used in this research is descriptive qualitative, which the result of this research is the elucidation of data obtained from quantitative and qualitative. The results of this study obtained through the collecting and analyzing of quantitative and qualitative data. Quantitative data obtained through the oral test at Mid Semester Test and qualitative data acquisition of questionnaires, observation, and interviews with several students. The result obtained from the research is the use of strategy Crossword Puzzle can increase the value of English courses in the first-semester students’ faculty of Computer Science, by using Crossword Puzzle learning strategy can improve Vocabulary first-semester students’ faculty of the Computer Science, and by using Crosswords Puzzle learning strategy can increase student interest of the first-semester students’ faculty of Computer Science in learning English.

Food Safety in China: The Structure and Substantive Foci of an Emerging Field of Social Science Research

This paper is the first to describe the structure and content of the English language social science literature on food safety in China. To do this research we systematically searched Web of Science and Scopus, the most comprehensive indexes, using the terms “Food Safety” AND “China” OR “Chinese”. To focus our search results, we used the index features available on Web of Science and Scopus, and limited results to the English language, peer-reviewed journal articles, social sciences, and published in the period of 2009 to 2015. This resulted in 272 selected journal articles, with a final data set of 185 articles for review. A food safety system model we developed was used to classify and present the findings derived from content analysis of abstracts, titles, and keywords. Our findings show that the research reviewed is unevenly distributed across the components of the food safety system model. The greatest proportions of the literature reviewed focused on consumers, primary and secondary producers and products, and government legislators and regulators, respectively. Smaller proportions focused on food wholesalers, retailers, researchers, educators, and the media. Few of the articles reviewed used a model of the food safety system. None identified an explicit knowledge transfer strategy.

The Attitude of Kindergarten Teachers towards Teaching Science and Math in English (Field Research)

Abstract This study aimed to explore the attitudes of kindergarten teachers towards teaching science and mathematics in English in Koya city for the academic year 2015-2016. It attempts to identify the attitudes of kindergarten teachers towards teaching science and mathematics in English according to some variables (age, monthly income, certification). The sample size consisted of 33 kindergarten teachers. The Instrument was developed by the researchers, later validated by specialists and experts. The reliability coefficients of the self-developed questionnaire were obtained from a Cronbach Alfa which was at level 0.83. The results revealed that the mathematics and science teachers in the kindergartens of Koya city have an attitude between neutral and negative (to a certain extent) towards the teaching of these subjects in English. It was also found that the youth teachers have more positive attitudes toward math and science teaching in English, Additionally, the degree of academic certificate category (bachelor) has a more positive attitude than the academic certificate categories (Intermediate) and (diploma).

The Image of Restoration Science: The Frontispiece to Thomas Sprat’s History of the Royal Society (1667), by Michael Hunter, with a chapter on the instruments by Jim Bennett

The early modern history of science has taken a visual and material turn. There have been several recent studies of the ‘collective wisdom’ of early modern scientific academies and the development of their museums, the evolution of natural history illustration, and the role of instruments and networks of instrument-makers in the development of natural philosophy. Michael Hunter’s latest book is part of this trend, devoted entirely to an analysis of the frontispiece of Thomas Sprat’s History of the Royal Society (1667). On the surface, it may appear extravagant or excessively antiquarian to devote a book, albeit a slender tome of 150 pages, to one image. However, this image is not only one of the best known representations of seventeenth-century English science, but one of the most complete representations of the early Royal Society. The Royal Society entirely lacked any equivalent to the lavish publications of the Académie des Sciences, with its elephant folios featuring detailed etchings by Sébastien Leclerc of its instrumental apparatus and activities.

Applications of Pathfinder Network scaling for identifying an optimal use of first language for second language science reading comprehension

Previous research has shown that the knowledge structure (KS) complexity of a first language (L1) under certain conditions can strongly influence the KS complexity established in a second language (L2), and then this more complex L2 KS reciprocally influences L2 text comprehension. This present experimental investigation seeks to identify the unique contributions of mapping and writing in L1 (Korean) tasks to support L2 (English) science text comprehension using Pathfinder Network scaling, a graph-theoretic cognitive science approach. Native Korean low proficiency English language learners (n = 245) read a 708-word English (L2) science lesson text, completed one of seven treatment conditions, and then completed a comprehension posttest. The seven conditions consisted of three experimental conditions that required different L1 tasks including: L1 mapping alone, L1 writing alone, or both L1 mapping and writing; and four control conditions that did not receive any L1 treatment: L2 mapping alone, L2 writing alone, both L2 mapping and writing, or reading only. All of the maps and writing artifacts were converted into Pathfinder Networks that were compared to an expert’s referent network. Results show that requiring L1 lesson tasks relatively increases L2 KS complexity and concomitant comprehension posttest performance. In order of effectiveness, combined L1 mapping and writing was most effective for posttest comprehension, then L1 writing, and least effective is L1 mapping alone. These findings confirm and extend the earlier findings that the inherent L1 KS complexity can strongly influence L2 KS complexity. Educationally, requiring L1 tasks, especially in text translation, likely engenders richer L2 structure that supports higher-order understanding of the text. Also, these findings further validate this technology-based approach for measuring KS contained in bilingual learners’ productions.

How do Teachers Teach Mathematics and Science in English?

Teaching mathematics and science in English has been a hot topic in the academic amospheres such as at schools, universities, and research centers. Teaching mathematics and science in English, in this context, is the teachers’ use of English as amedium of instruction in delivering the content subjects: mathematics, biology, chemsitry and physics. In particular, teachers use English in order to open classes/greet students, review previous topics, inform topic(s) to be learned, ask questions, answer questions, explain concepts, give directions, and do parting, all of which are embodied in words, phrases and sentences. However, these classroom activities might not be easily accomplished as teachers’ English skills are not well prepared. Since they are not the English specialists, they likely use strategies in their classroom communication with their students. They use strategies in order to make their messages comprehensible to students. Their “language” (words, expressions, phrases, and sentences) should be simple and understandable so that students can figure out what is presented and taught easily. This paper is intended to report a case study on (1) types of communication strategies employed by the teachers in teaching mathematics, chemistry, and biology in English; and (2) why they use such kinds of communication strategies in teaching mathematics, chemistry, and biology in English. The data obtained from observations (through videotaping), interviews, and questionnaires indicate that the teachers deploy several communication strategies with different reasons in teaching

Science teacher education in Malaysia: challenges and way forward

This concept paper discussed the development of science teacher education programs in Malaysia. The discussion encompassed the existing policies, practices and issues, arising from the science teacher education. This paper also reviewed some suggestions for the direction in pre-service training and in-service science teacher training. The development of science teacher education is closely related to the development of science education curriculum. The development of the science education curriculum is connected with the socio-economic needs, political demands of the country and the influence of globalization. Science teacher education in Malaysia began with the training provided by British instructors, which was known as British curriculum. British curriculum was adopted in Malaysia after the independence of Malaya in 1957. In the 1980s, the medium of instruction for science teacher training was changed to Malay. Nevertheless, in 2003, pre-service and in-service science teachers were trained to teach Science in English due to the established policy of Science and Mathematics teaching in English. In 2012, the policy of teaching Science and Mathematics in English was terminated. Subsequently, the medium of instruction in Science was reverted to Malay. Today, the science teachers at the secondary school are trained in the universities, whereas the science teachers at the primary school are trained in Institute of Teacher Education. Meanwhile, the objective of the in-service science teacher training is to give the teachers an insight into any changes in the implemented science curriculum. The science teachers are required to conduct teaching integrating Science, Technology, Engineering and Mathematics (STEM). In addition, science teachers in the selected schools are required to teach Science in English under the Dual Language Programs (DLP).

The Attitude of Kindergarten Teachers towards Teaching Science and Math in English (Field Research)

The Attitude of Kindergarten Teachers towards Teaching Science and Math in English (Field Research)

Association between Fas/FasL gene polymorphism and musculoskeletal degenerative diseases: a meta-analysis

BackgroundIt was reported that Fas (rs1800682, rs2234767) and FasL (rs5030772, rs763110) gene polymorphism might be related to the risk of musculoskeletal degenerative diseases (MSDD), such as osteoarthritis (OA), intervertebral disc degeneration (IVDD) and rheumatoid arthritis (RA). However, data from different studies was inconsistent. Here we aim to elaborately summarize and explore the association between the Fas (rs1800682, rs2234767) and FasL (rs5030772, rs763110) and MSDD.MethodsLiteratures were selected from PubMed, Web of Science, Embase, Scopus and Medline in English and VIP, SinoMed, Wanfang and the China National Knowledge Infrastructure (CNKI) in Chinese up to August 21, 2017. All the researches included are case-control studies about human. We calculated the pooled odds ratios (ORs) with 95% confidence intervals (95% CI) to evaluate the strengths of the associations of Fas (rs1800682, rs2234767) and FasL (rs5030772, rs763110) polymorphisms with MSDD risk.ResultsEleven eligible studies for rs1800682 with 1930 cases and 1720 controls, 6 eligible studies for rs2234767 with 1794 cases and 1909 controls, 3 eligible studies for rs5030772 with 367 cases and 313 controls and 8 eligible studies for rs763110 with 2010 cases and 2105 controls were included in this analysis. The results showed that the G allele of Fas (rs1800682) is associated with an increased risk of IVDD in homozygote and recessive models. The G allele of Fas (rs2234767) is linked to a decreased risk of RA but an enhanced risk of OA in allele and recessive models. In addition, the T allele of FasL (rs763110) is correlated with a reduced risk of IVDD in all of models. However, no relationship was found between FasL (rs5030772) and these three types of MSDD in any models.ConclusionsFas (rs1800682) and FasL (rs763110) polymorphism were associated with the risk of IVDD and Fas (rs2234767) was correlated to the susceptibility of OA and RA. Fas (rs1800682) and Fas (rs2234767) are more likely to be associated with MSDD for Chinese people. FasL (rs763110) is related to the progression of MSDD for both Caucasoid and Chinese race groups. But FasL (rs5030772) might not be associated with any types of MSDD or any race groups statistically.

The relationship between primary school teachers extrinsic motivation and pupils academic performance in Cross River State, Nigeria

The study investigated the relationship between primary school teacher’s extrinsic motivation and pupils’ academic performance in Cross river State, Nigeria. Ex Post Facto research design was adopted for the study. The population of the study consisted of 17,221 teachers and 68,201 Primary Six Pupils in the three educational zones of the state. Proportionate Stratified random sampling procedure was used to select 100 schools that participated in the study. A simple random technique of hat and draw method was further used to select 2000 teachers and 500 pupils who formed the sample for the study. Two instruments were used for data collection. Primary School Teachers Motivation Questionnaire (PSTMQ) and objective test items in English Language, Mathematics and Primary Science to measure students’ performance. These instruments were validated and split half reliability estimate was ascertained. All hypotheses were tested at .05 level of significance. The result of the study revealed a significant relationship between the variables and pupils’ academic performance in English Language, Mathematics and Primary Science. It was recommended that learning facilities should be provided and regularly maintained. Teachers’ salaries/fringe benefits should be paid regularly and on time by the government as this will serve as a motivating factor for greater performance.

Promoting Content Knowledge of Secondary Students With Learning Disabilities Through Comprehension Strategies

Students with learning disabilities struggle with basic comprehension skills across all content areas. By pairing comprehension strategies with content instruction, secondary content area teachers can strengthen students’ reading skills and content knowledge. This article provides an overview of two comprehension strategies, anticipation guides and double entry journals, that align with research-based recommendations in adolescent literacy and that can be employed across the primary content areas (i.e., English language arts, social/global studies, mathematics, and science).

On alternating pre-modified and post-modified nominals such as aspirin synthesis vs. synthesis of aspirin: Rhetorical and cognitive packing in English science writing

In this paper, we examine the alternation between pre-modified and post-modified nominals, such as aspirin synthesis as opposed to synthesis of aspirin. This type of alternation has been previously explained in terms of rhetorical function (whether the item is ‘given’ as opposed to ‘new’), and phraseology (whether the item is seen as a ‘packed’ lexicalised term, or an ‘unpacked’ expanded nominal). In this paper, we suggest that other factors may also be involved, and we examine four specific cases from two different varieties of scientific English (Scientific Research Articles vs. Science Forums). Here we investigate the underlying constraints that govern this alternation, and we try to establish whether there is a preference for writers to ‘unpack’ nominal groups early on in a text and then to ‘re-pack’ them later on. Overall, we suggest a number of parameters that may explain the choice of one structure over another. Finally, and more generally, we show that this grammatical variation is a particularly productive resource in English nominal groups, and as such contributes to the rhetorical and cognitive construction of scientific demonstration in particular and scientific discourse more generally.

Acquiring Science English: A Plan and System Are Needed

Literary English is different from science English (SE) and pharmaceutical science English (PSE). Therefore, a totally new approach was adopted for students to learn PSE at Kyoto Pharmaceutical University (KPU). In 2012, a 4-year program for teaching PSE was proposed, and a stepwise-stepup tertiary science English education (SSTSEE) system was introduced at KPU. The system provides a novel form of PSE teaching that stretches from year 1 to 4, where the PSE level progresses to higher levels of learning with each passing academic year. With the launch of the SSTSEE system, relevant science-educated staff were provided with training and were also requested to study the syllabi of the respective academic years to write textbooks with the appropriate PSE content for their respective levels. From 2012 to 2015, textbooks and curricula for 4 year academic levels were developed and published to meet the needs for PSE learning at each academic level. Based on results of the SSTSEE system, year 1 students acquired the SE basics, and year 2 students applied the SE basics acquired. In years 3 and 4, students further pursued and developed their PSE ability. Additionally, students participated actively in developing skills in the reading, listening, writing, and speaking of SE/PSE. Active-plus-deep learning prompted students in developing those skills using illustrations, posters, and power-point slideshow presentations. By year 4, average achievers had established an independent level of competency in reading, listening, speaking, and writing PSE. Moreover, the SSTSEE system accommodated students timely in developing communication skills for practical fieldwork (clerkships) at pharmacies/hospitals in year 5 and for their future endeavors.