工学英語への近道　　 ESP with OCHA and PAIL

Judy Noguchi

Learning a language via ESP (English for Specific

Purposes) Product-oriented PAIL

Purpose Audience Information Language

features

Process-oriented OCHA

Observe Classify Hypothesize Apply

But first, some questions

Q1 Why is English so important for science and engineering?

Q2 Why is the language of science different from other types of English?

Q3 What is ESP? Q4 Why is ESP necessary? Q5 How can ESP be efficiently and

effectively taught/learned?

Q1 Why is English so important for science and engineering? Need to participate in an international

dialogueGross (1990) The Rhetoric of Science:

"facts are by nature linguistic—no language, no facts." [203]

Scientific “facts”

Must be recognized and acknowledged Should be used as part of the knowledge

system Should be presented in linguistically

acceptable form

Knowledge production is an “ongoing process of coordinating action among persons” and “language (and other actions) gain their intelligibility in their social use, as they are coordinated with the actions of others” (Gergen 2001:119).

Not only the information being conveyed but the language used to convey it is itself an important part of the message.

Q2 Why is the language of science different from other types of English?Birth of a new genre Scientific progress in the 17th century >>

Need for a new expository genre to describe them

Traditional literary essays did not suit the epistemic approach used by men of science following the approach of Francis Bacon

Gotti (2005:171)

The language of science differs from other types of English because It was a new genre specifically developed

to express its activities and claims

to discuss its claims

to construct knowledge systems

based on these claims

Q3 What is ESP?

EGP = English for General Purposes 個人のための英語

ESP = English for Specific Purposesプロのための英語

ESP is language that “works”

　 EAP English for academic purposesAn ESP program for students of law

EOP English for occupational purposes An ESP program for international medical

graduates

EVP English for vocational purposes An ESP program for union members in 25 factories

Orr, Thomas (ed) 2002 English for specific purposes. Alexandria: TESOL

Language is composed of patterns 言語はパターンで構成されている

Sound patterns form words 音のパターンが単語となる

Word patterns form phrases and clauses 単語のパターンが句や節となる

Phrase and clause patterns form sentences 句や節のパターンが文章となる

Sentence patterns form texts 文章パターンがテキストとなる

Text patterns form genres テキストのパターンがジャンルとなる

Pronunciation & prosody

Collocation

Grammar

Text structure

Genre structure

“’Genre’ is a recognizable communicative event characterized by

a set of communicative purpose(s) identified and mutually understood by

the members of the professional or academic community in which it regularly occurs.”

Swales’ definition (1981, 1985, 1990a)

summarized by Bhatia

in Analysing Genres (1993:13)

Q4 Why is ESP (genre) necessary? Information explosion

The amount of information produced in the world increases by 30% every year. 

Going back in time A weekly edition of the New York Times contains more

information than the average person was likely to come across in a lifetime in seventeenth-century England. (Wurman 1989, 32)

Overload psychology Only 18% of the stories in an average newspaper are

read in full. (Graber 1988, 249)

How to deal with the overload Attention arousal: noticing what you are

interested in Selective attention: ignoring what is not

needed Schematic thinking: using knowledge

structures and frameworks to organize information

Q5 How ESP be taught/learned? Look at the patterns of genre texts!

Action

Substance Form

What is Action?

Action

Substance Form

Action of a genre text

What is the text trying to do? Make a claim based on research Present a convincing argument about something Appeal for funds Promote a product

What is Substance? 　

Action

Substance Form

Content of a genre text

What is the message of the text? Description of a newly developed method Presentation of a new discovery Explanation of a mechanism

What is Form?

Action

Substance Form

Form of a genre text

What are the features of the text? Mode: spoken or written PAIL

Purpose Audience Information Language features

Action

Substance Form

Effect　on　the　discourse　community

Information　for　the　discourse　community

Linguistic　packaging　for　genre　recognition

Even native speakers of the language need to learn genre awareness!

Write Like a Chemist

An essential guide to perfect your abilities to write journal articles, conference abstracts, scientific posters, and research proposals, so that you can reach your professional audience more effectively.

http://www.oup.com/us/companion.websites/9780195305074/?view=usa

Plant Physiology 2010Instructions for Authors Last updated February 25, 2010

http://www.plantphysiol.org/misc/ifora.shtml Peer Review section A manuscript that contains excellent science

but otherwise requires extensive revision will, as a matter of policy, be declined.

Using OCHA to master the form Observe features of a text

Rhetorical Grammatical Lexical Technical Phonological

Genre analysis: Two texts, same topic, two genres Eyes lock on different

letters when reading YORK (Reuters) - When we

read our eyes lock on to different letters in the same word instead of scanning a page smoothly from left to right as previously thought, researchers said on Monday.

Using sophisticated eye tracking equipment, the team looked at letters within a word and found that people combined parts of a word that were on average two letters apart, said Simon Liversedge, a cognitive psychologist at the University of Southampton.

Lexical and Sublexical Influences on Eye Movements During Reading Simon P. Liversedge and Hazel I. Blythe, University of Southampton (March 2007)

In this paper, we briefly review some recent studies that have clearly demonstrated the importance of lexical factors on eye movements during reading. We introduce the reader to eye-movement recording and explain its importance within the field of experimental psychology as a tool with which we can examine the psychological processes underlying reading. We then provide a summary of (mainly) eye-movement experiments in three areas: reading disappearing text, reading text with transposed letters, and morphological processing of compound words. Throughout the paper our central claim is that processes associated with lexical identification exert a strong and quite immediate effect on eye-movement behaviour during reading.

Eyes lock on different letters when reading YORK (Reuters) - When we read our eyes

lock on to different letters in the same word instead of scanning a page smoothly from left to right as previously thought, researchers said on Monday.

Using sophisticated eye tracking equipment, the team looked at letters within a word and found that people combined parts of a word that were on average two letters apart, said Simon Liversedge, a cognitive psychologist at the University of Southampton.

News agency “Hook” Who? What? When? Where? How?

Cognitive Science of LanguageLexical and Sublexical Influences on Eye Movements During Reading

Simon P. Liversedge and Hazel I. Blythe, University of Southampton (March 2007) In this paper, we briefly review some recent studies that have

clearly demonstrated the importance of lexical factors on eye movements during reading. We introduce the reader to eye-movement recording and explain its importance within the field of experimental psychology as a tool with which we can examine the psychological processes underlying reading. We then provide a summary of (mainly) eye-movement experiments in three areas: reading disappearing text, reading text with transposed letters, and morphological processing of compound words. Throughout the paper our central claim is that processes associated with lexical identification exert a strong and quite immediate effect on eye-movement behaviour during reading.

Cognitive Science of LanguageLexical and Sublexical Influences on Eye Movements During Reading (March 2007) Simon P. Liversedge and Hazel I. Blythe, University of Southampton In this paper, we briefly review some recent

studies that have clearly demonstrated the importance of lexical factors on eye movements during reading. We introduce the reader to eye-movement recording and explain its importance within the field of experimental psychology as a tool with which we can examine the psychological processes underlying reading. We then provide a summary of (mainly) eye-movement experiments in three areas: reading disappearing text, reading text with transposed letters, and morphological processing of compound words. Throughout the paper our central claim is that processes associated with lexical identification exert a strong and quite immediate effect on eye-movement behaviour during reading.

Background & purpose

Materials & methods

Results and conclusion

Collocations Lexical bundles (Cortes 2004, Biber and Barbieri

2007, Hyland 2007) Hint words/expressions

Need to be taught

Dressen-Hammouda (2008): “genre-based courses should also include instruction about both the target discipline's specialist knowledge frames as well as the implicit cues that help readers and writers reconstruct them.”

Can help prevent patchwriting

Hyland (2008)

As can be seen: Lexical bundles and disciplinary variation Ken Hyland (2008) An important component of fluent linguistic production is control of

the multi-word expressions referred to as clusters, chunks or bundles. These are extended collocations which appear more frequently than expected by chance, helping to shape meanings in specific contexts and contributing to our sense of coherence in a text. Bundles have begun to attract considerable attention in corpus studies in EAP, although the extent to which they differ by discipline remains an open question. This paper explores the forms, structures and functions of 4-word bundles in a 3.5 million word corpus of research articles, doctoral dissertations and Master’s theses in four disciplines to learn something of disciplinary variations in their frequencies and preferred uses. The analysis shows that bundles are not only central to the creation of academic discourse, but that they offer an important means of differentiating written texts by discipline.

As can be seen: Lexical bundles and disciplinary variation Ken Hyland An important component of fluent linguistic production is control of the multi-word expressions referred to as clusters, chunks or bundles. These are extended collocations which appear more frequently than expected by chance, helping to shape meanings in specific contexts and contributing to our sense of coherence in a text. Bundles have begun to attract considerable attention in corpus studies in EAP, although the extent to which they differ by discipline remains an open question. This paper explores the forms, structures and functions of 4-word bundles in a 3.5 million word corpus of research articles, doctoral dissertations and Master’s theses in four disciplines to learn something of disciplinary variations in their frequencies and preferred uses. The analysis shows that bundles are not only central to the creation of academic discourse, but that they offer an important means of differentiating written texts by discipline.

Background

(Importance)

(Gap in knowledge)

Aim of study

& methods　Results　Conclusion　

Google Scholar search April 3, 2010 An important component of 約 296,000件 attract considerable attention 約 3,210件 remains an open question 約 90,400件 This paper explores 約 83,300件 The analysis shows that 約 45,600件 an important means of 約 38,800件

Learning a language via ESP (English for Specific

Purposes) Product-oriented PAIL

Purpose Audience Information Language

features

Process-oriented OCHA

Observe Classify Hypothesize Apply

ESP for realistic, attainable targetsHalliday, MacIntosh and Strevens (1964): Rather than aiming for

perfection of the “whole language,” which is an “impossible” task, it would be more realistic

to set attainable targets for specific functions of the language that are needed for specific tasks.

Mastering the ESP you need with OCHA and PAIL

References Bhatia,　V.　K.　(1993).　Analysing genre: Language use in

professional settings.　London　and　New　York:　Longman. Biber, D. and Barbieri, F. (2007) Lexical bundles in university

spoken and written registers. English for Specific Purposes 26(3)263-286.

Cortes,　V.　(2006).Teaching　lexical　bundles　in　the　disciplines:　An　example　from　a　writing　intensive　history　class.　Linguistics　and　Education　17(4)　391-406.

Hyland,　K.　(2008)　As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes 27(1)4-21.

Halliday,　M.　A. K. , MacIntosh,　A.,Strevens,　P.　(1964)　The Linguistic Sciences and Language Teaching.　London:　Longman.　

Noguchi,　J.　(2006).　The science review article: An opportune genre in the construction of science.　Bern:　Peter　Lang.

Robinson,　M.,　Stoller,　F.,　Constanza-Robinson,　M.,　Jones,　J.　K.　(2008)　Write Like a Chemist.　New　York:　Oxford　University　Press.

Swales,　J.　M.　(1990).　Genre　analysis: English in academic and research settings.　Cambridge,　UK:　Cambridge　University　Press.

Swales,　J.　M.　(2004)　Research genres: Explorations and applications.　Cambridge　University　Press:　Cambridge.