A considerable body of research points to the importance of lexical knowledge for students studying, working and communicating in a second language (Carver, 1994; Hu and Nation, 2000; Schmitt and Schmitt, 2014), but decisions regarding content to prioritise can be difficult. Although there are many books aimed at teaching English for Academic Purposes (EAP), the language of and for art and design is conspicuous by its absence. Tutors face challenges in identifying relevant input texts and then creating appropriate language materials for students. This article shows how ‘corpus’ informed approaches can aid in the identification and selection of lexis, with relevant art-related words and vocabulary through which they can communicate their ideas and better understand the subject the learn.
EAP, English, corpus, vocabulary, pedagogy, language
David C. King
David C. King is Acting Head of Insessional programmes, based in UAL’s Language Centre. David has an MA in Applied Linguistics from King's College London. His research interests include genres of academic writing within art and design, corpus linguistics, and materials design.
Helen Hickey is Acting Head of Presessional Programmes in the Language Centre at UAL. Helen has an MA in Applied Linguistics and English Language Teaching from King’s College London. She has supported a range of degree courses from Foundation through to postgraduate in a variety of disciplines (Product Design, Fashion, Fine Art, Photography). Her current research interest is the compilation of corpora and their application to materials design and the classroom.
- Barcroft, J. (2004) ‘Second language vocabulary acquisition: a lexical input processing approach’, Foreign Language Annals, 37(2), pp.200-208. https://dx.doi.org/10.1111/j.1944-9720.2004.tb02193.x.
- Bennett, G. (2010) Using corpora in the language learning classroom. Ann Arbor: Michigan University Press.
- Brown, J.S., Collins, A. and Duguid, P. (1989) ‘Situated cognition and the culture of learning?’, Educational Researcher, 18(1), pp.32-42.
- Browne, C., Culligan, B. and Phillips, J. (2013) The new general service list. Available at: http://www.newgeneralservicelist.org (Accessed: 6 June 2017).
- Carver, R.P. (1994) ‘Percentage of unknown vocabulary words in text as a function of the relative difficulty of the text: implications for instruction’, Journal of Literacy Research, 26(4), pp.413-437. https://dx.doi.org/10.1080/10862969409547861.
- Cobb, T. (2010) ‘Learning about language and learners from computer programs’, Reading in a Foreign Language 22(1), pp.181-200.
- Cooper, J. (2012) ‘Nominalization’, Academic English online, Queen Mary University London. Available at: http://aeo.sllf.qmul.ac.uk/Files/Nominalization/Nom%20LOC.html (Accessed: 6 June 2017).
- Coxhead, A. (2000) ‘A new academic word list’, TESOL Quarterly, 34(2), pp.213-238. https://dx.doi.org/10.2307/3587951.
- Coxhead, A. (2016) The Academic Word List. Available at: http://www.victoria.ac.nz/lals/resources/academicwordlist/information (Accessed: 6 June 2017).
- de Chazal, E. (2014) ‘Using authentic texts in the EAP classroom’, Oxford University Press: English Language Teaching global blog. Available at: https://oupeltglobalblog.com/tag/authentic-texts/ (Accessed: 6 June 2017).
- Guan, X. (2013) ‘A study on the application of data-driven learning in vocabulary teaching and learning in China’s EFL class’, Journal of Language Teaching and Research, 4(1), pp.105-112.
- Hewings, M., McCarthy, M. and Thaine, C. (2012) Cambridge academic English student's book [C1 advanced]: an integrated skills course for EAP. Cambridge: Cambridge University Press.
- Horst, M., Cobb, T. and Meara, P. (1998) ‘Beyond a clockwork orange: acquiring second language vocabulary through reading’, Reading in a Foreign Language, 11(2), pp.207-223.
- Hu, M. and Nation, I.S.P. (2000) ‘Vocabulary density and reading comprehension’, Reading in a Foreign Language, 23(1), pp.403-430.
- Hulstijn, J.H., Hollander, M. and Greidanus, T. (1996) ‘Incidental vocabulary learning by advanced foreign language students: the influence of marginal glosses, dictionary use, and reoccurrence of unknown words’, The Modern Language Journal, 80(3), pp.327-339. https://dx.doi.org/10.2307/329439.
- Laufer, B. (1989) ‘What percentage of text-lexis is essential for comprehension?’ in Laurén, C. and Nordman, M. (eds.) Special language: from humans to thinking machines. Clevedon: Multilingual Matters, pp.316-323.
- Nation, I.S.P. (1990) Teaching and learning vocabulary. New York: Newbury House.
- Nation, I.S.P. and Bonesteel, L. (2010) The authentic reading experience: Building reading comprehension and fluency. Available at: http://www.pearsonlongman.com/tertiaryplace/pdf/authentic_reading_experience.pdf (Accessed: 6 June 2017).
- Nesi, H., Gardner, S., Thompson, P. and Wickens, P. (2007) British Academic Written English Corpus. University of Oxford. Available at: http://ota.ahds.ac.uk/headers/2539.xml (Accessed: 6 June 2017).
- Pigada, M. and Schmitt, N. (2006) ‘Vocabulary acquisition from extensive reading: a case study’, Reading in a Foreign Language, 18(1), pp.1-28.
- Robbins P. and Aydede, M. (eds.) (2012) The Cambridge handbook of situated cognition. Cambridge: Cambridge University Press. https://dx.doi.org/10.1017/cbo9780511816826.025.
- Rott, S. (1999) ‘The effect of exposure frequency on intermediate language learners’ incidental vocabulary acquisition through reading’, Studies in Second Language Acquisition, 21(4), pp.589-619. https://dx.doi.org/10.1017/s0272263199004039.
- Rule, A. and Levine, D. (2012) ‘International art English: on the rise, and the space, of the art world press release’, Triple Canopy, 16, pp.7-30. Available at: http://canopycanopycanopy.com/16/international_art_english (Accessed: 6 June 2016).
- Schmitt, N. (2008) ‘Instructed second language vocabulary learning’, Language Teaching Research, 12(3), pp.329-363. https://doi.org/10.1177/1362168808089921.
- Schmitt, N. and Schmitt, D. (2014) ‘A reassessment of frequency and vocabulary size in L2 vocabulary teaching’, Language Teaching, 47(4), pp.484-503. https://doi.org/10.1017/S0261444812000018.
- Teng, F. (2016) ‘The effects of context and word exposure frequency on incidental vocabulary acquisition and retention through reading’, The Language Learning Journal, 44(4), pp.1-14. https://dx.doi.org/10.1080/09571736.2016.1244217.
- Waring, R. and Takaki, M. (2003) ‘At what rate do learners learn and retain new vocabulary from reading a graded reader?’, Reading in a Foreign Language, 15(2), pp.130-163.
- Webb, S. (2007) ‘The effects of repetition on vocabulary knowledge’, Applied Linguistics, 28(1), pp.46-65. https://doi.org/10.1093/applin/aml048.