||科学技術英文読解の一考察 : 言語的諸特徴とESPの理論的進展から
カガク ギジュツ エイブン ドッカイ ノ イチコウサツ : ゲンゴテキ ショ トクチョウ ト ESP ノ リロンテキ シンテン カラ
樋口, 晶彦原, 隆幸
15 , 2018-03-16 , 鹿児島大学言語文化研究会
This study deals with EST (English for Science and Technology) with an emphasis on the inherent salient linguistic features and theoretical evolution of ESP (English for Specific Purposes). The first part of this study discusses the salient linguistic features of EST by examining the ‘abstract vs. concrete language’ framework of Mason (1990), which claims that ESP belongs to abstract language in terms of morphology, semantics, and syntax. In reading comprehension activities in EST, instructors first need to recognize the salient linguistic features inherent in EST, and then try to teach them to learners by recognizing genre analysis with a learner-centered approach. At the same time, EST practitioners and instructors need to understand not only the linguistic features of EST, but also the process of learning in EST. Therefore, it is essential for instructors to recognize the learners’ process of learning EST. Whilst a learning-centered approach is imperative; a collaborative approach is also essential in the instruction of EST. It is an approach in which learners learn EST by cooperation with other learners. This is part of the process considered as ‘active learning’ and this needs to be enhanced particularly in EST which is an abstract language and is difficult for learners to understand easily. Future prospects of EST are also discussed later in this study.