Technical Vocabulary Instruction Between Language and Subject Practitioners： Who Does What？  

作　　者：Abdullah Ali Alghamdi 

机构地区：[1]Makkah College of Technology, Makkah, Saudi Arabia

出　　处：《US-China Foreign Language》2014年第1期51-63,共13页美中外语（英文版）

摘　　要：This paper reports on the findings of a study which investigates the beliefs and practices of ESPTs （English for Specific Purposes Teachers） and CATs （Content Area Teachers） about collaboration when they teach ETV （English Technical Vocabulary） in a Saudi Arabian industrial college called YIC （Yanbu Industrial College） The central motive of this work is twofold： （1） The question of who should teach ETV items in an industrial domain, i.e., whether it is the job of ESPTs or CATs, or if it is the task of both parties; and （2） The issue of how ETV items should be taught, i.e., direct versus indirect VTSs （Vocabulary Teaching Strategies） and VDVs （Vocabulary Delivery Vehicles） that practitioners usually employ in order to achieve their goal（s） Methodologically, a triangulation of methods for six ESPTs and six CATs was utilized over almost a full semester at the college. The findings of this work indicate that though ESPTs and CATs view ETV teaching as reciprocal and value the collaboration between both parties, CATs believe they are more responsible for this task It was also found that ETV teaching is more challenging to ESPTs than CATs. Finally, both parties were found overlapping in the VTSs and VDVs they employ to teach ETV items. The study concluded by providing some pedagogical implications which could serve more than one purpose by creating knowledge which will be useful for both parties.

关 键 词：ESPTs （English for Specific Purposes Teachers） ETV （English Technical Vocabulary） CATs （ContentArea Teachers） 

分 类 号：TS17[轻工技术与工程—纺织材料与纺织品设计] G432[轻工技术与工程—纺织科学与工程]