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El. knyga: Terminology in English Language Teaching: Nature and Use

  • Formatas: 262 pages
  • Serija: Linguistic Insights 93
  • Išleidimo metai: 23-Nov-2010
  • Leidėjas: Peter Lang AG, Internationaler Verlag der Wissenschaften
  • ISBN-13: 9783035100631
Kitos knygos pagal šią temą:
Terminology in English Language Teaching: Nature and UseDidesnis paveikslėlis
  • Formatas: 262 pages
  • Serija: Linguistic Insights 93
  • Išleidimo metai: 23-Nov-2010
  • Leidėjas: Peter Lang AG, Internationaler Verlag der Wissenschaften
  • ISBN-13: 9783035100631
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Based on original research and novel concepts, this book investigates the nature and use of terminology from linguistic and applied viewpoints. Throughout, problems with terminology, such as overuse by teachers and cases of synonymy and polysemy, are considered and solutions are offered.
Part One looks firstly at some basic concepts, then draws important distinctions between pedagogic and scientific terminology, and between transparent, opaque and iconic terms, before examining the historical, lexical and grammatical nature of terms.
Part Two attempts to estimate the value and relevance of terminology in language teaching and describes the use and knowledge of terminology in various language-teaching-related constituencies: learners, teachers, textbooks, grammars and research. It concludes with a discussion of the criteria for evaluating terms and an analysis of terms used in ELT.
Introduction
1 People and terminology
13(1)
2 What this book is about and who it is for
14(2)
3 How to read this book
16(3)
PART ONE THE NATURE OF TERMINOLOGY
Chapter One Some Initial Concepts
1 Introduction
19(1)
2 Terminology as system
19(1)
3 The Meanings of Terminology
20(1)
4 Terms and Concepts
21(1)
5 Relationship to a particular field
22(2)
6 Terminology, jargon and the idea of community
24(2)
7 Terminology and metalanguage
26(3)
8 Summary: towards a definition of terminology
29(2)
Chapter Two Pedagogic and scientific terminology
1 Introduction
31(1)
2 Pedagogic and scientific grammar
31(3)
3 The differences between pedagogic and scientific terms
34(2)
4 Precision and distinctiveness
36(6)
5 Summary
42(3)
Chapter Three Types of terms
1 Introduction
45(1)
2 Transparent terms
46(4)
3 Opaque terms
50(3)
4 Iconic terms
53(3)
5 Eponymous terms
56(2)
6 Mixed types
58(1)
7 Competing terms
59(1)
8 Summary
60(3)
Chapter Four The development of terms
1 Introduction
63(1)
2 The origins of English grammatical terminology
64(4)
3 A study of the terminology in Cobbett's Grammar of the English Language
68(4)
4 Up to the modern day: the divergence of pedagogic and scientific terminology
72(2)
5 The establishment of standard ELT grammatical terminology
74(4)
6 Developing new terms
78(3)
7 Devising systems of terminology
81(1)
8 Summary
82(3)
Chapter Five The lexis of terms
1 Introduction
85(1)
2 Polysemy
86(3)
3 Synonymy
89(8)
4 Hyponymy
97(4)
5 Summary
101(2)
Chapter Six The grammar of terms
1 Introduction
103(1)
2 Word classes
103(4)
3 Count status and use with articles
107(3)
4 Morphology
110(3)
5 Phrasal terms
113(3)
6 Constructions
116(3)
7 Summary
119(4)
Part Two The Use Of Terminology
Chapter Seven The place of terminology in language teaching
1 Introduction
123(1)
2 For and against terminology
123(2)
3 Three approaches to terminology
125(3)
4 Terminology, methods and grammar teaching
128(2)
5 Does knowledge of terminology contribute to proficiency?
130(3)
6 The effective use of terminology
133(2)
7 Summary
135(2)
Chapter Eight Terminology and learners' knowledge
1 Introduction
137(1)
2 The Metalinguistic Terminology Survey (MTS)
138(1)
3 Overall level of knowledge
139(2)
4 Most popular terms
141(2)
5 Inter-group differences
143(2)
6 Related terms
145(3)
7 Qualitative results
148(1)
8 Summary
149(2)
Chapter Nine Terminology and teachers
1 Introduction
151(1)
2 Teachers' use of terminology: quantitative findings
152(5)
3 Teachers' use of, and attitudes to, terminology: qualitative findings
157(3)
4 Teachers' awareness of learners' knowledge
160(3)
5 Summary
163(2)
Chapter Ten Terminology in pedagogic grammars
1 Introduction
165(1)
2 The METALANG Corpus
166(1)
3 Most frequent terms
167(3)
4 Similarities and differences between the three grammars
170(2)
5 Infrequent terms
172(1)
6 Relationship to the results for learner knowledge
173(2)
7 Summary
175(2)
Chapter Eleven Grammatical terminology in textbooks
1 Introduction
177(1)
2 Overall results
178(3)
3 Similarities and differences between the two series
181(1)
4 Usage across one series
182(4)
5 Infrequent terms
186(1)
6 Comparisons
187(1)
7 Summary
188(1)
Chapter Twelve Terminology in research and testing
1 Introduction
189(1)
2 Metalingual knowledge, metalinguistic knowledge and metalinguistic awareness
189(4)
3 Terminology in research
193(4)
4 Comparing terminology tests
197(4)
5 Using terminology to test teachers' metalinguistic knowledge
201(4)
6 Summary
205(2)
Chapter Thirteen Evaluating terms: some criteria for the selection of terms
1 Introduction
207(1)
2 Learnability
207(3)
3 Accuracy
210(2)
4 Familiarity
212(1)
5 Theoretical validity
213(2)
6 Systematicity
215(1)
7 Utility
216(2)
8 Productivity
218(2)
9 Summary
220(3)
Chapter Fourteen A metalingual analysis of English grammatical terms
1 Introduction
223(1)
2 Some preliminaries
224(2)
3 The list
226(10)
4 Summary
236(3)
Conclusions
1 Summing up
239(1)
2 What goes wrong with terminology?
240(2)
3 Recommendations
242(1)
4 Final remarks
243(2)
References
245(8)
Appendices
1 The Metalang Corpus
253(1)
2 The Metalinguistic Terminology Survey
254(4)
3 List of Case Studies
258(3)
Index 261
Roger Berry has been involved in English language teaching as a teacher, writer, teacher-trainer and lecturer for over thirty years. He has published and edited numerous articles and several books on English Grammar, language teaching, terminology and language awareness. He has taught in many parts of the world; currently he is at Lingnan University in Hong Kong.
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