SEQUENCE 3 : corpora : domains and uses (ESP/EST) intitulé du cours :
Introduction à la linguistique 3 (Corpus Linguistics) Séquence 3 : corpora : domains and uses (ESP/EST)
3.1 Introduction
3.2. specific (ESP) registers - features of legal English
3.3. corpora use in language teaching/learning - teaching the scientific register
Compétences et objectifs visés par la séquence :
- improve discriminating ability of various corpora domains - identify meaning of linguistics terms in corpora
- process the linguistic items in registers
Contenu de la séquence 3
3.1 Introduction
[This part is devoted to the description of specific registers. It identifies the various linguistics domains and uses corpus linguistics has investigated. This lecture tries to unveil the characteristics of specific discourses linked to ESP (English for Specific Purposes).
3.2. specific (ESP) registers
The focus in this part of the lecture is on ESP/EST (English for Science and Technology) with a specific emphasis on the register of law (or legalese). From the start, some features of scientific will be identified and explained. The specificities of English in science discourses are noticeable enough to be taught because at times, the lexis of General English varies a lot from that of ESP].
READ for information (10mn)
Three characteristics of scientific discourse
(English for Specific Purposes/English for Science and Technology) are discussed in the text: language, objectivity and clarity.“Scientific discourse has the following characteristics1: – Language
The language of scientific discourse uses words and concepts of a technical nature and referring to each particular science. That is, the communicative code is adjusted to each area that is being dealt with, be it physics, chemistry, mathematics or other branches of science.
In this type of text, it is common to use neologisms or new terms that facilitate the explanation of the elements of the investigation. For their part, the new words have contributed to the enrichment of the different languages and a better understanding of the
1 https://englopedia.com/scientific-discourse-characteristics-types-and-examples/
environment.
– Objectivity
The use of scientific discourse as a resource for the transmission of information implies objectivity on the part of the creator. The result of the investigation must be based on concrete and verifiable figures, as well as on methodologies that make the object of the investigation reliable.
– Clarity
Another outstanding feature of scientific discourse is the clarity with which the research is presented. Therefore, precision must prevail so that there is no confusion in the approaches and the results are easy to understand for the recipient. Clarity implies that ideas are presented in an orderly and hierarchical manner.
– Graphics
In scientific discourse, the use of graphs, diagrams and drawings is common to complement the information that has been collected during the investigation. They describe, explain and expose the data in a universal language that facilitates the understanding of what has been studied and at the same time they record antecedents for future research”.
WATCH: What is international law?
https://youtu.be/jTzKgI68VLc (BBC Learning English)
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3.3. corpora use in language teaching/learning
[A corpus is a collection of authentic texts stored electronically, which can be used to discover information about language. Corpora are essential in particular for the study of spoken, written and signed language by examining the text, speech, signs and gestures.
They can be used to study language in all its forms and uses. In language teaching and learning, its main function has been to inform dictionaries, grammar books, textbooks and syllabi. A corpus is used in a variety of ways in research or in the classroom. Corpora material can be used in the classroom. For instance, teachers can use concordances and develop activities and exercises to have students explore regularities of patterning in the target language. A corpus can help users identify terms exposed in various contexts, and their frequent patterns of use. It is in this manner that the researcher obtains relevant grammatical and lexicographical information within texts.]
- Teaching the scientific register2
[in the present training scheme, it has been decided to introduce elements of pedagogy in order to show that there is congruency between the theory proposed and which is eclectic (based on choice according to the profile of students, i.e., towards the mastery of technical English. It is also hypothesized that the scientific register deserves a very particular consideration as to the way it is taught].
“In teaching the scientific register to a mother tongue population and in teaching science and scientific expressions through a second language, the teaching methods, the materials used, the exercises given and the methods of assessment all differ on the basis of
2 M. S. Thirumalai, 2003, http://www.languageinindia.com/jan2003/languageinscience.html
the relationship one posits between the ordinary language and the language of science.
Some consider that differences between ordinary English and scientific English are a matter of additional vocabulary. This position leads them to set their goals, materials, etc., giving priority to and emphasizing the learning of English for general purposes. That is, an accurate acquisition of the ordinary language is attempted first. After mastering the ordinary language, the students would learn first of all the vocabulary items required for general scientific statements, and then, the vocabulary items of their fields of specialization.
In another approach, a language is taught or mastered while acquiring the knowledge of a discipline, which is through that language. This method had not been seriously practised in recent times, but François Goin said in 1892 that ‘while studying languages we might study the sciences, and in studying the sciences we can study the languages”3.
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3 M. S. Thirumalai, 2003, http://www.languageinindia.com/jan2003/languageinscience.html
