Oxford University Press

English Language Teaching Global Blog


2 Comments

5 things you need to know about Academic Vocabulary

Learning vocabulary is about so much more than ticking off words on a list as you manage to match a written word form to a surface meaning or translation. For a learner to say they really know a word, especially if they hope to count it amongst their productive vocabulary, then it takes time, repeated encounters, and digging a bit below the surface. This, of course, is true of all language learners, but for those learning English for academic purposes (EAP) the specific aspects of vocabulary knowledge differ somewhat. In this post, I pick out some of the factors that those teaching and learning academic vocabulary might need to bear in mind:

1. Form & families: With any vocabulary learning, recognising the spelling and pronunciation of a word is generally a starting point and from there, the learner needs to become familiar with inflected forms (plurals, verb forms, etc.). In an academic context, being able to switch between different parts of speech (nouns, verbs, adjectives, adverbs) is also vital. When constructing (or decoding) the longer, more tightly-packed sentences typical of the genre, being able to flip between an adjective and noun form, for example, can make the difference between a smooth, coherent sentence and a slightly awkward, ambiguous one. Abstract nouns (significance, reliability, establishment), in particular, are must-knows for the academic writer. Knowing that reliability is the noun form of the more common adjective reliable is really helpful. Better still is recognising that adjectives ending –able can typically be transformed into nouns ending –ability. And being able to add the appropriate negative prefix (unreliability) might help construct that killer sentence.

2. Meaning(s): We all know that there isn’t a simple one-to-one relationship between form and meaning in English. Many words have more than one meaning; take, for example, table as the piece of furniture or the chart with rows and columns. In academic disciplines, these common words often also have specialist meanings. Some of these are clearly related to the word’s basic meanings (e.g. periodic table, Chemistry), others are further removed (e.g. water table, Geology). For the EAP student, recognizing these specialist uses and compounds is an important part of their learning journey.

3. Collocations & chunks: If students are to use words productively, then they need to understand the kind of words they are used together with: collocations, dependent prepositions and fixed phrases. Again, this is true of all vocabulary, but academic writing has its own set of specialist collocates, the correct choice of which might not just ensure a more fluent, natural style, but might affect the message the writer is trying to convey in important ways.  For example, the difference between being responsible to (the directors are responsible to shareholders) and responsible for (the manager is responsible for the safety of staff) could make all the difference in an academic essay.

4. Grammar: I’ve written before about the importance of understanding ‘word grammar’ in EAP. For example, going back to those key abstract nouns, when you need to ensure that the verb in a sentence agrees with the head noun in a long noun phrase, you need to know whether that noun is countable or uncountable. What’s more, words that are typically uncountable in everyday usage (like behaviour) can be used countably in some specialist academic contexts.

5. Register & connotation: Finally, getting a feel for which words are appropriate to use to convey your intended meaning in a particular context takes time, plenty of reading and noticing. It involves understanding formal and informal words (get vs purchase), strength of meaning (unsatisfactory vs appalling), positive and negative connotations (tough vs challenging) and appropriate terms to talk about potentially sensitive topics (e.g. patients with mental health issues).

In my upcoming webinar, Academic vocabulary: what do students need to know about a word? on Thursday 19th April at 15:30 BST, I’ll talk a bit more about these aspects of vocabulary knowledge in EAP and we’ll look are some practical ways of helping students to improve their depth of understanding as well as simply expanding their range of vocabulary.   


Julie Moore is a freelance ELT writer, lexicographer and corpus researcher. Her specialist area of interest is teaching vocabulary. She’s worked on a number of learner’s dictionaries and specialist vocabulary resources, including the Oxford Learner’s Dictionary of Academic English and the Oxford Academic Vocabulary Practice titles. Julie is also an EAP teacher and a teacher trainer.


2 Comments

Feedback on academic writing – Part Three

proofreading for English language students in EAPThis is the final article of a three-part series on giving EAP students effective feedback. Julie Moore, an ELT writer and researcher, shares some proofreading tips to help students to reduce careless errors and spelling mistakes.

How often do you remind your students to check their work carefully before they hand it in, then despair of all the careless errors and spelling mistakes that still pepper their writing, especially in a world with spellcheckers? But is proofreading your own writing really that easy?

The importance of accuracy

Accuracy in academic writing is particularly valued. In an academic context, an argument or a piece of research that contains errors and inaccuracies will not be seen as credible. Similarly, it can be difficult for subject tutors reading a piece of student writing to judge whether inaccuracies from a non-native speaker student are a product of flawed thinking or simply a result of language weaknesses. A long text full of minor language errors puts pressure on the reader, as they have to keep reprocessing sentences to extract the correct meaning. In this case, it’s easy to lose the thread of the argument or for the writer’s message to get lost, thus detracting from the academic content.

Teaching proofreading techniques

There’s no simple solution to eliminating those frustrating surface errors, but you can help students by explicitly teaching a few techniques they can use to proofread their writing.

A first step is to raise students’ awareness of their own specific weak points. It’s easy to assume that students know where they make the most mistakes, but often their attention is elsewhere. With every class I teach, I have a session where I ask them to bring in as many pieces of writing they’ve had feedback on (from me or other teachers) as possible. I then get them to go through and systematically count up and classify their error types (with articles, prepositions, noun-verb agreement, etc.) They pick out their top 3 or 4 error types and we work on ways that they can systematically search for and identify those errors in their writing.

This short activity from Oxford EAP Advanced is really useful for highlighting and discussing practical proofreading techniques:

feedback_academic_part3

 

It amazes me every time how many of them don’t have their computer spell-check set to English!

Dictionary skills

With a background in lexicography, I’m a big fan of teaching dictionary skills and encouraging students to use a dictionary and thesaurus both when they’re writing and when they’re checking their work. In class, I jump at any opportunity to turn to the dictionary to demonstrate to students how they can use it to check not just meaning, but collocations, dependent prepositions, following clause structures, etc. I’m particularly looking forward to using the new Oxford Learner’s Dictionary of Academic English with my classes which focuses specifically on the academic uses of words.

I also try to find time to introduce students to using a thesaurus. Often when they try reading something they’ve written aloud (a useful technique for checking that a text flows), they notice they’ve repeated a particular word or phrase too often. I point students in the direction of the Oxford Learner’s Thesauruswhich explains the similarities and subtle differences between sets of synonyms, helping them to choose an appropriate alternative to avoid those awkward repetitions.

Armed with a few simple tools and techniques, I hope that by the end of their EAP course, my students are better equipped to improve their academic writing style and to tidy up their own final drafts. Many of them are incredibly bright cookies in their own disciplines and I’d hate for them to let themselves down with a few awkward collocations or misplaced prepositions!

This article first appeared in the March 2014 edition of the Teaching Adults Newsletter – a round-up of news, interviews and resources specifically for teachers of adults. If you teach adults, subscribe to the Teaching Adults Newsletter now.


Leave a comment

Feedback on academic writing – Part Two

Teacher helping adult studentThis is the second article of a three-part series on giving EAP students effective feedback. Julie Moore, an ELT writer and researcher, shares her thoughts on how teachers can encourage students to act on feedback.

In my last article, I wrote about how overwhelming it can be for new student writers to get back a piece of writing covered in feedback. They can often feel like getting their writing up to scratch is going to be such an uphill battle that they just give up and ignore the feedback altogether. I suggested that by giving less feedback and breaking it down into more manageable chunks, students can focus on a specific area at a time and make realistic progress. With my own EAP students last summer, I started off by focusing on the content of their writing, ignoring language errors and giving feedback on whether they’d answered the question, whether they’d provided sufficient support for their arguments, or whether their overall message was clear.

Copy-editing

Once we’d established what they were expected to write, I turned next to the how. Many students new to EAP arrive with what I describe as a high-school style of essay-writing. That is, their language is rather simplistic: it is not sophisticated enough to communicate the more subtle details and perspectives involved especially at higher levels of academic study. The purpose of teaching students to write in a more academic style is not to make them sound more ‘fancy’ or ‘impressive’, but to give them the tools to do justice to their subject knowledge and ideas. Explaining the why of features of academic style is as important as demonstrating the how.

Group feedback

As you read through writing that a class has handed in, you’ll often find that a particular task has thrown up the same issue for a lot of students, in which case, group feedback is the most efficient way to address it. One rule I always try to stick to is to work on the feedback activity before I hand back students’ individual writing. That way you’re more likely to have their attention, they’re not so caught up in their individual feedback and more concerned about some other feature you’ve mentioned on their paper.

One problem for my students centred around the use of impersonal language in academic writing. In early writing tasks, many of them were still using a lot of personal pronouns to refer to people in general (we, you):

If we restrict access to media like internet for young people, it is possible that they will find another way to gain related information.

So I started off with this example from a student essay on the board (anonymously) and asked who the ‘we’ referred to. Of course, the class came back with various different answers – society, the government, parents, ISPs – so identifying the problem for themselves (i.e. vagueness). Next, we looked back at the text we’d read as input for the writing task (from an academic textbook) and picked out the subject of each sentence. We found that these were invariably noun phrases (often plural nouns to refer to specific groups), thus identifying how expert academic writers deal with this situation. Then in small groups, students looked at some more similar examples from their own writing, identified the problem in each case and suggested rewrites.

Responding to feedback

As well as staging group activities to highlight problems and features, I also tried to get students to engage more actively with individual feedback. So I’d focus on two or three key errors in a piece of writing and frame my feedback in the form of a question to be answered. I then asked students to email me their rewrites of just the highlighted sentences. For example, this was an exchange with a business studies student just after we’d been talking about hedging and the appropriate use of confident and tentative language:

Student’s first draft: This paper demonstrates how the main management methods…

My feedback comment: Is demonstrate the best verb here – a little too confident?

Student redraft: This paper attempts to argue that the main management methods…

My feedback: Great! This is really good and sounds just right for a student writer.

By making feedback a collaborative process between student writer and you as editor – rather than a passive one – you can help students to better understand why we use certain linguistic features in academic writing and hopefully, help them to find their own voice as a novice academic writer.

In my next article, I’ll talk about teaching proofreading techniques to help students polish up their final draft.

This article first appeared in the February 2014 edition of the Teaching Adults Newsletter – a round-up of news, interviews and resources specifically for teachers of adults. If you teach adults, subscribe to the Teaching Adults Newsletter now.


3 Comments

Feedback on academic writing – Part One

EAP feedback to EFL students

Image courtesy of Giulia Forsythe

This is the first article of a three-part series on giving EAP students effective feedback. Julie Moore, an ELT writer and researcher, shares her thoughts on how to give your students constructive feedback on their writing.

Although I’ve been working in ELT publishing for some 15 years, co-authoring Oxford EAP Advanced was the first time I’ve been involved in writing a whole coursebook. It was a very steep learning curve in all kinds of ways, but perhaps one of the most challenging parts of the whole experience was the process of having my writing edited. I’d spend long hours at my desk writing a unit, then I’d email my completed draft off to my editor and wait with trepidation for her feedback. When I opened up her reply, my heart would often sink at the sight of those tightly-packed comments squeezed down the margin of every page and the prospect of ploughing my way through them!

So when I finally got away from my desk and back into the classroom again last summer to teach on a pre-sessional EAP course, I approached giving feedback on my students’ own writing with a fresh perspective. But what lessons had I learnt?

Less is more

In an EAP context, writing is a key skill and as teachers, we have a tendency to want to give as much feedback on written work as possible. Our intentions are good – we want to help our students improve – but the effect can sometimes be the opposite. Students are so overwhelmed by all the feedback that they either get demotivated and lose confidence, or they skim through to find the grade or the final comment and then file away all our careful feedback, largely unread.

Having experienced how daunting masses of feedback can be for a writer, I was determined to make the process less scary and more productive for my students. I turned to publishing again for a way of breaking it down into more manageable steps:

  • content editing – focus on what is written, rather than how
  • copyediting – focus on style, voice, flow, etc.
  • proofreading – tidying up surface errors

In this article, I’m going to talk about the first stage of the editing/feedback process:

Focus on content

For many students new to EAP, their experience of writing in English has been mostly of short, functional letters and emails, and if they have written essays, they’ll have been of the rather simple, formulaic kind which are designed essentially to practise or test the student’s language abilities. In an ELT context, the focus is often not really on what you write so much as the language you manage to display. A student can produce a fairly inane piece of writing, saying really very little of any substance, but if they show a range of vocabulary, reasonably accurate grammar and throw in a few nice discourse markers, they can get a good mark. This simply won’t cut it in an academic context where: “After all, we teach college students to write not because we expect them to become writers, but because writing is the evidence that they are mastering intellectual concepts.” (McBride, 2012).

So in the first few writing activities I did with my EAP students, I focused very much on content: on what they were expected to write. In my feedback, I ignored the surface language issues and commented only on how well they’d tackled the task. Had they answered the question? Had they put forward a clear argument and supporting evidence? Had they offered analysis and evaluation as well as simple description?

As we worked on some of these key principles of academic writing, I encouraged students to evaluate the content of their own writing, establishing routines and checklists they could use to edit their writing in the future. For example, the following criteria to check a main body paragraph of an essay:

  1. Have you stated the main argument clearly?
  2. Do supporting points flow logically?
  3. Are key concepts/terms clearly defined and/or explained?
  4. Does the evidence support the main argument?
  5. Have you included comment and/or evaluation to make your own stance clear?
    (Adapted from Oxford EAP Advanced)

The initial reaction from some students was uneasy – surely it was my job to correct all their language errors, wasn’t it? It was important that I explained clearly what I was doing and why. I kept copies of students’ writing to use examples (anonymously) as part of other activities on specific language points. I also reassured them that I’d be giving feedback at a more micro-level on their individual writing as the course went on.

And did the approach work? Overall, I think it did. By concentrating first on what they were expected to write, it laid a solid base on which to build the details of how to write as the course went on.

In my next article, I’ll talk about copy-editing and feedback techniques for helping students achieve that all-important academic style.

References

de Chazal & Moore (2013) Oxford EAP Advanced/C1 (OUP)
McBride (2012) ‘Patchwriting’ is more common than plagiarism, just as dishonest http://www.poynter.org/latest-news/everyday-ethics/188789/patchwriting-is-more- common-than-plagiarism-just-as-dishonest/

 

This article first appeared in the January 2014 edition of the Teaching Adults Newsletter – a round-up of news, interviews and resources specifically for teachers of adults. If you teach adults, subscribe to the Teaching Adults Newsletter now.


8 Comments

Academic writing and the grammar of words

Julie MooreClose-up of Dicionary entry in dictionary, a lexicographer for the new Oxford Learner’s Dictionary of Academic English, looks at the benefit of using dictionary skills in academic writing.

In ELT, we tend to approach grammar and vocabulary as two quite separate strands, mostly for the convenience of teaching. Of course, we all know that, in reality, they’re closely interwoven. And perhaps nowhere more so than in EAP (English for Academic Purposes), where complex constructions and the importance of appropriate vocabulary choices often make an understanding of lexicogrammar (the grammar of words) absolutely key to writing clearly and persuasively.

Consider the underlined phrases in the following three examples of student writing – are they issues of vocabulary or grammar?

  • This essay aims to exploring how children’s lifestyles can both cause and address the issue of increasing child obesity.
  • Some of these areas are located in seismic belts and encounter with the risk of strong earthquake.
  • In order to better understand the construction of a photoelectric sensor, a brief explanation to the working principle is given here.

In each case, it’s the grammatical features or typical grammatical patterns of these specific vocabulary items that have caused problems; the following verb pattern, the need for a direct object, and the dependent preposition respectively. This is tough for the learner because it means that it’s not enough to learn general grammatical principles and bolt on a list of appropriate academic vocabulary; they also need to get to grips with the grammatical characteristics of each individual word.

Of course, a lot of this comes from exposure to academic writing; students noticing recurrent patterns as they read and getting a feel for how particular words are typically used in context. But to me as a teacher, that always seems like rather a superficial piece of advice, a bit vague and with no obvious concrete steps that students can take to improve their next piece of writing. The process of learning how vocabulary is used doesn’t have to be a passive one though – students can be encouraged to be proactive when it comes to lexicogrammar.

Each of the students above could be pointed in the direction of a dictionary to see where they’ve gone wrong. Below are extracts from the Oxford Learner’s Dictionary of Academic English, which provides a wealth of information targeted specifically at how vocabulary items are used in an academic context, both in terms of meaning and grammar.

aim (verb) … 2 [I,T] to try or plan to achieve sth: … ~to do sth The project aimed to investigate Earth history by drilling the deep ocean floor.

encounter (verb) 1 ~sth to experience sth, especially sth unpleasant or difficult, while you are trying to do sth else: One problem commonly encountered by customers ordering products over the Internet is difficulty with delivery … to encounter difficulties/obstacles/opposition

explanation (noun) … 2 [C] ~(of sth) a statement or piece of writing that tells you how sth works or makes sth easier to understand: … The author provides a brief explanation of his oral history process.

By pointing out in class how this type of information is shown in the dictionary (in each case here by expressions in bold showing the pattern and then reinforced in example sentences), students can start to see how they can learn about how words work for themselves.

Dictionary skills can be incorporated into activities where students edit their own writing (as in the above examples) or it can simply provide a regular interlude when an issue over a particular word or expression crops up in class. And as an added bonus, the processes involved in looking up the word and analysing the information they find, will help this new knowledge stick.