'We learn as we go': How acquisition of a technical vocabulary is supported during vocational training. (April 2018)

• Record Type: Journal Article
• Authors: McLaughlin, Emma; Parkinson, Jean
• Is Part Of: English for specific purposes. Volume 50(2018)
• Page Start: 14
• Page End: 27
• Publication Date: 2018-04
• Subjects: Vocabulary -- Language-related episodes -- Literacy -- Vocational education; English language -- Study and teaching -- Foreign speakers -- Periodicals; English language -- Business English -- Study and teaching -- Periodicals; English language -- Technical English -- Study and teaching -- Periodicals; Anglais (Langue) -- Étude et enseignement -- Allophones -- Périodiques; Enseignement professionnel -- Périodiques; Anglais (Langue) -- Anglais commercial -- Étude et enseignement -- Périodiques; Anglais (Langue) -- Anglais technique -- Étude et enseignement -- Périodiques; English language -- Business English -- Study and teaching; English language -- Study and teaching -- Foreign speakers; English language -- Technical English -- Study and teaching; Periodicals; 428.007
• DOI: 10.1016/j.esp.2017.11.003
• Languages: English
• ISSNs: 0889-4906

Abstract

Abstract: This study provides insights into language development in a trades training context in New Zealand. Its key focus is to identify how the acquisition of the specialised words is supported in a primarily practical training environment. Transcribed recordings of 16.5 h of talk on a building site and in theory classrooms, along with interviews with tutors and learners, were analysed to explore the extent and nature of episodes where attention is drawn to the specialised terms and provide insight into strategies for and beliefs about learning these new words. Findings show that both tutors and learners do draw attention to the language they are using, primarily the meanings associated with new forms, mainly through tutor-talk and tutor-learner interaction. This description of how experienced tutors support their trainees' vocabulary acquisition is likely to be of value to new and experienced tutors in trades teaching and beyond. Highlights: Trades tutors use a range of ways to draw attention to the technical words that they use. Support to acquire technical vocabulary occurs through tutor and learner talk about the words. Tutors and learners emphasise the importance of learning words whilst doing the practical work. Language learning is supported in this context through an apprenticeship approach.