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科学技術英文読解の一考察 : 言語的諸特徴とESPの理論的進展から
http://hdl.handle.net/10232/00030037
http://hdl.handle.net/10232/0003003749f820af-e8b4-4234-95fe-6ac4e48250ea
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
VERBA_41_p1-15 (624.0 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2018-04-03 | |||||
| タイトル | ||||||
| タイトル | 科学技術英文読解の一考察 : 言語的諸特徴とESPの理論的進展から | |||||
| タイトル言語 | ja | |||||
| 著者 |
樋口, 晶彦
× 樋口, 晶彦× 原, 隆幸 |
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| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | EST | |||||
| キーワード | ||||||
| 主題言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | salient linguistic features | |||||
| キーワード | ||||||
| 主題言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | ESP | |||||
| キーワード | ||||||
| 主題言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | process of learning | |||||
| キーワード | ||||||
| 主題言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | collaboration | |||||
| キーワード | ||||||
| 主題言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | future prospects | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| アクセス権 | ||||||
| アクセス権 | open access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
| 要約 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | This study deals with EST (English for Science and Technology) with an emphasis on the inherent salient linguistic features and theoretical evolution of ESP (English for Specific Purposes). The first part of this study discusses the salient linguistic features of EST by examining the ‘abstract vs. concrete language’ framework of Mason (1990), which claims that ESP belongs to abstract language in terms of morphology, semantics, and syntax. In reading comprehension activities in EST, instructors first need to recognize the salient linguistic features inherent in EST, and then try to teach them to learners by recognizing genre analysis with a learner-centered approach. At the same time, EST practitioners and instructors need to understand not only the linguistic features of EST, but also the process of learning in EST. Therefore, it is essential for instructors to recognize the learners’ process of learning EST. Whilst a learning-centered approach is imperative; a collaborative approach is also essential in the instruction of EST. It is an approach in which learners learn EST by cooperation with other learners. This is part of the process considered as ‘active learning’ and this needs to be enhanced particularly in EST which is an abstract language and is difficult for learners to understand easily. Future prospects of EST are also discussed later in this study. | |||||
| 内容記述言語 | en | |||||
| 収録雑誌名 |
en : VERBA 巻 41, p. 1-15, 発行日 2018-03-16 |
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| 作成日 | ||||||
| 日付 | 2018-03-16 | |||||
| 日付タイプ | Issued | |||||
| ISSN | ||||||
| 収録物識別子タイプ | EISSN | |||||
| ISSN | 24326585 | |||||
| NII書誌ID（雑誌） | ||||||
| 収録物識別子タイプ | NCID | |||||
| NC ID | AN00340695 | |||||
| 出版タイプ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| NDC | ||||||
| 主題Scheme | NDC | |||||
| 主題 | 837 | |||||
| 公開者・出版者 | ||||||
| 出版者 | 鹿児島大学言語文化研究会 | |||||
| 出版者言語 | ja | |||||
