1887
Volume 22, Issue 2
  • ISSN 0929-9971
  • E-ISSN: 1569-9994
GBP
Buy:£15.00 + Taxes

Abstract

There has been substantial research into terminology as an issue in learning science, especially against the backdrop of concerns over school literacy in science and as sometimes reflected in the poor performance of high school students in assessment tasks. Relevant research has emphasized issues such as lexical load, complexity and metaphor. Variation in the use of terminology has, however, been relatively under researched, although there is evidence that terminology use does vary within and across high school textbooks of science. Drawing on an eclectic theoretical framework comprising transitivity analysis (Halliday 1994), legitimation code theory semantics (Maton 2013a), and the context-specific term model (Gerzymisch-Arbogast 2008), this article identifies and classifies variations in the terminology employed in three high school textbooks of biology in Nigeria. It then determines what impact assessment tasks which use terms that differ from those employed in students’ study materials have on students. Examples are found of variant terminology impeding science literacy and task performance, even though there is reason to suspect such variation might in fact have been leveraged to enhance cognition.

Loading

Article metrics loading...

/content/journals/10.1075/term.22.2.03ant
2017-02-10
2018-09-26
Loading full text...

Full text loading...

References

  1. Antia, B.E
    2005Terminology for Terminographers. (www.termnet.org/downloads/english/projects/IFAP/03_termtrain2005_bassey_confab_ter_graphy.pdf). Accessed 15 August 2016.
    [Google Scholar]
  2. Antia, B.E. , and R. Kamai
    2006 “African Issues in Terminology: An Educational Perspective.” InModern Approaches to Terminological Theories and Applications, ed. by H. Picht , 137–144. Frankfurt am Main: Peter Lang.
    [Google Scholar]
  3. Antia, B.E
    (ed) 2007Indeterminacy in Terminology and LSP: Studies in Honour of Heribert Picht. Amsterdam: John Benjamins. doi: 10.1075/tlrp.8
    https://doi.org/10.1075/tlrp.8 [Google Scholar]
  4. Baker, C
    2007Foundations of Bilingual Education and Bilingualism, 4th ed. Bristol: Multilingual Matters.
    [Google Scholar]
  5. Bernstein, B
    1999 “Vertical and horizontal discourse: An essay.” British Journal of Sociology of Education, 20(2): 157–73. doi: 10.1080/01425699995380
    https://doi.org/10.1080/01425699995380 [Google Scholar]
  6. Bowker, L
    1987 “A Descriptive Study of the Influence of Multidimensionality on Term Formation and Use with Special Reference to the Subject Field of Optical Scanning Technology.” Terminology4(2): 275–302. doi: 10.1075/term.4.2.04bow
    https://doi.org/10.1075/term.4.2.04bow [Google Scholar]
  7. Eggins, S
    1994An Introduction to Systemic Functional Linguistics. London: Continuum.
    [Google Scholar]
  8. Evans, J.D
    1976 “The Treatment of Technical Vocabulary in Textbooks of Biology.” Journal of Biological Education10(1): 19–30. doi: 10.1080/00219266.1976.9654052
    https://doi.org/10.1080/00219266.1976.9654052 [Google Scholar]
  9. Fang, Z
    2006 “The Language Demands of Science Reading in Middle School.” International Journal of Science Education28(5): 491–520. doi: 10.1080/09500690500339092
    https://doi.org/10.1080/09500690500339092 [Google Scholar]
  10. Felber, H
    1994 “The Correspondence of Object, Concept & Symbol.” InTerminology Science & Terminology Planning/Theoretical Issues of Terminology Science, ed. by J.K. Draskau and H. Picht , 209–216. Vienna: TermNet.
    [Google Scholar]
  11. Gerzymisch-Arbogast, H
    1996Termini im Kontext. Verfahren zur Erschließung und Übersetzung der textspezifischen Bedeutung von fachlichen Ausdrücken. Tubingen: Gunter Narr (FFF 31).
    [Google Scholar]
  12. 2008 “Fundamentals of LSP Translation.” InLSP Translation Scenarios. Selected contributions to the EU Marie Curie Conference, Vienna 2007, ed. by H. Gerzymisch-Arbogast , G. Budin , and G. Hofer , 7–64. Vienna: ATRC Group.
    [Google Scholar]
  13. Groves, F.H
    1995 “Science Vocabulary Load of Selected Secondary Science Textbooks.” School Science and Mathematics95(5): 231–235. doi: 10.1111/j.1949‑8594.1995.tb15772.x
    https://doi.org/10.1111/j.1949-8594.1995.tb15772.x [Google Scholar]
  14. Halliday, M.A.K. , and R. Hasan
    1976Cohesion in English. London and New York: Longman.
    [Google Scholar]
  15. Halliday, M.A.K
    1994 “Language as Social Semiotic.” InLanguage and Literacy in Social Practice: A Reader, ed. by J. Maybin , 23–43. Clevedon: Multilingual Matters.
    [Google Scholar]
  16. Halliday, M.A.K. , and J.R. Martin
    1993Writing science. Literacy and Discursive Power. London: The Falmer Press.
    [Google Scholar]
  17. Harmon, J.M. , W.B. Hendrick , and K.D. Wood
    2005 “Research on Vocabulary Instruction in the Content Areas: Implications for Struggling Readers.” Reading & Writing Quarterly21(3): 261–280. doi: 10.1080/10573560590949377
    https://doi.org/10.1080/10573560590949377 [Google Scholar]
  18. Hoey, M
    1991Patterns of Lexis in Text. Oxford: Oxford University Press.
    [Google Scholar]
  19. Jackson, F
    2015 “Using Legitimation Code Theory to Track Pedagogic Practice in a South African English Home Language Poetry Lesson.” Journal of Education53: 29–55.
    [Google Scholar]
  20. Maton, K
    2013aKnowledge and Knowers: Towards a Realist Sociology of Education. London & New York: Routledge.
    [Google Scholar]
  21. 2013b “Making Semantic Waves: A key to Cumulative Knowledge-Building.” Linguistics and Education24(1): 8–22. doi: 10.1016/j.linged.2012.11.005
    https://doi.org/10.1016/j.linged.2012.11.005 [Google Scholar]
  22. Matruglio, E. , K. Maton , and J.R. Martin
    2013 “Time Travel: The Role of Temporality in Enabling Semantic Waves in Secondary School Teaching.” Linguistics and Education24(1): 38–49. doi: 10.1016/j.linged.2012.11.007
    https://doi.org/10.1016/j.linged.2012.11.007 [Google Scholar]
  23. Martin, J.R. , K. Maton , and E. Matruglio
    2010 “Historical Cosmologies: Epistemology and Axiology in Australian Secondary School History.” Revista Signos43(74): 433–463. doi: 10.4067/S0718‑09342010000500003
    https://doi.org/10.4067/S0718-09342010000500003 [Google Scholar]
  24. Martin, J.R
    2013 “Embedded Literacy: Knowledge as Meaning.” Linguistics and Education24: 23–37. doi: 10.1016/j.linged.2012.11.006
    https://doi.org/10.1016/j.linged.2012.11.006 [Google Scholar]
  25. Pym, A
    2003 “Redefining Translation Competence in an Electronic Age. In Defence of a Minimalist Approach.” Meta: Journal des traducteurs/Meta: Translators’ Journal48(4): 481–497. doi: 10.7202/008533ar
    https://doi.org/10.7202/008533ar [Google Scholar]
  26. Ravelli, L
    2000 “Getting Started with Functional Analysis of Texts.” InResearching Language in Schools and Communities, ed. by L. Unsworth , 27–64. London: Cassell.
    [Google Scholar]
  27. Rogers, M
    2007 “Lexical Chains in Technical Translation: A Case Study in Indeterminacy.” InIndeterminacy in LSP and Terminology: Studies in Honour of Heribert Picht, ed. by B.E. Antia , 15–35. Amsterdam: John Benjamins. doi: 10.1075/tlrp.8.05rog
    https://doi.org/10.1075/tlrp.8.05rog [Google Scholar]
  28. 2008 “Consistency in Terminological Choice: Holy Grail or False Prophet?” Synaps. Fagspråk, Kommunikasjon, Kulturkunnskap (Festskrift for Magnar Brekke)21: 107–113.
    [Google Scholar]
  29. Snow, C.E
    2010 “Academic Language and the Challenge of Reading for Learning.” Science328(5977): 450–452. doi: 10.1126/science.1182597
    https://doi.org/10.1126/science.1182597 [Google Scholar]
  30. Szenes, E. , N. Tilakaratna , and K. Maton
    2015 “The Knowledge Practices of Critical Thinking.” InThe Palgrave Handbook of Critical Thinking in Higher Education, ed. by M. Davies and R. Barnett , 573–591. New York: Palgrave Macmillan. doi: 10.1057/9781137378057_34
    https://doi.org/10.1057/9781137378057_34 [Google Scholar]
  31. Temmerman, R
    2000Towards New Ways of Terminology Description. Amsterdam: John Benjamins. doi: 10.1075/tlrp.3
    https://doi.org/10.1075/tlrp.3 [Google Scholar]
  32. Yager, R.E
    1983 “The Importance of Terminology in Teaching K‐12 Science.” Journal of Research in Science Teaching20(6): 577–588. doi: 10.1002/tea.3660200610
    https://doi.org/10.1002/tea.3660200610 [Google Scholar]
  33. [Exam Focus]: Egunyomi, A. , F.G. Bob-Manuel , B.A. Abdulahi , and O.A. Oyetola 2000Exam Focus. Biology for WASSCE and SSSCE. Ibadan: University Press.
    [Google Scholar]
  34. [New Biology]: Okeke, E.A.C. , O.A. Oyetola , J.B. Owolabi , P.P. Udofia , M.A. Abubakar , and C.W. Ayaban 1998Biology for Secondary Schools: A Publication of Science Teachers’ Association of Nigeria. Ibadan: Heinemann.
    [Google Scholar]
  35. [Essential Biology]: Michael, M.C 2012Essential Biology for Senior Secondary Schools. Lagos: Tonad.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/term.22.2.03ant
Loading
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error