The Learning and Use of Academic English Words

Abstract

CorsonThis article examines the learning and use of academic English words by students who differ socioculturally. It argues that the Graeco-Latin vocabulary of English, which dominates the language's academic vocabulary, offers various levels of potential difficulty for students from different class, cultural, or linguistic social factions. It presents the evidence for this conclusion by integrating work from discursive psychology, the sociology of language, psycholinguistics, and applied linguistics, and by attempting a comprehensive review of the published literature on its topic. The article concludes by inferring some changes to practices in L1 and L2 academic English education.In its review of relevant literature, this article links first language (L1) vocabulary acquisition research with research on second language (L2) learning and use. My basic argument is that control of the Graeco-Latin academic vocabulary of English is essential to academic success; yet, many learners from some sociocultural backgrounds do not get ready access to this vocabulary outside school, making its use inside schools doubly difficult. I

Choosing texts for today's students: Do they understand the language?

“…If we consider that words processed at a higher involvement load are retained better than words processed at a lower involvement load (Hulstijn & Laufer, 2001), then it is logical that teachers can promote vocabulary development through interactive classes. Opportunities to use the new vocabulary are critical for learners if they are going to master it (Corson, 1997).…”

“…The academic words, on the other hand, are unlikely to be included in the glossary or defined in the chapters as they appear. These words, largely of Greek and Latin origin (Corson, 1997), are often assumed to be part of a common Western heritage and easily understood (e.g., analyse, concept, identify). However, they are not easy to learn because they refer to abstract ideas and do not occur frequently in everyday texts.…”

“…However, they are not easy to learn because they refer to abstract ideas and do not occur frequently in everyday texts. It is this vocabulary, which nonEuropean EAL students find difficult to master (Corson, 1997), that can become a "literacy ceiling" (Greenleaf, Schoenbach, Cziko, & Mueller, 2001, p. 117) as it is a barrier to academic progress. Corson (1997) believed that the use of academic vocabulary is taken as evidence of being in control of the conventions for formulating meaning in an academic way and positions students for academic success.…”

“…It is this vocabulary, which nonEuropean EAL students find difficult to master (Corson, 1997), that can become a "literacy ceiling" (Greenleaf, Schoenbach, Cziko, & Mueller, 2001, p. 117) as it is a barrier to academic progress. Corson (1997) believed that the use of academic vocabulary is taken as evidence of being in control of the conventions for formulating meaning in an academic way and positions students for academic success. This study examined texts from the point of view of the academic vocabulary demands they make on students in their first year at university.…”

Developing Deep Understanding and Literacy while Addressing a Gender-Based Literacy Gap

“…Writers with academic purposes need to gain control of the academic vocabulary in order to be recognised as a member of the academic writing community. The literature suggests that these words are hard to learn and use, and mainly developed late through secondary and higher education (Corson, 1997). The Knowledge Building practice examined in this study created rich opportunities for students to encounter academic vocabulary in the context of authentic knowledge work involving reading, talking, experimenting, and engaging in online discussions.…”