To promote internationalization, textbooks written in English are commonly used in higher education. This study aimed to investigate the effects of domain-related terminology lists on university students of different academic majors by using statistical measures to facilitate academic reading. This study also explored which language support, L1 or L2 terminology list, can better enhance the domain-specific reading performance of students specializing in two different fields. Participants from two majors, political science and English literature, were recruited. The influence of terminology and the impact of different language inputs were investigated. Semi-structured interviews were conducted to collect students' self-reported perceptions toward the effects of terminology. It was discovered that reading comprehension was improved by the provision of the terminology for both majors. The effects of terminology from the L1 list was statistically equivalent to the L2 list. English major students performed consistently better than their political science counterparts. The interview data revealed that students believed that in order to improve their academic reading comprehension, more support from content-area instructors should be given. The findings suggest that reading pedagogy in academic settings should include explicit terminology provisions. In order to deepen university students' reading comprehension, a priority of teaching should focus on improving their reading proficiency as they develop content knowledge.
關聯:
Hwa Kang English Journal ； 25卷 (2020 / 07 / 01) ， P31 - 57
