Learning subject-specific L2 terminology: The effect of medium and order of exposure
Journal article, 2015

In the globalised university environment, many university students are expected to learn subject-specific terminology in both the local language and the L2 (English) by learning from two media in two different languages: lectures in the local language and reading in L2 English. These students' bilingual learning is greatly affected by the learning strategies they employ. An experiment was designed to investigate the effects of student choice of learning media and the order of media on their learning and perception of learning of terminology in English. The results confirm that added exposure to terminology in different media, even in different languages, contributes to learning and show that, in some circumstances, learning terminology from reading may be more effective than learning it from a lecture. The results also show that students do not correctly judge their knowledge of terms learnt from different media in different languages and that they underestimate knowledge gained from reading in L2. Implications for teaching are discussed.

Bilingual learning

Learning from L2 reading

L2 terminology learning

Perception of learning

Parallel-language environment

Student strategies


Spela Mezek

Stockholm University

Diane Pecorari

Linnaeus University, Kalmar

Philip Shaw

Stockholm University

Aileen Irvine

University of Edinburgh

Hans Malmström

Chalmers, Applied Information Technology (Chalmers), Language and Communication

English for Specific Purposes

0889-4906 (ISSN)

Vol. 38 57-69

Subject Categories

Languages and Literature

General Language Studies and Linguistics

Learning and teaching

Pedagogical work



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3/1/2018 7