Learning subject-specific L2 terminology: The effect of medium and order of exposure
Artikel i vetenskaplig tidskrift, 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

Stockholms universitet

Diane Pecorari

Linnéuniversitetet, Kalmar

Philip Shaw

Stockholms universitet

Aileen Irvine

University of Edinburgh

Hans Malmström

Chalmers, Tillämpad informationsteknologi, Fackspråk och kommunikation

English for Specific Purposes

0889-4906 (ISSN)

Vol. 38 57-69


Språk och litteratur

Jämförande språkvetenskap och allmän lingvistik

Lärande och undervisning

Pedagogiskt arbete



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