Identification of Overlapping Predictive Categories: ESP Textbooks in Focus
الموضوعات : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
1 - مربی، گروه زبان انگلیسی، دانشگاه آزاد واحد بناب، بناب، ایران
الکلمات المفتاحية: Prediction, Consciousness-raising, ESP Community, Rhetorical Device,
ملخص المقالة :
The notion of ‘prediction’ as a prospective rhetorical device in improving the reading abilities of ESP learners is significant on the basis of the assumption that once the rhetorical structure of the text is understood by the learner, he is able to use this to predict the type of forthcoming information. This study explores the possibility of linking the textual indices of ‘Predictive Categories’ with the understanding of content knowledge. The article reports on descriptive qualitative research based on data comprising 10 chapters from 5 textbooks in the field of Civil Engineering, applying a model of discourse analysis designed by Tadros (1981), as the method of the study, using the notion of prediction. The Six Predictive Categories introduced by Tadros (1981) underpinning the model, include Enumeration, Advance Labelling, Reporting, Recapitulation, Hypotheticality and Question were explored continuously in the selected texts. What makes this study significant is that a new Predictive Category has been identified in which two or three Predictive Categories are exactly overlapping each other. Basing our assumption on the pedagogical benefits gained by ESP learners, teachers, and material designers, it is suggested that the consciousness-raising of these categories has valuable benefits for all ESP community members.
المصادر:
References
Amer, A. A. (1994). The effect of knowledge- map and underlying
training on the reading comprehension of scientific texts. English for
Specific Purposes, 13, 33-45.
Boyle, R. (1994). ESP and distance learning. English for Specific
Purposes, 13(2), 115-128.
Brod, G. (2021). Predicting as a learning strategy. Psychonomic Bulletin
and Review, 28, 1839-1847.
Brod, G., Hasselhorn. M., & Bunge. S. A. (2018). when generating a
prediction boosts learning: the element of surprise. Learning and
Instruction, 55, 22-31.
Butowska, E., Hanczakowski, M., & Zawadzka, K. (2021). You won’t
guess that: on the limited benefits of guessing when learning a foreign
language. Memory and Cognition, 15, 1-15.
Carrell, P. L. (1982). Cohesion Is Not Coherence. TESOL Quarterly,
16(4), 479–488.
Cook, G. (1989). Discourse. Oxford University Press.
Coulthard, M. (1994). Advances in Written Text Analysis. Routledge.
Coulthard, M. (1994). On analysing and evaluating written text. In M.
Coulthard (Ed.), Advances in Written Text Analysis. (pp. 1-11).
Routledge.
Cyr, A. A., & Anderson, N. D. (2018). Learning from our mistakes:
Effects of Learning errors on meaning in healthy younger and older
adults. In C. Haslam & R. P. C. Kessels (Eds.), Errorless Learning in
neuropsychological rehabilitation: Mechanisms, efficiency and
application (pp.151-163). Routledge/Taylor & Francis Group.
Cer, Erkan. (2019). The Instruction of Writing Strategies: The Effect of
the Metacognitive Strategy on the Writing Skills of Pupils in
Secondary Education. SAGE Open. 9. 215824401984268.
10.1177/2158244019842681.
Devitt, A. J. (2004). Writing Genres. Southern Illinois University Press.
Devitt, A. (2009). Teaching critical genre awareness. In C. Bazerman, A.
Bonini, & D. Figueiredo (Eds.), Genre in a Changing World (pp. 337-
351). West Lafayette, IN: Parlor Press.
Ducrot, O. (1985). Le Dire et al Dit. Editions de Minuit.
Bahlooli Osguei, F. / Journal of Language, Culture, and Translation 4(2) (2022), 144-168
165
Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative
learning. Educational psychology Review, 28(4), 717-741.
Flowerdew, J. (2013). Discourse in English Language Education.
Routledge.
Francis, G. (1994). Labelling discourse: An aspect of nominal-group
Lexical Cohesion. In M. Coulthard (Ed.), Advances in Written Text
Analysis (pp. 83-101). Routledge.
Gimȇnez, J. C. (1996). Research and discussion note. Process assessment
in ESP: input, throughput and output. English for Specific Purposes,
15(3), 233-241.
Grabe, W. (2009). Reading in a second language moving from theory to
practice. Cambridge University Press.
Grice, H. P. (1975). Logic and Conversation. In P. Cole, & J. Morgan
(Eds.), Syntax and Semantics (pp. 44-58). Academic Press.
Grimaldi, P.J., & Karpicke, J. D. (2012). When and why do retrieval
attempts enhance subsequent encoding? Memory & Cognition, 40,
505-513.
Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. Longman.
Harvey, A. (1992). Science reports and indexicality. English for Specific
Purposes, 11. 115-128.
Hayati, A. M. (2008). Teaching English for Special Purposes in Iran:
Problems and suggestions. Arts and Humanities in Higher
Education,7, 149-165.
Henson, R.N., & Gagnepain, P. (2010). Predictive, interactive multiple
memory system. Hippocampus, 20 (11), 1315-1326.
Hoey, M. (1983). On The Surface of Discourse. George Allen & Unwin.
Hyland, K. (2005). Metadiscourse: Exploring interaction in writing.
Continuum. London. New York
Hyland, K., & Hyland, F. (1992). Go for gold: Integrating process and
product in ESP. English for Specific Purposes, 11, 225-242.
Jafari, S. M., & Shokrpour, N. (2012). The reading strategies used by
Iranian ESP students to comprehend authentic expository texts in
English. International Journal of Applied Linguistics and English
Literature, 1(4), 102-113.
Jafarian, T., Azizfar, A., Jamalinesari, A., & Gowhary, H. (2014).
Investigating the extent of familiarity of Iranian ESP teachers and ESP
course learners with academic rhetoric within a systemic functional
grammar based their educational level, age and gender. ProcediaSocial and Behavioral Sciences, 192, 213-219.
Bahlooli Osguei, F. / Journal of Language, Culture, and Translation 4(2) (2022), 144-168
166
Karpicke, J. D., & Roediger, H. L. III. (2008). The critical importance of
retrieval for learning. Science, 319, 966-968.
Karpicke, J. D., & Grimaldi, P. J. (2012). Retrieval- based learning: A
perspective for enhancing meaningful learning. Educational
Psychology Review, 24(3), 401-418.
Karpicke, J. D., Blunt, J. R., & Smith, M. A. (2016). Retrieval-based
learning: Positive effects of retrieval practice in elementary school
children. Frontiers in Psychology ,7, 350.
Kashef, S. H., Pandian, A., & Modir Khameneh, S. (2014). Toward a
Learning- centered EAP Instruction: An Attempt to Change Students’
Reading Attitude. Theory and Practice in Language Studies, 4(1), 39-
45.
Kasper, L. F. (1995). Theory and Practice in content-based ESL reading
instruction. English for Specific Purposes, 14(3), 223-230.
Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval
attempts enhance subsequent learning. Journal of Experimental
Psychology: Learning, Memory & Cognition, 35, 989-998.
Marshall, S., & Gilmour, M. (1993). Lexical Knowledge and reading
comprehension in Papua New Guinea. English for Specific Purposes,
12, 69-81.
Mauranen, A. (1993). Contrastive ESP rhetoric: Metatext in Finnish –
English Economics texts. English for Specific Purposes, 12, 3-22.
Meyer, B. J. F., & Ray, M. N. (2011). Structure strategy interventions:
Increasing reading comprehension of expository text. International
Electronic Journal of Elementary Education, 4(1), 127-152.
Meyer, B. J. F., Ray, M. N., & Middlemiss, W. (2012). Children’s use of
comparative text signals: The relationship between age and
comprehension ability. Discours.
Modirkhameneh, S., & Kashef, M. H. (2009). ESP Instruction: Traditional
vs. Eclectic method on relation to reading comprehension of Iranian
agriculture students. The Journal of Applied Linguistics, 2(1), 159-193.
Mostafaei, M., & Ershadi, A. R. (2016). ESP Program in Iran: A
Stakeholder- based Evaluation of the Program’s Goal, Methodology,
and Textbook. Issues in Language Teaching (ILT), 5(2), 279-306.
Nezakatgoo, B., & Behzadpoor, F. (2017). Challenges in teaching ESP at
medical universities of Iran from ESP stakeholders’ perspectives.
Iranian Journal of Applied Language Studies, 9(2), 59-82.
Stahl, A. E., & Feigenson, L. (2017). Expectancy violations promote
learning in young children. Cognition, 163, 1-14.
Bahlooli Osguei, F. / Journal of Language, Culture, and Translation 4(2) (2022), 144-168
167
Stahl, A. E., & Feigenson, L. (2018). Violations of core knowledge shape
early learning. Topics Cognitive Science, 11, 136-153.
Stapp, Y. F. (1998). Instructor – employer collaboration: A model for
technical workplace English. English for specific Purposes 17(2), 169-
182.
Sumirat, R., Padilah, C. F., & Haryudin, A. (2019). The use of Predictions
Strategy in Improving Students’ Reading Comprehension. PROJECT
(Professional Journal of English Education), 2(4), 521-525.
Swales, J. M. (1990). Genre Analysis. Cambridge University Press.
Swales, J. M. (1993). The paradox of value: Six treatment in search of the
reader. In W. Henderson, T. Dudley-Evans, & R. Backhouse (Eds.),
Economics and Language (pp. 223-239). Routledge.
Swales, J. M. (1995). The role of textbook in EAP writing research.
English for specific Purposes, 14(1), 3-18.
Taboada, M. (2006). Discourse markers as signals (or not) rhetorical
relations. Journal of Pragmatics, 38, 567-592.
Tadros, A. A. (1981). Linguistic prediction in Economics text. PhD diss.,
University of Birmingham.
Tadros, A. A. (1985). Prediction in Text. The University of Birmingham,
English Language Research.
Tadros, A. A. (1989). Predictive Categories in University Textbooks.
English for Specific Purposes, 8, 17-31.
Tadros, A. (1994). Predictive Categories in expository text. In M.
Coulthard (Ed.), Advances in Written Text Analysis (pp. 69-81).
Routledge.
Thurstun, J., & Candlin, Ch. N. (1998). Concordancing and the teaching
of the vocabulary of academic English. English for Specific Purposes,
17(3), 267-280.
Villanueva de Debat, E. (2012). Applying current approaches to the
teaching of reading. Online, Available in:
http://www.scribd.com/doc/98645273/Applying-Current-Approachesto-the-Teachingb -of-Reading.
Widdowson, H. G. (1979). Explorations in Applied Linguistics. Oxford
University Press.
Widdowson, H. G. (1983). Learning Purpose and Language Use. Oxford
University Press.
Widdowson, H. G. (1990). Aspects of Language Teaching. Oxford
University Press.
Widdowson, H. G. (1998). Communication and community: The
pragmatics of ESP. English for specific Purposes, 17(1), 3-14.
Bahlooli Osguei, F. / Journal of Language, Culture, and Translation 4(2) (2022), 144-168
168
Williams, J. P. (2007). Literature in the curriculum: integrating text
structure and content area instruction. In D. S. McNamara (Ed.),
Reading comprehension strategies theories, interventions, and
technologies (pp. 199-220). Psychology Press.
Wittrock, M. C. (2010). Learning as a generative process. Educational
Psychologist, 45(1), 40-45.
Yan, V. X., Yu, Y., Garcia, M. A., & Bjork, R. A. (2014). Why does
guessing in correctly enhance rather than impair, retention? Memory &
Cognition, 42(8), 1373-1383.
Zarrati, Z., Nambiar, R. M., & Maasum, T. N. R. T. M. (2014). The
importance of text structure awareness in promoting strategic reading
among EFL Readers. Procedia- Social and Behavioral Sciences, 118,
537-544.
References (Data)
Ambrose, J., & Vergan, D. (Eds.). (1990). Simplified Building Design for
Wind and Earthquake Forces. John Wiley & Sons, Inc. P.19
Boughton, B. W. (1983). Building and Civil Engineering Construction.
Granada.
Hicks, J. (Ed.). (1999). Welded Joint design. Alington Publishing Limited.
Jakson, N., & Dhir, R. K. (Eds.). (1988). Civil Engineering Materials.
Mackmilan Education Ltd.
Zalka, K. A., & Armer, G. S. T. (1992). Stability of Large Structures.
Butter worth-Heinemann Ltd
References
Amer, A. A. (1994). The effect of knowledge- map and underlying
training on the reading comprehension of scientific texts. English for
Specific Purposes, 13, 33-45.
Boyle, R. (1994). ESP and distance learning. English for Specific
Purposes, 13(2), 115-128.
Brod, G. (2021). Predicting as a learning strategy. Psychonomic Bulletin
and Review, 28, 1839-1847.
Brod, G., Hasselhorn. M., & Bunge. S. A. (2018). when generating a
prediction boosts learning: the element of surprise. Learning and
Instruction, 55, 22-31.
Butowska, E., Hanczakowski, M., & Zawadzka, K. (2021). You won’t
guess that: on the limited benefits of guessing when learning a foreign
language. Memory and Cognition, 15, 1-15.
Carrell, P. L. (1982). Cohesion Is Not Coherence. TESOL Quarterly,
16(4), 479–488.
Cook, G. (1989). Discourse. Oxford University Press.
Coulthard, M. (1994). Advances in Written Text Analysis. Routledge.
Coulthard, M. (1994). On analysing and evaluating written text. In M.
Coulthard (Ed.), Advances in Written Text Analysis. (pp. 1-11).
Routledge.
Cyr, A. A., & Anderson, N. D. (2018). Learning from our mistakes:
Effects of Learning errors on meaning in healthy younger and older
adults. In C. Haslam & R. P. C. Kessels (Eds.), Errorless Learning in
neuropsychological rehabilitation: Mechanisms, efficiency and
application (pp.151-163). Routledge/Taylor & Francis Group.
Cer, Erkan. (2019). The Instruction of Writing Strategies: The Effect of
the Metacognitive Strategy on the Writing Skills of Pupils in
Secondary Education. SAGE Open. 9. 215824401984268.
10.1177/2158244019842681.
Devitt, A. J. (2004). Writing Genres. Southern Illinois University Press.
Devitt, A. (2009). Teaching critical genre awareness. In C. Bazerman, A.
Bonini, & D. Figueiredo (Eds.), Genre in a Changing World (pp. 337-
351). West Lafayette, IN: Parlor Press.
Ducrot, O. (1985). Le Dire et al Dit. Editions de Minuit.
Bahlooli Osguei, F. / Journal of Language, Culture, and Translation 4(2) (2022), 144-168
165
Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative
learning. Educational psychology Review, 28(4), 717-741.
Flowerdew, J. (2013). Discourse in English Language Education.
Routledge.
Francis, G. (1994). Labelling discourse: An aspect of nominal-group
Lexical Cohesion. In M. Coulthard (Ed.), Advances in Written Text
Analysis (pp. 83-101). Routledge.
Gimȇnez, J. C. (1996). Research and discussion note. Process assessment
in ESP: input, throughput and output. English for Specific Purposes,
15(3), 233-241.
Grabe, W. (2009). Reading in a second language moving from theory to
practice. Cambridge University Press.
Grice, H. P. (1975). Logic and Conversation. In P. Cole, & J. Morgan
(Eds.), Syntax and Semantics (pp. 44-58). Academic Press.
Grimaldi, P.J., & Karpicke, J. D. (2012). When and why do retrieval
attempts enhance subsequent encoding? Memory & Cognition, 40,
505-513.
Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. Longman.
Harvey, A. (1992). Science reports and indexicality. English for Specific
Purposes, 11. 115-128.
Hayati, A. M. (2008). Teaching English for Special Purposes in Iran:
Problems and suggestions. Arts and Humanities in Higher
Education,7, 149-165.
Henson, R.N., & Gagnepain, P. (2010). Predictive, interactive multiple
memory system. Hippocampus, 20 (11), 1315-1326.
Hoey, M. (1983). On The Surface of Discourse. George Allen & Unwin.
Hyland, K. (2005). Metadiscourse: Exploring interaction in writing.
Continuum. London. New York
Hyland, K., & Hyland, F. (1992). Go for gold: Integrating process and
product in ESP. English for Specific Purposes, 11, 225-242.
Jafari, S. M., & Shokrpour, N. (2012). The reading strategies used by
Iranian ESP students to comprehend authentic expository texts in
English. International Journal of Applied Linguistics and English
Literature, 1(4), 102-113.
Jafarian, T., Azizfar, A., Jamalinesari, A., & Gowhary, H. (2014).
Investigating the extent of familiarity of Iranian ESP teachers and ESP
course learners with academic rhetoric within a systemic functional
grammar based their educational level, age and gender. ProcediaSocial and Behavioral Sciences, 192, 213-219.
Bahlooli Osguei, F. / Journal of Language, Culture, and Translation 4(2) (2022), 144-168
166
Karpicke, J. D., & Roediger, H. L. III. (2008). The critical importance of
retrieval for learning. Science, 319, 966-968.
Karpicke, J. D., & Grimaldi, P. J. (2012). Retrieval- based learning: A
perspective for enhancing meaningful learning. Educational
Psychology Review, 24(3), 401-418.
Karpicke, J. D., Blunt, J. R., & Smith, M. A. (2016). Retrieval-based
learning: Positive effects of retrieval practice in elementary school
children. Frontiers in Psychology ,7, 350.
Kashef, S. H., Pandian, A., & Modir Khameneh, S. (2014). Toward a
Learning- centered EAP Instruction: An Attempt to Change Students’
Reading Attitude. Theory and Practice in Language Studies, 4(1), 39-
45.
Kasper, L. F. (1995). Theory and Practice in content-based ESL reading
instruction. English for Specific Purposes, 14(3), 223-230.
Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval
attempts enhance subsequent learning. Journal of Experimental
Psychology: Learning, Memory & Cognition, 35, 989-998.
Marshall, S., & Gilmour, M. (1993). Lexical Knowledge and reading
comprehension in Papua New Guinea. English for Specific Purposes,
12, 69-81.
Mauranen, A. (1993). Contrastive ESP rhetoric: Metatext in Finnish –
English Economics texts. English for Specific Purposes, 12, 3-22.
Meyer, B. J. F., & Ray, M. N. (2011). Structure strategy interventions:
Increasing reading comprehension of expository text. International
Electronic Journal of Elementary Education, 4(1), 127-152.
Meyer, B. J. F., Ray, M. N., & Middlemiss, W. (2012). Children’s use of
comparative text signals: The relationship between age and
comprehension ability. Discours.
Modirkhameneh, S., & Kashef, M. H. (2009). ESP Instruction: Traditional
vs. Eclectic method on relation to reading comprehension of Iranian
agriculture students. The Journal of Applied Linguistics, 2(1), 159-193.
Mostafaei, M., & Ershadi, A. R. (2016). ESP Program in Iran: A
Stakeholder- based Evaluation of the Program’s Goal, Methodology,
and Textbook. Issues in Language Teaching (ILT), 5(2), 279-306.
Nezakatgoo, B., & Behzadpoor, F. (2017). Challenges in teaching ESP at
medical universities of Iran from ESP stakeholders’ perspectives.
Iranian Journal of Applied Language Studies, 9(2), 59-82.
Stahl, A. E., & Feigenson, L. (2017). Expectancy violations promote
learning in young children. Cognition, 163, 1-14.
Bahlooli Osguei, F. / Journal of Language, Culture, and Translation 4(2) (2022), 144-168
167
Stahl, A. E., & Feigenson, L. (2018). Violations of core knowledge shape
early learning. Topics Cognitive Science, 11, 136-153.
Stapp, Y. F. (1998). Instructor – employer collaboration: A model for
technical workplace English. English for specific Purposes 17(2), 169-
182.
Sumirat, R., Padilah, C. F., & Haryudin, A. (2019). The use of Predictions
Strategy in Improving Students’ Reading Comprehension. PROJECT
(Professional Journal of English Education), 2(4), 521-525.
Swales, J. M. (1990). Genre Analysis. Cambridge University Press.
Swales, J. M. (1993). The paradox of value: Six treatment in search of the
reader. In W. Henderson, T. Dudley-Evans, & R. Backhouse (Eds.),
Economics and Language (pp. 223-239). Routledge.
Swales, J. M. (1995). The role of textbook in EAP writing research.
English for specific Purposes, 14(1), 3-18.
Taboada, M. (2006). Discourse markers as signals (or not) rhetorical
relations. Journal of Pragmatics, 38, 567-592.
Tadros, A. A. (1981). Linguistic prediction in Economics text. PhD diss.,
University of Birmingham.
Tadros, A. A. (1985). Prediction in Text. The University of Birmingham,
English Language Research.
Tadros, A. A. (1989). Predictive Categories in University Textbooks.
English for Specific Purposes, 8, 17-31.
Tadros, A. (1994). Predictive Categories in expository text. In M.
Coulthard (Ed.), Advances in Written Text Analysis (pp. 69-81).
Routledge.
Thurstun, J., & Candlin, Ch. N. (1998). Concordancing and the teaching
of the vocabulary of academic English. English for Specific Purposes,
17(3), 267-280.
Villanueva de Debat, E. (2012). Applying current approaches to the
teaching of reading. Online, Available in:
http://www.scribd.com/doc/98645273/Applying-Current-Approachesto-the-Teachingb -of-Reading.
Widdowson, H. G. (1979). Explorations in Applied Linguistics. Oxford
University Press.
Widdowson, H. G. (1983). Learning Purpose and Language Use. Oxford
University Press.
Widdowson, H. G. (1990). Aspects of Language Teaching. Oxford
University Press.
Widdowson, H. G. (1998). Communication and community: The
pragmatics of ESP. English for specific Purposes, 17(1), 3-14.
Bahlooli Osguei, F. / Journal of Language, Culture, and Translation 4(2) (2022), 144-168
168
Williams, J. P. (2007). Literature in the curriculum: integrating text
structure and content area instruction. In D. S. McNamara (Ed.),
Reading comprehension strategies theories, interventions, and
technologies (pp. 199-220). Psychology Press.
Wittrock, M. C. (2010). Learning as a generative process. Educational
Psychologist, 45(1), 40-45.
Yan, V. X., Yu, Y., Garcia, M. A., & Bjork, R. A. (2014). Why does
guessing in correctly enhance rather than impair, retention? Memory &
Cognition, 42(8), 1373-1383.
Zarrati, Z., Nambiar, R. M., & Maasum, T. N. R. T. M. (2014). The
importance of text structure awareness in promoting strategic reading
among EFL Readers. Procedia- Social and Behavioral Sciences, 118,
537-544.
References (Data)
Ambrose, J., & Vergan, D. (Eds.). (1990). Simplified Building Design for
Wind and Earthquake Forces. John Wiley & Sons, Inc. P.19
Boughton, B. W. (1983). Building and Civil Engineering Construction.
Granada.
Hicks, J. (Ed.). (1999). Welded Joint design. Alington Publishing Limited.
Jakson, N., & Dhir, R. K. (Eds.). (1988). Civil Engineering Materials.
Mackmilan Education Ltd.
Zalka, K. A., & Armer, G. S. T. (1992). Stability of Large Structures.
Butter worth-Heinemann Ltd
