Exploring the use of specialised corpus based english vocabulary for teaching orthopedic doctors at hue central hospital

TABLE OF CONTENT CHAPTER I 1.1 Rationale 1.2 Significance of the study 1.3 Research aims 1.4 Research questions 1.5 Scope of the study 1.6 The structure of the thesis CHAPTER II .6 LITERATURE REVIEW 2.1 Corpus-based studies 2.1.1.2 What corpus linguistics is not? 2.1.2 Concordance and concordance program Concordance Concordance program .7 2.1.3 Tokens, types and word families Token Type Word families 2.1.4 Corpus 10 2.1.4.1 Definitions 10 2.1.4.2 Types of corpus 11 2.2 The use of corpora 12 2.2.1 The indirect use of corpora .12 2.2.2 The direct use of corpora 14 2.2.3 The influence of corpora on language learning and teaching 14 Syllabus design and materials development 15 Language testing .17 2.3 Wordlists 17 2.3.1 Definitions 17 2.3.2 Wordlist choosing criteria 18 2.3.3 Academics Wordlists 19 2.3.4 The General Wordlist .20 2.3.5 The Academic wordlist (AWL) 20 CHAPTER III 21 METHODOLOGY 21 3.1 Research site 21 3.2 Research methods 21 3.3 Establishment of the Orthopedic corpus 22 3.3.1 Data collection 22 3.3.2 Data processing 23 3.3.3 Data analysis software .29 3.4 Development of the Orthopedic Wordlist 33 3.4.1 Word‟s Selection criteria 33 3.4.2 Orthopedic Wordlist development 34 CHAPTER IV 35 FINDINGS AND DISCUSSION 35 4.1 The Final Orthopedic Wordlist .35 4.1.1 The existence of the Orthopedic Wordlist 35 4.1.2 The lexical coverage of the Orthopedic wordlist .38 4.2 The authenticity of the Orthopedic wordlist 41 4.3 Investigating the use of corpus-based vocabulary in teaching reading comprehension for Orthopedic doctors 43 4.4 Summary 55 CHAPTER V .57 CONCLUSION 57 5.1 Summary 57 5.1.1 Summary of the findings 57 5.1.2 Limitations of the study 58 5.1.3 Further studies 59 5.2 Implications and recommendations 59 5.2.1 Implications of the Orthopedic wordlist 59 REFERENCES 61 APPENDIX .66 CHAPTER I INTRODUCTION This chapter is divided into six parts Part one presents the rationale of the study by showing the facts and the reason from which the researcher has decided to the research The second part presents the study significance Research aims are stated in the third part Research questions, the scope of the study and the study structure are also described in the fourth, fifth and sixth part 1.1 Rationale In the time of globalization, when English has become an international language of the world, it has been considered as a useful tool for communication In nonEnglish native countries, especially in Asian countries, an English program has been brought into the study program of students from elementary school The English program for students of primary schools, secondary schools, high schools and the first years in university provides general English for daily communication In details, Basic English courses (English for general purposes) are offered to first and second-year non-English majors in four semesters with 30 periods for each semester The content of these courses are usually topics about cultures, health, environment, life style and so on After the students complete the Basic English courses, a course of English for Specific Purposes (ESP) is offered The content of this course varies in each discipline One of the purposes of ESP courses is to provide students the language in some specialized fields in order to serve their future professional life such as how to communicate using English at workplace The other purpose of ESP courses is to provide the language, here mainly is the vocabulary, for the students while reading specialized materials in English In Hue University‟s College of Medicine, the students in four departments have their own ESP courses Each course lasts 30 periods and is offered to students who have finished four courses of basis English Among these, students of General doctor department would choose their major from year 5, for example: Orthopedic, Pediatric, Cardiovascular, etc However, the ESP courses provided in their last years in university are about general medicine, not aimed at any specific specialized field Many of them when graduated from university would work in Hue Central Hospital and/or continue studying for higher education At this stage, the need of doing research and reading more English materials has emerged Since early 2011, due to the development and the increasing number of patients at Orthopedic department, Hue Central Hospital, the Vietnam Ministry of Medicine has approved the decision to turn the department into the Center of Orthopedic and Cosmetic Surgery which includes four departments Along with the change, the number of doctors has been increased in order to meet the needs of the work The number of doctors has risen from 15 to 22, excluding interns, resident students and 10 doctors who are attending the Second specialty program in Orthopedic at Hue Central Hospital The need for improving doctor skills is now the first priority of the center Therefore, annually, the director has held at least two international workshops at the hospital and cooperating with other associations for many fellowships for doctors of this center Specialized conferences and workshops have been held with the participation of foreign professors and experts in Orthopedic field Usually, the foreign professors are lecturers Therefore English is the main language during conference or workshop time The workshops were not only about giving lectures but also included clinical practices A huge number of surgeries have been done with the cooperation of both Vietnamese and foreign surgeons As a result, English has been used as a common language in the operating rooms during the workshop time Based on this information, I have talked to professor Pham Dang Nhat, the director of this center about if there is any disadvantages occurred in those workshops and the process of improving the doctor skills The answer was about the lack knowledge in specialized vocabulary According to doctor Pham, head of Orthopedic center, attending the workshops or joining the fellowship are not enough to improve their skills One needs to read more specialized books if they really want to achieve good results in their professional work A problem is that not many books are written in or translated into Vietnamese, most of them are in English, French, etc in which English is majority A fact that not many doctors are patient enough to read the English material because they said they have difficulty in looking up the specialized vocabulary in the books or that will take them too much time to find out the word meanings by using the general medical dictionaries which not have all the orthopedic words written in those specialized books Even when the doctors attended the workshop, without the interpreters, they could not understand the whole lecture The opinion has raised about if they have good knowledge of Orthopedic vocabulary, their ability to understand the content would be improved a lot After the talk I have made with Dr Pham and other doctors who are working at the center, I have come to a decision to the research entitled: “Exploring the use of specialised corpusbased English vocabulary for teaching Orthopedic doctors at Hue Central Hospital” 1.2 Significance of the study The research is considered to be significant and useful for not only doctors at the center but also medical students who want to broaden their specialized knowledge by providing them all of the Orthopedic vocabulary written in those specialized English books In all fields of study, the more books one can read, the more improvement they can get 1.3 Research aims Vocabulary is very important and is considered as a fundamental component in a language course Normally, the doctors got difficulties in the use of specialist lexis In a study of Kirkgoz (1999), he identified that the students‟ major problem was related to their lack of familiarity with the subject‟s specific concepts which prevented them from accessing academic texts in English efficiently From the issues mentioned above, the aim of this research is to explore the vocabulary in the Orthopedic books suggested by one of the best masters in Orthopedic field and find out the most frequent words that the doctors should know to prepare for their professional life in the future By doing this, the study is to complete the three following aims: To examine that if the combination of the General wordlist and the Academic wordlist could provide a lexical coverage up to 95% of the Orthopedic corpus created by the researcher If the lexical coverage of the two wordlists above cannot cover up to 95% of the Orthopedic corpus, an effort of creating an Orthopedic wordlist specifically focused on Orthopedic-related words should be made To investigate into the use of concordance program in teaching learners to have more efficient vocabulary study as well as to give some suggestions on the use of wordlist in teaching vocabulary All of the words found and chosen will be arranged in alphabetical order called Orthopedic Wordlist When the wordlist is created, another aim of this research is to explore the use of this corpus-based vocabulary into teaching for specialized doctors With the effort of the researcher, hopefully this list can be used as an effective tool for Orthopedic doctors 1.4 Research questions With the above aims and significance, this paper seeks to answer the following questions: Based on a compiled Orthopedic corpus, how can one create an Orthopedic wordlist for using in the reading comprehension of specialized doctors? How can the authenticity of the Orthopedic Wordlist be evaluated? How can the wordlist be used for teaching and learning specialized English for Orthopedic doctors? 1.5 Scope of the study This research focuses on creating a wordlist based on a corpus of English Orthopedic books suggested by Dr Pham, director of Orthopedic and Cosmetic surgery Center All doctors of the center including interns, resident doctors and those who are attending the Second specialty program in Orthopedic at Hue Central Hospital will take part in giving their opinions on what books they would choose 1.6 The structure of the thesis The study comprises of five chapters: Chapter 1, “Introduction”, includes the rationale, the significance of the study, the research aims, the research questions, the scope of the study and the structure of the thesis Chapter 2, “Literature review”, gives definitions and knowledge about corpus, words, wordlist and some implications in using wordlist in English language teaching Chapter 3, “Research methods”, describes the subjects of study and presents the research methods for data collection and analysis Chapter 4, “Finding and discussion”, describes the results from questionnaires and from the work of computer Chapter 5, “Conclusion and implications” draws some conclusions and implications for doctors and medical students in how to use the wordlist best for their reading in their professional life CHAPTER II LITERATURE REVIEW In this part, there are three sections which are presented The first section presents definitions and clarifications of some terms related to corpus-based studies The second section provides the influences of corpus on language teaching and the way of how corpus in used in this field Finally, the notions of wordlist and its related issued will be discussed in the last section, section three 2.1 Corpus-based studies Corpus, corpus linguistics, types, word families, concordances are the important terms which relates to corpus-based research and will be discussed in the following parts 2.1.1 Corpus Linguistics 2.1.1.1 What is Corpus Linguistics? Corpus Linguistics approaches the study of language in use through corpora (singular corpus), (definitions of corpus will be presented in part 2.2) Corpus Linguistics serves to answer the two fundamental research questions: What particular patterns are associated with lexical or grammatical features? How these patterns differ within varieties and registers? Through years, many researchers have contributed to the development of modern-day corpus linguistics such as Leech, Biber, Johansson, Francis, Huston, Conrad, etc Many corpus linguists, however, considered John Sinclair to be one of the, if not the most, influential scholar of modern-day of corpus linguistics Sinclair defected that a word in and of itself does not carry any meaning, but that meaning is often made through several words in a sequence (Sinclair, 1991) This is the idea that forms the backbone of corpus linguistics 2.1.1.2 What corpus linguistics is not? It‟s important to not only understand what corpus linguistics is, but also what corpus linguistics is not In a simple way, corpus linguistics is NOT a Able to provide negative evidence: a corpus cannot tell us what‟s possible or correct or incorrect in language It can only tell us what is and is not presented in the corpus For example, many instructors mistakenly believe that if a corpus does not present all manners to express a certain idea, then the corpus is altogether faulty Instead, instructors should believe that if a corpus does not present a particular manner to express a certain idea then perhaps that manner is not very common in the register represented by the corpus b Able to explain why: a corpus cannot explain why something is the way it is, it just can tell us what it is People, as users of language, will use our intuition to find out why c Able to provide all possible languages at one time: the language that goes into a corpus is not random, but planned However, no matter how planned, principled, or large a corpus is, it cannot be a representative of all language In other words, even in a corpus that contains billions words, such as the Cambridge International Corpus, all instances of uses of a language may not be presented 2.1.2 Concordance and concordance program Concordance A concordance is s an alphabetical list of the principal words used in a book or body of work, with their immediate contexts (Wikipedia) According to Todd (2001), there are two different kinds of concordance which are called word-count concordance and examples-of-use concordances Concordance program Since most corpora are extremely large, it is impossible to search a corpus without the help of a computer Concordance programs are basic tools that help turn the electronic texts into databases which can be searched Usually word queries are always possible, but most programs also offer the possibility of searching for word Figure 4.8 Sample of pieces of concordances result using README AntConc program of the three specialized words from the chosen article: fracture, retrograde, radiolucent The activities using concordances through the help of README AntConc program was completed with the participation of 11 Orthopedic doctors who are working at Center of Orthopedic, Hand and Plastic Surgery of Hue Central Hospital The process lasted for 45 minutes After the activities were finished, some questionnaires were given to the participants to get feedback from what they had just experienced The fifth question surveys student-perceived advantages and disadvantages of language corpora, aiming to reveal students‟ feelings about corpus use in their learning of the target language In a multiple-choice format, one question focuses on advantages and the other on disadvantages Under each question are choices and one blank line for students to specify other answers Questionnaire is listed below 52 Have you ever heard of the definition Data-driven lesson or Corpus-based teaching before? a Yes b No Is it difficult to install and run the README AntConc program? a No, it‟s easy to install and run the program b Well, it‟s not that easy but not too difficult at all c Yes, it is difficult to install and run the program d Other: How is it to use the README AntConc program? a Very simple b Normal c Quite complicated d Very complicated When you type a word and search for the concordances, how much you understand about the word when looking at the concordance result? a 75% Please tick on the blank next to the opinions which you think are true a The advantages of corpus-based study: it allows me to … induce usage of words on my own get native speakers‟ authentic data read many example sentences find collocations Other: b The disadvantages of corpus-based study: it is hard due to … incomplete sentences difficulty in understanding sentence meanings with limited context 53 difficulty in inducing a word‟s usage from many concordance lines complicated command for searching target words Other: Will you use corpora to learn other vocabulary for your future reading? a Yes b I will think about it c No After letting the doctors to examine the concordance program and a small exercises related to concordances, the feedback resulting through the questionnaire given are listed below in table 4.2 Datadriven/Corpus- 11/11 (100%) doctors admitted they have never heard of the definitions of data-driven lesson or corpus-based teaching based teaching Install Easy README program 3.Usage of Not easy but not Difficult Other difficult 8/11 (~73%) 3/11 (27%) (0)% (0)% Very simple Normal Complicated Very README program Understand of the words 5.a Advantages complicated 6/11 (55%) 5/11 (45%) (0)% (0)% 75% 0/11 (0%) 4/11 (36%) 5/11 (45%) 2/11 (19%) Induce usage of Native speakers’ Many Find words authentic data example collocations sentences 5b 11/11 (100%) 6/11 (55%) 10/11 (91%) 7/11 (64%) Incomplete Limited context Many Complicated 54 Disadvantages sentences concordance command lines Using concordances 7/11 (64%) 9/11 (91%) 3/11 (27%) Yes Thinking No 9/11 (91%) 2/11 (9%) 0/11 (0%) 0/11 (0%) in the future Table 4.2 Results from questionnaire for the concordance program application Looking at the feedback results in general, we can see that most of the doctors who had just experienced the use of concordance program admitted that the program is not difficult to use and 91% of them wanted to use concordance program for their vocabulary study in the future While the concordance program is used with the help of Orthopedic corpus together with the Orthopedic wordlist created in this study, it can be said that the wordlist is useful and meets the need of learning specialized terms of Orthopedic doctors 4.4 Summary In this study, the very first aim was to test whether the three wordlists from GSL and AWL used in RANGE program could provide approximately 95% of lexical coverage of the Orthopedic corpus created from chosen specialized books The result coming out the lexical coverage of those three lists could only covered 67.79% of the whole corpus After this result, the second aim was to create an Orthopedic wordlist to add in the RANGE program and see if it could fill the blank to provide a lexical coverage up to 95% The result was a value of 95.01% of the lexical coverage of the whole corpus which was higher than the 89.93% provided by the GSL and the AWL From the result, an interesting question has been raised of After adding the Orthopedic wordlist in to RANGE, there were still 4.99% tokens of the corpus which were not in any of the four lists, so are they important enough or are they 55 necessary enough to be learned? To answer this kind of question, some issues have been taken in First, during the process, a number of characters have been cut out of the list based on the choosing criteria of Nation (2001): words must appear in at least half of the books (4 books) and occur at least 50 times in the whole corpus Those are not capable of these criteria will be eliminated Secondly, words which are numbers, proper names, abbreviations, nationalities, head words, etc are also eliminated After the two criteria applied for the process of creating the Orthopedic wordlist, an approximately of 5% or less of the tokens would not be in the list and they are considered as unknown or as having low meaning burden However, according to Nation (2001), if the lexical coverage of all the wordlists used in RANGE can cover up to 95% of the whole corpus, it would be accepted and valid for further uses in pedagogical field 56 CHAPTER V CONCLUSION This chapter includes two parts First, it presents the conclusions flowing from the analysis of developing the Orthopedic wordlist from the Orthopedic corpus created from chosen specialized books in the field of Orthopedic Second, it presents the main recommendations for teacher in how to improve the vocabulary knowledge for doctors to develop their reading comprehension skill Some study’s limitations and suggestions for further researches are also included in this chapter 5.1 Summary 5.1.1 Summary of the findings To an Orthopedic doctor, gaining knowledge from specialized medical books is very important Therefore, reading comprehension skill is very much needed to be improved To due with the problem about the lack of specialized vocabulary from Orthopedic doctors, an Orthopedic corpus was created from chosen Orthopedic books in order to find out what the necessary technical terms in the field of Orthopedic are After the process, the Orthopedic corpus contains of 6,734,643 was created Following this, an Orthopedic wordlist was contributed based on the corpus above in order to meet the need of improving reading skills in the field of Orthopedic A set of selection criteria was used to develop the Orthopedic wordlist RANGE program was used to analyze the corpus The three words list of GSL and AWL only covered 67.79% of the whole corpus, and after the Orthopedic wordlist was added as wordlist four, the result came out with the percentage of lexical coverage of 95.01% on the whole corpus This number was a little slightly higher than the expected 95% set by Laufer‟s (1989) study for successful comprehension in academic texts, which was the aim of this study From the result of this study, it means if an Orthopedic doctor or even a medical student who has known the words which belong to the three wordlists of GSL and AWL will be in a more advantage 57 stage of getting better comprehension in reading those specialized books once they got the Orthopedic wordlist It has been reported that a number of specialize wordlist in other fields have been created through years since the corpus-based study has been developed Some general medical wordlists have been created in some studies in Europe, however, the Orthopedic wordlist has been so far the only one which was compiled for the field of Orthopedic With the existence of the Orthopedic wordlist, the researcher hope to bring some new wind in helping the learners (the target learners in this study are Orthopedic doctors at Hue Central hospital) getting better skills in reading comprehension Once their reading skill is improved, they would get the ability to understand the specialized books required to be read if they want to improve their specialized skills as an Orthopedic doctor/surgeon 5.1.2 Limitations of the study Orthopedic is a very large field with a huge number of technical terms Due to the lack of electronic source of Orthopedic books, a corpus with 6,734,643 tokens was created and used to compile the Orthopedic wordlist which is not big enough for making a completed wordlist like the three ones of GSL and AWL which were created from a 10 million tokens corpus A study based on a larger Orthopedic corpus would give more opportunities and evidences to set more formation to the authenticity of the wordlist Further, it would bring the researcher more confident in setting for word frequency and range Although a small exercise was designed and was tested one time for Orthopedic doctors at Hue Central Hospital in order to investigate the use of the corpus-based vocabulary, not all of the doctors in this field have taken part in doing the exercises Therefore, the feedback from those who has attended (11 Orthopedic doctors) only reflected a part of the aid of the list The exercise was also designed based on a small text taken from an article on the internet which did not reflect all the technical terms in the field of Orthopedic, and because the researcher did not 58 have a clear concept of the English level of the doctors, the exercise turned out to be a little difficult to them It is needed to be tested in more time for more doctors with different texts from different sources to achieve the most effective applications for teaching vocabulary for Orthopedic doctors 5.1.3 Further studies The study has been done based on a corpus created from some Orthopedic books suggested by the director of Center of Orthopedic, Hand surgery and Plastic surgery Although those books are the most famous and most important ones which are prioritized chosen by Orthopedic doctors, it is necessary to re-check the wordlist in larger corpora, for example, in spoken contexts or in lectures The exercises and tests created based on those corpora would be hoped to bring more efficiency in teaching specialized vocabulary for learners By using more corpora from other specialized book in developing a corpus-based syllabus, both teachers and learners can gain the benefits of using corpora and concordances in learning and provides bountiful opportunities for students to discover the patterns of English Orthopedic is a wide field which includes other more specialized areas such as Hand surgery, Plastic surgery, Burnt, Joint The wordlist created in this study is valid for the field in general Orthopedic which every Orthopedic doctors have to go through before choosing their main major Further studies could pay attention to the deeper departments within Orthopedic to analyze whether this Orthopedic wordlist is good enough to use in all areas or it needs to be improved more in order to achieve the acquirements of specialized vocabulary in the whole field of Orthopedic 5.2 Implications and recommendations 5.2.1 Implications of the Orthopedic wordlist While corpora have been used extensively to provide more accurate descriptions of language use, a number of scholars have also used corpus data directly to look critically at existing TEFL (Teaching English as a Foreign 59 Language) syllabuses and teaching materials In corpus-based study, the Orthopedic wordlist is one of the many products which were created Concordances are the other result from this kind of study which concerns the clustering of linguistic items in coherent, purposeful texts The Orthopedic wordlist can be used in language teaching to reach the goal for teaching vocabulary for specialized doctors and help them to focus more on relevant words The Orthopedic wordlist could be a very useful tool for teacher in teaching reading comprehension for target doctors because the technical terms covered about 27% on the whole corpus, which means if the readers get lack of specialized vocabulary knowledge, it will be impossible for them to understand what they have read Another side of this that is needed to be noticed is the English level of the target doctors Therefore, tests are needed to design to find out whether the learners know the vocabulary in order to design the syllabus that suits to all learners efficiently and could apply in helping them improve their reading skills 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