View Content #18581

by Julie Sykes, CASLS Director

In recent decades, the study of the acquisition of language for specific purposes (LSP) has increased in both relevance and complexity. "LSP courses have long been learner-centered, with a focus on helping students discover and practice the types of language they need to meet their specific professional goals" (Crouse, 2013, p. 32). Critical to success in this area is lexicon development.

In the study of LSP, domain-specific lexicon is critical to meaningful acquisition. As learners not only become experts in language, but also their own domain, they must acquire the specific repertoire of words necessary to, for example, conduct business, provide medical advice, or meet with parents. The study of vocabulary must, therefore, include one-to-one relationships with concepts they are already familiar with and associated domain training to ensure the appropriate use and interpretation of those lexical items.

A number of strategies can be useful in building domain-specific skills.

• Semantic mapping: have learners categorize words according to relevant conceptual areas. This can build depth of understanding.
• Frequency: have learners engage in study of the most frequent words in their domain, often different from frequently used words in more general areas.
• Self-study: ask learners to identify the areas most relevant to their success in their professional domain and allow opportunity for study.

Reference

Crouse, D. (2013). Language for specific purposes in the 21st century. The Language Educator, ACTFL, April 2013.