ERIC Number: ED224326
Record Type: RIE
Publication Date: 1982
Reference Count: 0
A Cognitive Approach to English Nominal Compounds.
The ability of English as a second language (ESL) readers to comprehend different types of nominal compounds in English technical literature was investigated. College students were asked to recover the meaning of 73 nominal compounds in two technical English language articles on occupational health and safety. The intermediate and advanced ESL readers did not perform as well as native English speaking control subjects. Based on the results, suggestions are made for teaching about nominal compounds. In teaching the reading of technical literature in a second language, nominal compounds should be emphasized because of their frequency, complexity, and rarity in the learners' native language. It is suggested that nominal compounds should be classified and taught according to complexity and function. Nominal compound categories characterized by single-function, parallel-function, multi-function, ellipsis, and syntactic or polysemous ambiguity are identified in ascending order of complexity. Teaching materials should be drawn from the students' technical field and presented in a workbook format, and nominal compounds should always be presented in context in authentic materials. (RW)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Identifiers: Compound Nouns
Note: Paper presented at the International Symposium on Language for Special Purposes (Eindhoven, The Netherlands, August 2-4, 1982).