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SUKHUM WASUNTARASOPHIT : TECHNICAL AND ACADEMIC
VOCABULARY IN ELECTRICAL ENGINEERING TEXTBOOKS.
THESIS ADVISOR : ASSOC. PROF. JEREMY WARD, Ph.D., 229 PP.
TECHNICAL VOCABULARY/ACADEMIC VOCABULARY/COMPLEX NOUN
PHRASE
This study aimed to identify proportions of technical, academic and general
vocabulary in terms of single words and complex noun phrases from electrical
engineering textbooks as well as to measure electrical engineering students’
knowledge of technical and academic vocabulary. A corpus of 122,209 running words
was compiled as a random sample from five engineering textbooks. Complex noun
phrases were classified and separated from single words according to preset criteria.
Technical vocabulary was classified according to Chung and Nation’s rating scale
(2003-2004). Academic vocabulary was classified with the academic word list (AWL)
by Coxhead (2000). General vocabulary was identified with the general service list
(GSL) by West (1953). Proportions of these vocabulary types are reported as a
percentage. To measure the students’ knowledge of vocabulary, a vocabulary test,
translation format, was written up from randomly selected words and phrases—30
technical words, 30 academic words and 30 technical noun phrases—from the lists
obtained from the corpus. The test was administered with 104 electrical engineering
students: 35 second-year, 34 third-year, and 35 fourth-year students. The mean scores
from the test were analyzed and compared as a whole group, among levels of subjects
and within each level in terms of knowledge of vocabulary as a whole and knowledge
IV
of each type of vocabulary, by the analysis of variance (ANOVA) and the Post Hoc
test by Scheffé from SPSS for Windows.
It was found 1) that noun phrases cover around one fifth of running words in
the corpus, 2) that most of the noun phrases are technical, and 3) that some technical
noun phrases contain academic words. Single words and noun phrases of the same
kind (technical, general, and academic) were combined to obtain total proportions of
different types of vocabulary. In terms of running words and lexical tokens, general
vocabulary has the highest proportion, and technical vocabulary has a higher
proportion than academic vocabulary. The figures from lexical types show that
technical vocabulary has the highest proportion, and general vocabulary has a higher
proportion than academic vocabulary.
It was from the vocabulary test 1 ) that the students had different knowledge in
different types of vocabulary and 2) that study levels affected their knowledge of
vocabulary. Overall, it was found that the electrical engineering students knew more
technical words than academic words and than technical noun phrases with a
significant difference at the levels .01 and .05 respectively. Among students from
different levels, it was found 1) that the fourth-year students knew more vocabulary
than the third-year students with a significant difference at the level .05 and that the
third and the fourth-year students know more vocabulary than the second-year
students with a significant difference at the level .01. From each study level, it was
found 1) that the second-year students knew more technical words than academic
words and knew more academic words than technical noun phrases with a significant
difference at the level .01 and 2) that the third and fourth year students knew more
technical words than academic words and more academic words than technical noun
V
phrases with a significant difference at the level .05. Lastly, it was found 1) that the
fourth-year students knew more technical words than did the third-year students with
a significant difference at the level .05, 2) that the third and fourth-year students knew
more technical words than did the second-year students with a significant difference
at the level .01, 3) that the fourth-year students knew more academic words than did
the third-year students with a significant difference at the level .01, 4) that the third
and the fourth-year students knew more academic words than did the second-year
students with a significant difference at the level .05 and .01 respectively, and 5) that
the third and the fourth-year students knew more technical noun phrases than did the
second-year students with a significant difference at the level .01.
School of English
Student’s Signature ________________
Academic Year 2008
Advisor’s Signature ________________