Specialized vocabulary across languages: The case of traditional Chinese medicine

This paper reports on the creation of specialized word lists in traditional Chinese medicine (TCM), which is a discipline using vocabulary across languages (i.e., Chinese and English) and involves learners with different L1 backgrounds. First, a TCM Word List of 2,778 specialized words was established from corpora of TCM textbooks and journal articles. Selection criteria included specialized meaning, keyness in a corpus of general written English compared to the TCM Corpora, and frequency. The resulting TCM list covered 36.65% of the TCM Corpora but had low coverage over corpora of general written English and medical English. The TCM Word List was then divided into three sub-lists based on frequency, and graded into three levels. Level 1 contains high-frequency lexical items in English (e.g., organ, coating); Level 2 contains items that are mid-, low-frequency, or beyond any frequency levels (e.g., pericarpium, metabolism); and Level 3 contains Chinese loan words (e.g., qi, yang). Last, there is an overlap of 309 word families between this list and an earlier TCM list by Hsu (2018), which excludes words from the 1st-3rd 1,000 word families in English. Suggestions for teachers and future research are provided

Exploring learners’ understanding of technical vocabulary in Traditional Chinese Medicine

This study explores English for specific purposes learners’ understanding of technical words in a previously-developed technical word list in Traditional Chinese Medicine (TCM). The principal aim was to estimate what kind of technical terms pose problems to TCM learners and might therefore merit special attention in instruction. Of particular interest was the question whether there is a divergence in the understanding of technical vocabulary in TCM between Chinese and Western background learners. To achieve these aims, a combination of word association tasks and retrospective interviews was implemented with 11 Chinese and 10 Western background TCM learners. The data showed that both Chinese and Western learners encountered certain difficulties in understanding technical vocabulary in their study. However, their sources of difficulty were different. Comparisons of typical word associations between Chinese and Western learners indicated that there was a degree of divergence in the way these two participant groups understood TCM terms

\u3cem\u3eIn Situ\u3c/em\u3e Activated Co\u3csub\u3e3–x\u3c/sub\u3eNi\u3csub\u3ex\u3c/sub\u3eO\u3csub\u3e4\u3c/sub\u3e as a Highly Active and Ultrastable Electrocatalyst for Hydrogen Generation

The spinel Co3O4 has emerged as a promising alternative to noble-metal-based electrocatalysts for electrochemical water electrolysis in alkaline medium. However, pure Co3O4, despite having high activity in anodic water oxidation, remains inactive toward the hydrogen evolution reaction (HER). Here, a Ni-doped Co3O4(Co3–xNixO4) prepared by a simple method exhibits favorable HER activity and stability (\u3e300 h, whether in 1 M KOH or the realistic 30 wt % KOH solution) after in situ electrochemical activation, outperforming almost all of the oxide-based electrocatalysts. More importantly, using the combination of in situ Raman spectroscopy and multiple high-resolution electron microscopy techniques, it is identified that the surface of Co3–xNixO4 crystals is reduced into intertwined CoyNi1–yO nanoparticles with highly exposed {110} reactive planes. Density functional theory calculations further prove that the Ni-doped CoO component in CoyNi1–yO plays a major role during the alkaline HER, because the introduction of Ni atoms into Co–O octahedra can optimize the electrical conductivity and tailor the adsorption/desorption free energies of Had and OHad intermediates

Unveiling the additive-assisted oriented growth of perovskite crystallite for high performance light-emitting diodes.

Solution-processed metal halide perovskites have been recognized as one of the most promising semiconductors, with applications in light-emitting diodes (LEDs), solar cells and lasers. Various additives have been widely used in perovskite precursor solutions, aiming to improve the formed perovskite film quality through passivating defects and controlling the crystallinity. The additive's role of defect passivation has been intensively investigated, while a deep understanding of how additives influence the crystallization process of perovskites is lacking. Here, we reveal a general additive-assisted crystal formation pathway for FAPbI3 perovskite with vertical orientation, by tracking the chemical interaction in the precursor solution and crystallographic evolution during the film formation process. The resulting understanding motivates us to use a new additive with multi-functional groups, 2-(2-(2-Aminoethoxy)ethoxy)acetic acid, which can facilitate the orientated growth of perovskite and passivate defects, leading to perovskite layer with high crystallinity and low defect density and thereby record-high performance NIR perovskite LEDs (~800 nm emission peak, a peak external quantum efficiency of 22.2% with enhanced stability)

Investigating knowledge and use of technical vocabulary in Traditional Chinese Medicine

This research investigates the nature of vocabulary, especially technical vocabulary, in the specialized discipline of Traditional Chinese medicine (TCM), which is an important area of higher education. It consists of three linked studies in correspondence to three research aims using a combination of quantitative and qualitative methods. Study 1 addressed the questions of what kinds of words constitute TCM lexis given its origin, and what is the vocabulary load of English-medium texts in this discipline. To answer these questions, a series of lexical analyses was conducted on three corpora: theory-based and practice-based textbook corpora and a journal article corpus, which reflect the main areas of reading for TCM students. The results showed that while high, mid and low-frequency vocabulary make up a fairly large proportion of these texts, other lexical items such as abbreviations, loan words, medical words, proper nouns, and compounds also feature in them, but in differing proportions depending on the text types. Further, this study found that a large vocabulary of 13,000 word families plus four supplementary lists and two TCM-specific lists is needed. This is the point which most TCM learners can read TCM textbooks and journal articles without vocabulary being a handicap. Study 2 looked more closely at the technical vocabulary in TCM. The nature of technical vocabulary was explored and TCM technical word lists of both single and multiword units were developed for learners and teachers in this discipline. A total of 2,778 word types were selected for the TCM technical word list based on the criteria of relative keyness in the TCM Corpora compared to a general written English corpus, meaningfulness, and frequency. The list provided 36.65% coverage of the corpora from which it was developed. In addition, a TCM technical lexical bundle list with 898 bundles was developed to supplement the technical word list. The findings suggested that lexical bundles play an essential role in creating meaning and structure of TCM discourse. Thus, they should be regarded as a basic linguistic construct since some technical vocabulary needs to be seen in bundles rather than in single words. The last study bridged the gap between corpus-based word lists and the actual ESP vocabulary learning context by way of investigating learners’ understanding of the technical words from the technical word list generated from the second study. Results suggested that learners faced different challenges in technical vocabulary learning depending on their linguistic backgrounds. Specifically, Chinese learners had great difficulty with technical words from the lower-frequency bands of BNC/COCA word lists, while Western learners encountered challenges with loan words borrowed from Chinese. As a result, a certain divergence between the Western and Chinese TCM learners’ understanding of technical words was manifested. These findings indicate that a pedagogically useful word list should be adaptable to learners from different linguistic backgrounds. Drawing on these findings, this thesis also provides methodological, theoretical, and pedagogical implications so that the TCM learners can gain better support in their specialized English vocabulary learning. They can also enable the teachers and course designers to better scaffold their students’ vocabulary development

Investigating knowledge and use of technical vocabulary in Traditional Chinese Medicine

This research investigates the nature of vocabulary, especially technical vocabulary, in the specialized discipline of Traditional Chinese medicine (TCM), which is an important area of higher education. It consists of three linked studies in correspondence to three research aims using a combination of quantitative and qualitative methods. Study 1 addressed the questions of what kinds of words constitute TCM lexis given its origin, and what is the vocabulary load of English-medium texts in this discipline. To answer these questions, a series of lexical analyses was conducted on three corpora: theory-based and practice-based textbook corpora and a journal article corpus, which reflect the main areas of reading for TCM students. The results showed that while high, mid and low-frequency vocabulary make up a fairly large proportion of these texts, other lexical items such as abbreviations, loan words, medical words, proper nouns, and compounds also feature in them, but in differing proportions depending on the text types. Further, this study found that a large vocabulary of 13,000 word families plus four supplementary lists and two TCM-specific lists is needed. This is the point which most TCM learners can read TCM textbooks and journal articles without vocabulary being a handicap.  Study 2 looked more closely at the technical vocabulary in TCM. The nature of technical vocabulary was explored and TCM technical word lists of both single and multiword units were developed for learners and teachers in this discipline. A total of 2,778 word types were selected for the TCM technical word list based on the criteria of relative keyness in the TCM Corpora compared to a general written English corpus, meaningfulness, and frequency. The list provided 36.65% coverage of the corpora from which it was developed. In addition, a TCM technical lexical bundle list with 898 bundles was developed to supplement the technical word list. The findings suggested that lexical bundles play an essential role in creating meaning and structure of TCM discourse. Thus, they should be regarded as a basic linguistic construct since some technical vocabulary needs to be seen in bundles rather than in single words.  The last study bridged the gap between corpus-based word lists and the actual ESP vocabulary learning context by way of investigating learners’ understanding of the technical words from the technical word list generated from the second study. Results suggested that learners faced different challenges in technical vocabulary learning depending on their linguistic backgrounds. Specifically, Chinese learners had great difficulty with technical words from the lower-frequency bands of BNC/COCA word lists, while Western learners encountered challenges with loan words borrowed from Chinese. As a result, a certain divergence between the Western and Chinese TCM learners’ understanding of technical words was manifested. These findings indicate that a pedagogically useful word list should be adaptable to learners from different linguistic backgrounds.  Drawing on these findings, this thesis also provides methodological, theoretical, and pedagogical implications so that the TCM learners can gain better support in their specialized English vocabulary learning. They can also enable the teachers and course designers to better scaffold their students’ vocabulary development.</p

Investigating knowledge and use of technical vocabulary in Traditional Chinese Medicine

This research investigates the nature of vocabulary, especially technical vocabulary, in the specialized discipline of Traditional Chinese medicine (TCM), which is an important area of higher education. It consists of three linked studies in correspondence to three research aims using a combination of quantitative and qualitative methods. Study 1 addressed the questions of what kinds of words constitute TCM lexis given its origin, and what is the vocabulary load of English-medium texts in this discipline. To answer these questions, a series of lexical analyses was conducted on three corpora: theory-based and practice-based textbook corpora and a journal article corpus, which reflect the main areas of reading for TCM students. The results showed that while high, mid and low-frequency vocabulary make up a fairly large proportion of these texts, other lexical items such as abbreviations, loan words, medical words, proper nouns, and compounds also feature in them, but in differing proportions depending on the text types. Further, this study found that a large vocabulary of 13,000 word families plus four supplementary lists and two TCM-specific lists is needed. This is the point which most TCM learners can read TCM textbooks and journal articles without vocabulary being a handicap. Study 2 looked more closely at the technical vocabulary in TCM. The nature of technical vocabulary was explored and TCM technical word lists of both single and multiword units were developed for learners and teachers in this discipline. A total of 2,778 word types were selected for the TCM technical word list based on the criteria of relative keyness in the TCM Corpora compared to a general written English corpus, meaningfulness, and frequency. The list provided 36.65% coverage of the corpora from which it was developed. In addition, a TCM technical lexical bundle list with 898 bundles was developed to supplement the technical word list. The findings suggested that lexical bundles play an essential role in creating meaning and structure of TCM discourse. Thus, they should be regarded as a basic linguistic construct since some technical vocabulary needs to be seen in bundles rather than in single words. The last study bridged the gap between corpus-based word lists and the actual ESP vocabulary learning context by way of investigating learners’ understanding of the technical words from the technical word list generated from the second study. Results suggested that learners faced different challenges in technical vocabulary learning depending on their linguistic backgrounds. Specifically, Chinese learners had great difficulty with technical words from the lower-frequency bands of BNC/COCA word lists, while Western learners encountered challenges with loan words borrowed from Chinese. As a result, a certain divergence between the Western and Chinese TCM learners’ understanding of technical words was manifested. These findings indicate that a pedagogically useful word list should be adaptable to learners from different linguistic backgrounds. Drawing on these findings, this thesis also provides methodological, theoretical, and pedagogical implications so that the TCM learners can gain better support in their specialized English vocabulary learning. They can also enable the teachers and course designers to better scaffold their students’ vocabulary development

Exploring learners’ understanding of technical vocabulary in Traditional Chinese Medicine

This study explores English for specific purposes learners’ understanding of technical words in a previously-developed technical word list in Traditional Chinese Medicine (TCM). The principal aim was to estimate what kind of technical terms pose problems to TCM learners and might therefore merit special attention in instruction. Of particular interest was the question whether there is a divergence in the understanding of technical vocabulary in TCM between Chinese and Western background learners. To achieve these aims, a combination of word association tasks and retrospective interviews was implemented with 11 Chinese and 10 Western background TCM learners. The data showed that both Chinese and Western learners encountered certain difficulties in understanding technical vocabulary in their study. However, their sources of difficulty were different. Comparisons of typical word associations between Chinese and Western learners indicated that there was a degree of divergence in the way these two participant groups understood TCM terms

Exploring learners’ understanding of technical vocabulary in Traditional Chinese Medicine

This study explores English for specific purposes learners’ understanding of technical words in a previously-developed technical word list in Traditional Chinese Medicine (TCM). The principal aim was to estimate what kind of technical terms pose problems to TCM learners and might therefore merit special attention in instruction. Of particular interest was the question whether there is a divergence in the understanding of technical vocabulary in TCM between Chinese and Western background learners. To achieve these aims, a combination of word association tasks and retrospective interviews was implemented with 11 Chinese and 10 Western background TCM learners. The data showed that both Chinese and Western learners encountered certain difficulties in understanding technical vocabulary in their study. However, their sources of difficulty were different. Comparisons of typical word associations between Chinese and Western learners indicated that there was a degree of divergence in the way these two participant groups understood TCM terms

Dysregulated APP expression and α-secretase processing of APP is involved in manganese-induced cognitive impairment

Excessive exposure to manganese (Mn) can cause cognitive impairment, a common feature of Alzheimer's disease (AD), but the mechanisms remain unclear. Amyloid precursor protein (APP) is key to AD pathogenesis, and whether APP and its secretase processing are involved in Mn-induced cognitive impairment remains unknown. In the present study, we established a model of Mn-induced neurotoxicity in vivo (male C57BL/6, 0–100 mg/kg Mn, 90 days, gastric gavage) and in vitro (Neuro-2a (N2a) cells, 0–800 μM Mn for 24 h; APP overexpression and APP shRNA N2a cells, 0 and 800 μM Mn for 24 h). We found impaired cognition of Mn-treated mice. Both in vivo and in vitro results consistently showed that Mn exposure inhibited the expression of APP, α-secretase, soluble APP alpha protein (sAPPα), and synapse proteins as well as the activity of α-secretase. However, Mn exposure showed no effect on the protein levels of β-secretase, Aβ40, and Aβ42 or the activity of β-secretase. Collectively, these findings demonstrate key roles of APP and its α-secretase processing in the regulation of Mn-induced cognitive impairment, which may act as a target for ameliorating Mn-induced neurotoxicity