Lexical Similarities and Differences in the Mathematics, Science and English Language Textbooks

The teaching of Science and Math in English in Malaysia is an area of great concern to educators and students alike. This study looks, in particular, at the common word classes among keywords identified in the Science, Math and English language Form One textbooks used in Malaysia and the differences in language use identified in the Science and Math textbooks

Discourse connectors: an overview of the history, definition and classification of the term

Many studies have investigated discourse connectors. However, researchers are still grappling with the term in terms of its definition and classification in particular. Many researchers use the term discourse markers (DMs) while others have used terms like linking words, connectives, discourse operators and discourse connectors to refer to the same idea. This paper attempts to better define the term and propose a classification of DCs in written discourse. As is evident from the literature, researchers are unable to agree on the best definition for the term connectors or what is generally known as discourse markers. Researchers in the field have put forward a few different definitions and descriptions of what connectors are and their function in language and some researchers have also developed their own taxonomy and classification for connectors. After reviewing research conducted on connectors, we decided for purposes of this paper to use the term ‘discourse connectors’ mainly because we believe these connectors function to link one portion of information to another one in a text and that while the term discourse marker is a suitable term for spoken discourse, its definition and classification may vary for written discourse. We define DCs as words and expressions that can be accommodated within the text to join one sentence with another sentence or one paragraph to another paragraph or even one idea to another. Finally, we attempt to offer a comprehensive definition and classification of discourse connectors with the aim to provide a better understanding of what DCs are and how they function, with variation from previous reviews of the term

Discourse connectors: an overview of the history, definition and classification of the term

Many studies have investigated discourse connectors. However, researchers are still grappling with the term in terms of its definition and classification in particular. Many researchers use the term discourse markers (DMs) while others have used terms like linking words, connectives, discourse operators and discourse connectors to refer to the same idea. This paper attempts to better define the term and propose a classification of DCs in written discourse. As is evident from the literature, researchers are unable to agree on the best definition for the term connectors or what is generally known as discourse markers. Researchers in the field have put forward a few different definitions and descriptions of what connectors are and their function in language and some researchers have also developed their own taxonomy and classification for connectors. After reviewing research conducted on connectors, we decided for purposes of this paper to use the term ‘discourse connectors’ mainly because we believe these connectors function to link one portion of information to another one in a text and that while the term discourse marker is a suitable term for spoken discourse, its definition and classification may vary for written discourse. We define DCs as words and expressions that can be accommodated within the text to join one sentence with another sentence or one paragraph to another paragraph or even one idea to another. Finally, we attempt to offer a comprehensive definition and classification of discourse connectors with the aim to provide a better understanding of what DCs are and how they function, with variation from previous reviews of the term

Irregularities In Vocabulary Load And Distribution In Same Level Textbooks Written By Different Writers

A syllabus provides a focus for what to be studied and how the contents should be selected and sequenced. In Malaysia, the syllabus has an additional role that is to guide the textbook writers in producing textbooks for school use. The English Language Programmes for Malaysian secondary schools provide more than one textbook for every academic level. These textbooks must comply with the syllabus in order to achieve the same learning objectives at the end of each programme. There will also be public examinations at the end of Form Three and Form Five. Two Form 2 textbooks were chosen and WordSmith 3.0 was used to analyse these textbooks to identify whether the textbooks were similar and had included all the contents listed in the syllabus. The findings show that one of the textbooks is relatively better that the other in terms of types, distribution of words, presentation of items in the syllabus and repetition of new linguistic items throughout the textbook. This reveals that ad hoc writing of textbooks by different writers for a similar level can lead to irregularities, the most severe problem being non-conformity to syllabus requirements