Cover not available

Article published In: Terminology
Vol. 22:2 (2016) ► pp.201–222

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

Writing biology, assessing biology

The nature and effects of variation in terminology

 | University of the Western Cape
Published online: 21 February 2017
DOI logo with link
https://doi.org/10.1075/term.22.2.03ant
There has been substantial research into terminology as an issue in learning science, especially against the backdrop of concerns over school literacy in science and as sometimes reflected in the poor performance of high school students in assessment tasks. Relevant research has emphasized issues such as lexical load, complexity and metaphor. Variation in the use of terminology has, however, been relatively under researched, although there is evidence that terminology use does vary within and across high school textbooks of science. Drawing on an eclectic theoretical framework comprising transitivity analysis (Halliday 1994), legitimation code theory semantics (Maton 2013a), and the context-specific term model (Gerzymisch-Arbogast 2008), this article identifies and classifies variations in the terminology employed in three high school textbooks of biology in Nigeria. It then determines what impact assessment tasks which use terms that differ from those employed in students’ study materials have on students. Examples are found of variant terminology impeding science literacy and task performance, even though there is reason to suspect such variation might in fact have been leveraged to enhance cognition.
References (35)
Antia, B.E. 2005. Terminology for Terminographers. ([URL]). Accessed 15 August 2016.Google Scholar logo with link to Google Scholar
Antia, B.E., and R. Kamai. 2006. “African Issues in Terminology: An Educational Perspective.” In Modern Approaches to Terminological Theories and Applications, ed. by H. Picht, 137–144. Frankfurt am Main: Peter Lang.Google Scholar logo with link to Google Scholar
Baker, C. 2007. Foundations of Bilingual Education and Bilingualism, 4th ed. Bristol: Multilingual Matters.Google Scholar logo with link to Google Scholar
Bernstein, B. 1999. “Vertical and horizontal discourse: An essay.” British Journal of Sociology of Education, 20(2): 157–73. Google Scholar logo with link to Google Scholar
Eggins, S. 1994. An Introduction to Systemic Functional Linguistics. London: Continuum.Google Scholar logo with link to Google Scholar
Evans, J.D. 1976. “The Treatment of Technical Vocabulary in Textbooks of Biology.” Journal of Biological Education 10(1): 19–30. Google Scholar logo with link to Google Scholar
Fang, Z. 2006. “The Language Demands of Science Reading in Middle School.” International Journal of Science Education 28(5): 491–520. Google Scholar logo with link to Google Scholar
Felber, H. 1994. “The Correspondence of Object, Concept & Symbol.” In Terminology Science & Terminology Planning/Theoretical Issues of Terminology Science, ed. by J.K. Draskau and H. Picht, 209–216. Vienna: TermNet.Google Scholar logo with link to Google Scholar
Gerzymisch-Arbogast, H. 1996. Termini im Kontext. Verfahren zur Erschließung und Übersetzung der textspezifischen Bedeutung von fachlichen Ausdrücken. Tubingen: Gunter Narr (FFF 31).Google Scholar logo with link to Google Scholar
. 2008. “Fundamentals of LSP Translation.” In LSP Translation Scenarios. Selected contributions to the EU Marie Curie Conference, Vienna 2007, ed. by H. Gerzymisch-Arbogast, G. Budin, and G. Hofer, 7–64. Vienna: ATRC Group.Google Scholar logo with link to Google Scholar
Groves, F.H. 1995. “Science Vocabulary Load of Selected Secondary Science Textbooks.” School Science and Mathematics 95(5): 231–235. Google Scholar logo with link to Google Scholar
Halliday, M.A.K., and R. Hasan. 1976. Cohesion in English. London and New York: Longman.Google Scholar logo with link to Google Scholar
Halliday, M.A.K. 1994. “Language as Social Semiotic.” In Language and Literacy in Social Practice: A Reader, ed. by J. Maybin, 23–43. Clevedon: Multilingual Matters.Google Scholar logo with link to Google Scholar
Halliday, M.A.K., and J.R. Martin. 1993. Writing science. Literacy and Discursive Power. London: The Falmer Press.Google Scholar logo with link to Google Scholar
Harmon, J.M., W.B. Hendrick, and K.D. Wood. 2005. “Research on Vocabulary Instruction in the Content Areas: Implications for Struggling Readers.” Reading & Writing Quarterly 21(3): 261–280. Google Scholar logo with link to Google Scholar
Hoey, M. 1991. Patterns of Lexis in Text. Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Jackson, F. 2015. “Using Legitimation Code Theory to Track Pedagogic Practice in a South African English Home Language Poetry Lesson.” Journal of Education 531: 29–55.Google Scholar logo with link to Google Scholar
Maton, K. 2013a. Knowledge and Knowers: Towards a Realist Sociology of Education. London & New York: Routledge. Google Scholar logo with link to Google Scholar
. 2013b. “Making Semantic Waves: A key to Cumulative Knowledge-Building.” Linguistics and Education 24(1): 8–22. Google Scholar logo with link to Google Scholar
Matruglio, E., K. Maton, and J.R. Martin. 2013. “Time Travel: The Role of Temporality in Enabling Semantic Waves in Secondary School Teaching.” Linguistics and Education 24(1): 38–49. Google Scholar logo with link to Google Scholar
Martin, J.R., K. Maton, and E. Matruglio. 2010. “Historical Cosmologies: Epistemology and Axiology in Australian Secondary School History.” Revista Signos 43(74): 433–463. Google Scholar logo with link to Google Scholar
Martin, J.R. 2013. “Embedded Literacy: Knowledge as Meaning.” Linguistics and Education 241: 23–37. Google Scholar logo with link to Google Scholar
Pym, A. 2003. “Redefining Translation Competence in an Electronic Age. In Defence of a Minimalist Approach.” Meta: Journal des traducteurs/Meta: Translators’ Journal 48(4): 481–497. Google Scholar logo with link to Google Scholar
Ravelli, L. 2000. “Getting Started with Functional Analysis of Texts.” In Researching Language in Schools and Communities, ed. by L. Unsworth, 27–64. London: Cassell.Google Scholar logo with link to Google Scholar
Rogers, M. 2007. “Lexical Chains in Technical Translation: A Case Study in Indeterminacy.” In Indeterminacy in LSP and Terminology: Studies in Honour of Heribert Picht, ed. by B.E. Antia, 15–35. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
. 2008. “Consistency in Terminological Choice: Holy Grail or False Prophet?” Synaps. Fagspråk, Kommunikasjon, Kulturkunnskap (Festskrift for Magnar Brekke) 211: 107–113.Google Scholar logo with link to Google Scholar
Snow, C.E. 2010. “Academic Language and the Challenge of Reading for Learning.” Science 328(5977): 450–452. Google Scholar logo with link to Google Scholar
Szenes, E., N. Tilakaratna, and K. Maton. 2015. “The Knowledge Practices of Critical Thinking.” In The Palgrave Handbook of Critical Thinking in Higher Education, ed. by M. Davies and R. Barnett, 573–591. New York: Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Yager, R.E. 1983. “The Importance of Terminology in Teaching K‐12 Science.” Journal of Research in Science Teaching 20(6): 577–588. Google Scholar logo with link to Google Scholar
[Exam Focus]: Egunyomi, A., F.G. Bob-Manuel, B.A. Abdulahi, and O.A. Oyetola. 2000. Exam Focus. Biology for WASSCE and SSSCE. Ibadan: University Press.Google Scholar logo with link to Google Scholar
[New Biology]: Okeke, E.A.C., O.A. Oyetola, J.B. Owolabi, P.P. Udofia, M.A. Abubakar, and C.W. Ayaban. 1998. Biology for Secondary Schools: A Publication of Science Teachers’ Association of Nigeria. Ibadan: Heinemann.Google Scholar logo with link to Google Scholar
[Essential Biology]: Michael, M.C. 2012. Essential Biology for Senior Secondary Schools. Lagos: Tonad.Google Scholar logo with link to Google Scholar
Cited by (3)

Cited by three other publications

Antia, Bassey E. & Madu M. Bassi
2024. Researching teacher multilingual-talk and student-benefits: rethinking knowledge blindness, diglossic cognition and its constructs. International Journal of Bilingual Education and Bilingualism 27:9 ► pp. 1288 ff. DOI logo
Mohamed, Hashim Issa
2021. Universities and enhancement of English as a second language in Tanzanian secondary schools. International Journal of Research Studies in Education 10:5 DOI logo
Nakakuwa, Tomas & Kavish Jawahar
2020. Intersemiotic Complementarity in Namibian Physical Science Teachers’ Classroom Practice. African Journal of Research in Mathematics, Science and Technology Education 24:3 ► pp. 387 ff. DOI logo

This list is based on CrossRef data as of 6 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue