Abstract
Abstract
In science, subject-specific languages have a communicative and epistemic function. Thus, in science education learners
need to both learn the language of science and learn through this specific language. Based on the assumption that learning subject-specific
languages can be compared to second language acquisition, the study transfers Task-based Language Teaching to science education and explores
the language needs of Austrian upper secondary school learners in science education when writing a Pre-Scientific Paper (PSP), using
multiple methods (semi-structured interviews, online questionnaires) and data sources (curriculum, learners, teachers). The study reveals
pre-scientific writing as a relevant overall task, identifies over 30 target tasks, describes subject-specific linguistic challenges
students face when performing these tasks and shows how they are supported in their pre-scientific writing skills. Altogether, the paper
shows the importance of having a more regular and systematic implementation of subject-specific language tasks in upper secondary science
education.
Publisher
John Benjamins Publishing Company
Subject
General Earth and Planetary Sciences,General Environmental Science
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