The analysis of scientific discourse in technical science courses: Dimensions and indicators

Abstract

Science as a human activity implies specific forms of language production concerning the acquisition and use of scientific knowledge. The language employed in science uses linguistic and communicative resources shown in texts and related to the communication context. Scientific discourse reflects the way language is used in the field of science. University students interact with texts concerning their professional context. Therefore, they should be  able to comprehend, to process and construct the information they need through the analysis of the discourse presented in those texts. The objective of this article is to provide foreign language teachers with a tool (dimensions and indicators) for the analysis of the scientific discourse in the context of technical sciences based on the cognitive, communicative and sociocultural approach. This tool will allow teachers to instruct students in the analysis of texts related to their profession taking into account what it is said (concepts, categories, theories, etc.), how it is said (organization of the information, textual typology) and where it is said (context). This procedure will allow students to use the language as a means of interaction and social interrelation to satisfy the communicative needs that their professional context requires.