Relationships Between Class Activities and the Use and Retention of Occupational Terminology
Carla E. Burton and Reem M. AlQenai
Kuwait International Law School
Abstract:
The ethnographic investigation herein examines relationships between learners’ having partaken in class-time portrayals that are modeled on realistic and actual industry occurrences, and these learners’ acquisition of occupational terminology. Its subjects are enrollees at a Middle Eastern four-year private establishment of higher learning which specializes in preparation for a lone profession. Contemplating the looming career demands of introductory-level, non-native students of English sparked the question of how participation in activities that are ungraded (which is key for want of shifting learner attentions from marks to skills-acquisition)—such as projects, simulations, and role-plays—affects their use and long-term retention of field terminology. Despite arguably few and minor divergences from results that have been documented throughout those literature review cases surveyed, the outcomes of the present research peak curiosity, stir the imagination, and impel action given the subjects’ qualitative demonstrations of long-term retentionof content.
Keywords: terminology, terms, terminological, vocabulary, technical, occupational, professional, vocational, education, training, learning, project-based, simulation, role-play, games, gaming, group work, cooperative learning, collaborative learning, content, retention, long-term retention, Middle East, MENA, four-year institution, higher education, specialized, college, university, adult education, continuing education, professional training, executive training, competency-based
Relationships between class activities and the use and retention of occupational terminology