Are we teaching the right words? A study of students' receptive knowledge of two types of vocabulary: subtechnical and technical.

Jiawei Liu, Hilary Nesi

Research output: Chapter in Book/Report/Conference proceedingChapter

Original languageEnglish
Title of host publicationAcademic Standards and Expectations: the role of EAP
EditorsHilary Bool, Philip Luford
Place of PublicationNottingham, UK
PublisherNottingham University Press
Pages141-147
ISBN (Print)978-1897676691
Publication statusPublished - 1999

Cite this

Liu, J., & Nesi, H. (1999). Are we teaching the right words? A study of students' receptive knowledge of two types of vocabulary: subtechnical and technical. In H. Bool, & P. Luford (Eds.), Academic Standards and Expectations: the role of EAP (pp. 141-147). Nottingham, UK: Nottingham University Press.

Are we teaching the right words? A study of students' receptive knowledge of two types of vocabulary: subtechnical and technical. / Liu, Jiawei; Nesi, Hilary.

Academic Standards and Expectations: the role of EAP. ed. / Hilary Bool; Philip Luford. Nottingham, UK : Nottingham University Press, 1999. p. 141-147.

Research output: Chapter in Book/Report/Conference proceedingChapter

Liu, J & Nesi, H 1999, Are we teaching the right words? A study of students' receptive knowledge of two types of vocabulary: subtechnical and technical. in H Bool & P Luford (eds), Academic Standards and Expectations: the role of EAP. Nottingham University Press, Nottingham, UK, pp. 141-147.
Liu J, Nesi H. Are we teaching the right words? A study of students' receptive knowledge of two types of vocabulary: subtechnical and technical. In Bool H, Luford P, editors, Academic Standards and Expectations: the role of EAP. Nottingham, UK: Nottingham University Press. 1999. p. 141-147
Liu, Jiawei ; Nesi, Hilary. / Are we teaching the right words? A study of students' receptive knowledge of two types of vocabulary: subtechnical and technical. Academic Standards and Expectations: the role of EAP. editor / Hilary Bool ; Philip Luford. Nottingham, UK : Nottingham University Press, 1999. pp. 141-147
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