Secondary discourse in first-year university texts: the role and function of scientific definitions and their implications for teaching English for academic purposes

Abstract

IN RECENT YEARS a number of studies devoted to introductory textbooks used in universities have appeared. Swales (1995: 2-3) provides a convenient list of these: Studies of textbook discourse have so far been largely restricted to introductory texts in standard undergraduate fields such as physics (Kuhn 1970), genetics (Myers 1992), geology (Love 1991, 1992), and economics (Henderson & Hewings 1990; McCloskey 1985; Tadros 1985). The present study seeks to add introductory biology textbooks (hereafter IBTs) used in Australian universities to this list. It does so for a number of reasons. Firstly, as Swales' list suggests, no major study of first year biology textbooks has yet been undertaken. Secondly, such a study would be particularly relevant to Australia where the number of students studying biology - particularly non-native speakers of English - has increased steadily in the past decade causing a corresponding need for English for Specific Purposes (ESP) assistance based on studies of textbooks. And thirdly, recent trends in genre analysis make a study of textbooks a prime site for theory building and development. The first two of these justifications are perhaps self-explanatory. To better understand the last, however, it is necessary to locate the studies mentioned by Swales above within the existing literature. 1.2 The