Doctoral Thesis / Dissertation from the year 2015 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: Summa cum laude, Eotvos Lorand University (PhD Programme in Language Pedagogy), language: English, abstract: Imagine a classroom where the textbooks themselves become the barrier to learning. This groundbreaking study delves into the linguistic complexities hidden within English language biology textbooks used in Hungarian secondary schools, revealing potential hurdles for ESL and ESP students. Through the development and application of a novel Pedagogically Oriented Text-Analytical Instrument (POTAI), this research meticulously dissects the language of science, uncovering the specific features that may impede comprehension. The analysis, focusing on register analysis within the framework of English for Specific Purposes (ESP), explores the gap between the language proficiency expected of students and the actual linguistic demands of their learning materials. By examining a carefully curated corpus of biology texts (BIOCOR), the study identifies key areas of linguistic difficulty and provides invaluable insights for educators seeking to bridge this gap. This investigation not only sheds light on the challenges faced by bilingual learners navigating complex academic texts but also offers practical pedagogical recommendations for ESL and ESP teachers. Discover how linguistic complexity impacts text comprehension in secondary education, particularly in the context of biology. Learn how corpus linguistics can be used to improve educational outcomes. Gain valuable tools for enhancing ESL and ESP teaching, ultimately fostering a more inclusive and effective learning environment for all students. The research contributes to the field of language pedagogy by providing a data-driven approach to understanding and addressing the linguistic challenges inherent in academic texts. It further investigates how register analysis can inform teaching practices. This work is essential reading for educators, curriculum developers, and researchers interested in promoting effective bilingual education and improving student success in science. The study's findings have significant implications for improving access to education in Hungary and other similar contexts. The research also considers the CEFR framework and its relevance to the linguistic demands of biology textbooks.
