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The content distinguishes general academic words, discipline-specific terms, and sub-technical words with multiple meanings in context. It provides practical strategies for long-term retention and active production, including spaced revision, roots and affixes, word grouping, visual organization, reading-based key-word identification, and tailored flash cards. 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At university, you need to develop your knowledge of  \n• general academic words  \n• discipline-specific words  \n• sub-technical words  \nGeneral academic vocabulary  \nThese academic words appear across a wide range of disciplines. They important for you know because they appear very frequently, but they are not specific to your discipline, so your lecturer is unlikely to teach them. This class of words has been extensively studied, so there are lots of resources you can use, such as the Academic Word List (Coxhead, 2000) . Analyse is an example of this type of word.  \nDiscipline-specific vocabulary  \nThese academic words are frequently used in, or even unique to, a specific field. It is important for you to learn them in order to communicate effectively in your community of practice. This area of vocabulary has been studied in recent years and the number of resources is growing. An example of this type of word is osmosis in Botany.  \nSub-technical vocabulary  \nA potentially confusing aspect of academic vocabulary relates to words that have multiple meanings. These words may have a common meaning in general English and one or more different meanings according to the discipline of study. The word argue means to have disagreement in general English, but it means to put forward one’s opinion in an academic context.  \nStrategies for building vocabulary  \nImproving your academic vocabulary means you will be able to communicate your ideas in a precise and appropriate way. If you actively engage with your vocabulary learning, you will soon see the benefits. Learning is an active process –your goal is to store new words in your long-term memory and be able to retrieve them for active production. You could try some of the following strategies:  \n1. Record new vocabulary in a notebook so that you control how much and what type of information is important to you.  \n2. Space out your revision of new vocabulary by revising it every few days rather than once only.  \n3. Be creative about how you learn/practice new words such as using them in mind map or writing them in sentences.  \n4. Use your knowledge of grammar by identifying and learning common roots of words as well as prefixes and suffixes.  \n5. Try to classify groups of words to help your brain make connections between words.  \n6. Use visual approaches to organising vocabulary.  \n7. Take an active role in your own reading by identifying key words and how the author uses them.  \n8. Write your own flash cards for vocabulary revision.  \n9. Purchase a phone app which aids vocabulary learning.  \n10. Ensure you have access to a quality dictionary.  \nVocabulary challenges  \nSpelling  \nEnglish spelling can be tricky because letters to do not correspond to a single sound , although some common spelling patterns exist. When writing an assignment, it is advisable to use a spell checker, but be aware of the differences between British and American spelling, as your lecturer may have a preference.  \nCollocations  \nCollocations are words that sound natural in combination. They do not always match a student’s expectations and your awareness of them will develop over time with exposure to English. Using a dictionary regularly is a good strategy because modern dictionaries not only give definitions but also contain lots of other useful information, including collocations.  \nConfusing words  \nWhen you communicate in the academic world, it is important to use words correctly and precisely. However, there are many words that look the same but have a different meaning. For example, varying means changing and various means many different kinds. Again, using a good quality dictionary is essential.  \nUnknown vocabulary in texts  \nIn addition to actively learning new vocabulary, it is important to have some strategies you can use when dealing with unknown words in y","cbCaigQ5d7Yqx8RZ","https://ap.wps.com/l/cbCaigQ5d7Yqx8RZ","pdf",199992,"English","# Introduction\n## General academic vocabulary\n## Discipline-specific vocabulary\n## Sub-technical vocabulary\n# Strategies for building vocabulary\n## Vocabulary challenges\n### Spelling\n### Collocations\n### Confusing words\n### Unknown vocabulary in texts","[{\"question\":\"What types of vocabulary does this material focus on for university students?\",\"answer\":\"It focuses on general academic words, discipline-specific vocabulary, and sub-technical words that can shift meaning across disciplines.\"},{\"question\":\"What strategies are suggested to build vocabulary effectively?\",\"answer\":\"The material recommends recording new words, using spaced revision, practicing words in mind maps or sentences, learning roots/prefixes/suffixes, grouping word sets, using visual organization, and using flash cards or a quality dictionary.\"},{\"question\":\"How should students handle unknown vocabulary during academic reading?\",\"answer\":\"Students should balance reading fluency with comprehension, using context and nearby information to infer meanings without repeatedly stopping to check every new word.\"}]","Building your vocabulary | PDF"]