How do these resources enhance my learning of discipline-specific English ?

This is a personal reflection on how these resources enhance your learning of discipline-specific English.

During the reading and socialising process, I have found some characteristics of scientific vocabularies. When reading, reversing the strategy above can help students to unpack the meaning of dense nouns, particularly those relating to scientific or experimental processes. Compound nouns ([noun + noun] or [adjective + noun]) may also be underlined. In science, verbs are often nominalised to create names for processes. This can be done by using a gerund (by adding the [-ing] suffix). For example, weather can be named weathering (e.g. chemical weathering). Another way is to add nouns to form suffixes, such as [-al], [-ce], [-ion], and [-ment]. For example, when [-ion] is added to the end of the verb stagnate, it produces a nominalized form: stagnation. Prefixes with nouns such as [ante-], [fore-], [macro-], [maxi-], [micro-], [mid-], [mini-], [pre-], [post-] . For example, when [sur-] means "extra", it is appended to the verb Charge to form the noun surcharge.

Besides, comparing the professors sharing in the Facebook group and seminars, I found that scientists speak and write differently depending on the audience, the context and the purpose. Teachers revise the scientific content and knowledge students need, introduce and explain terminology, and make clear connections between concrete verbs and more abstract nouns (e.g., melt/liquefy and liquefy; boil/evaporate and evaporate). Everyday word can be "bubbles" and "turns to water" but "vapourise " and "liquifies" should be used for scientific word.