Dot the pill down: Investigating the linguistic needs of foreign rugby players and lexicon of spoken rugby discourse
Authors:   , Benson Stuart 
Published: December 2021

<p>Traditionally a sport which is played predominantly in English speaking countries such as New Zealand, England, and Australia, rugby is gaining in popularity in other countries such as Japan. International rugby competitions, such as the World Cup and Super Rugby, and increased migration of players and coaches in the sport contribute to this growth. In rugby, spoken communication with community members such as players, coaches, managers, and the referee, is a fundamental aspect of the sport. This communication presents a challenge for second language (L2) learners wanting to immerse themselves in a foreign rugby setting, in the case of Japanese players coming to New Zealand or New Zealand players going to Japan. It also presents a challenge for English for Specific Purposes (ESP) teachers who might be faced with developing courses and materials to help second language speakers learn what they need to know to play rugby in another language, and in another country. To date, no research has focused on the linguistic and communicative needs of these players. A feature of this communication is technical language, for example ruck, maul, and lineout, but no previous research has focused on the specialised vocabulary of this game. This thesis explores two aspects in the rugby domain: vocabulary, especially technical vocabulary, and the linguistic needs of foreign players and coaches in New Zealand and Japan. The study consists of two phases which were conducted to address these gaps in the research.   To find out more about the nature of vocabulary in spoken rugby, phase one contained two parts. The first part was a corpus-based analysis of television commentary and team-based rugby speech. This analysis included conducting a lexical profile and vocabulary load analysis. The findings were compared to a written corpus, containing the Laws of Rugby. The results of the vocabulary profile analysis showed that high frequency vocabulary make up the majority words in each corpora. Additionally, other lexical items such as marginal words (e.g. fillers and swear words), as well as proper nouns, are important for comprehension, depending on the type of discourse. The vocabulary load analysis found 4,000 word families plus four supplementary lists and a rugby-specific list were needed for 98% comprehension in spoken rugby discourse. Part two of the first phase investigated the nature of technical vocabulary in rugby discourse. Four single-word and multi-word unit word lists using the spoken and written corpora were developed for use in the language classroom. A total of 293 spoken and 250 written word types were selected from the corpora following frequency and semantic meaning principles to create the technical single-word lists, for example lineout, tighties, and loosies. The technical words provided 12.04% and 35.41% coverage of the corpora from which they were developed. Next, lists of technical multi-word unit lists with 223 spoken and 417 written units, such as over the ball and lineout players, were created to be used in conjunction with the technical single-word lists.   Phase two of the study utilised the results from phase one to conduct a linguistic needs analysis in New Zealand and Japan. Drawing on online surveys and semi-structured interviews, the results showed language difficulties occur throughout the rugby domain, especially when playing and practising the sport. Furthermore, general and rugby vocabulary are the two main language aspects affecting communication for both players and coaches. These findings indicate explicit instruction in spoken language is needed for L2 learners.   This thesis has methodological implications for research into spoken technical vocabulary, as well as pedagogical implications for ESP. For example, the word lists can be used to help L2 rugby players and coaches learn the vocabulary that they will encounter and be expected to use fluently in games and at practice. This means they can receive specialised support for their language needs and ultimately be able to perform at their highest level in the foreign rugby community.</p>