English For Science and Technology

On Teaching and Learning Technical
English
Teaching Technical English
A. Why Do We Teach Technical English?
1. Definition of EST
EST is the area of study of English for science and
technology. It emphasizes purposeful and utilitarian
learning of English. The communicative needs of the
learners are important consideration of course design. EST
is concerned with both the oral and written discourse of
English for academic or professional, occupational or
vocational purposes. EST mainly deals with learners at the
tertiary level for whom the learning of English takes on a
service role for their specific needs in study, work or
research.
2
2. Nature of EST
*Utilitarian
*Needs-oriented
*Learner-centered
*Customized
3
3. Reasons for teaching technical English
-Students are familiar with the subject content.
-The learning objectives meet students communicative needs.
-The materials and activities promote students learning
motivation.
-Learning is purposeful and beneficial.
4
B. Syllabus Design
1. Register approach
2. Rhetorical approach
3. Skills-based approach
4. Content-based approach
5. Genre-based approach
5
C. Materials Development
1. Procedure
(1) analyzing learner characteristics and learner needs
(2) determining course objectives
(3) evaluating/selecting available materials
(4) deciding on an appropriate approach
(5) designing/adapting/producing materials
(6) testing materials
6
2. Adapting materials
(1) at lexical level
subject content: introducing advances in

microprocessor interfacing techniques
7
(Original) A complete interface board is today shrunk into
a few LSI chips. The price paid, as in the case of a
microprocessor, is that the architecture is frozen inside
the LSI chip.
(Adapted) A complete interface board is today shrunk

into (today becomes as small as) a few LSI (Large Scale
Integration) chips. The price paid, as in the case of a
microprocessor, is that the structure of computer
components becomes fixed and can no longer be
changed.
8
(2) at sentence level
Subject content: acid rain may harm people who

suffer from asthma, bronchitis, and heart disease
9
(Original) That scientists have developed little firm
evidence linking acid rain to human illness does not
prevent them from fearing that breathing acidic
pollutants can harm people who already suffer from
asthma, bronchitis, and heart disease.
(Adapted) Although scientists have not found much

evidence linking acid rain to human illness, they fear
that breathing acidic pollutants can harm people who
already suffer from asthma, bronchitis, and heart
disease.
10
(3) at rhetorical level
Rhetorical purpose: introducing the rhetorical

structure of comparison and contrast
11
(Original) Scientists at the Academy of Natural Science in
Philadelphia spread a film of No.2 fuel oil over water and
exposed it to light wavelengths similar to those in the
suns high-energy spectrum. They found that light
produced toxins that killed microorganisms in the water.
Oil kept in the dark remained stable and had no apparent
effect on the organisms.
12
(Adapted) Scientists at the Academy of Natural Science in
Philadelphia conducted two experiments comparing oil
exposed to light and oil kept in the dark. They spread a
film of No.2 fuel oil over water and exposed it to light
wavelengths similar to those in the suns high-energy
spectrum. It was found that light produced toxins that
killed microorganisms in the water. By contrast, oil kept
in the dark remained stable and had no apparent effect
on the organisms.
13
D. Classroom Teaching (example)
1. Target learners:
-graduate students majoring in chemical materials
and engineering
-undergraduate students majoring in applied
foreign languages
14
D. Classroom Teaching
2. Syllabus: content-based + skills-based approach
15
3. Textbook: English for Science and Engineering
(by Ivor Williams, Thomson, 2007)
A content-based textbook, consisting
of 5 units,
30 lessons in total, with audio CD
16
3. Textbook
Unit 1
Lesson 1 Congress and the National Science Foundation
Lesson 2 Measuring and comparing R&D activity
Lesson 3 Coordinating the members of the team
Lesson 4 Working out a logical sequence
Lesson 5 Gradually increasing expenditure
Lesson 6 Developing a new product
17
4. Teaching vocabulary
Type of vocabulary % of coverage
1st 1000 words 71.4%

2nd 1000 words 4.7%
Academic Word List (570 10.0%
words)
Others (technical voc.) 13.9% (5%)
Total 100.0%
18
4. Teaching vocabulary
-vocabulary in context
-sub-technical vocabulary
-collocation of words
-incidental learning vs. explicit teaching
19
Example: teaching compounds
compounds in the lesson:
adjective compounds -- low-cost design, high-quality
product, hand-held device
noun compounds -- design value, design options,
software design
20
Example: teaching compounds
1. ask students to derive rules about the formation of
compounds by using examples in the lesson
2. use interesting examples to highlight key ideas
about compounds (e.g., bird house/house bird, data
test/test data, sleep-inducing drug/drug-induced
allergy)
21
5. Teaching grammar
-forms and functions of grammar
-special usages in technical or academic contexts
-sources of difficulties
22
Example: teaching voice (I)
Compare the following pairs of sentences:
(1) People speak English in London.
(2) English is spoken in London.
23
Example: teaching voice (II)
A scanner moves along the printed text and photographs the
words. _____ The computer analyzes the signals according to
programmed rules for pronunciation, and sends a command
to a speech-producing device for coded speech units.
(1) A minicomputer then converts the words into electronic
signals.
(2) The words are then converted into electronic signals by a
minicomputer.
24
Example: teaching voice (III)
A plant is a living organism. Different parts, each with
particular purposes or functions, make up the plant. Some
parts of the plant may be removed without harming it. Food is
stored in the roots of plants such as beets, carrots, and
potatoes. Other plants are able to take nitrogen from the air
and add it to the soil. Scientists call these plants legumes. If
they are plowed under, they make the soil more fertile.
25
6. Teaching skills
e.g., identifying main ideas and scanning for specific
information in a lesson
e.g., listening to definitions of terms and listening to
signal words in a lesson (interview)
e.g., describing graphics in a lesson presenting
graphs
26
Example: teaching how to describe graphics
1. indicate the importance of graphics in technical
communication
2. explain types of graphics and the characteristics of
each type
3. show ppt
27
E. Teacher Training
1. Problems
-Most English teachers receive teacher training
only for teaching general English.
-Teachers lack background knowledge
in science and engineering.
-Teachers have low motivation to
teach EST.
28
E. Teacher Training
2. Professional development
-Self-development
-Teamwork
-Workshop
-EST teacher training programs
29
Learning Technical English
A. General English vs. Technical English
e.g., Some people often try to find out how to
crack software on the web. (COMPUTER)
e.g., The use of a light-weight steel would improve
fuel efficiency.
e.g., Production and sales rise slowly at first, and
then more rapidly, finally getting to a plateau.
(describing a graph)
30
B. Learning Needs and Motivation
1. Know what you need for the future career
2. Know what you are required to do for the courses
3. Know what you want to learn
4. Set short-term and long-term goals
5. Form discussion groups with peers
6. Discuss your wants and problems with teachers
31
C. Learning Difficulties
1. Low English proficiency
2. Low motivation
3. Bad past learning experience
4. Lack of time for study
5. Inability to concentrate on study
32
D. Learning Strategies
1. Read extensively (general science materials)
ex. Young Scientist, Scientific American
2. Link textbook lessons to real-world industry
materials
ex.1 funding for scientific research
National Science Council, Science Park
ex.2 a group oral presentation project
introducing a well-known company
33
3. Make good use of online resources
http://lc.stut.edu.tw/s212/05%20English%20Corn
er/Internet%20Technology.htm
4. Train yourself to concentrate when studying
ex. Prepare cognitively demanding questions and
search for or think hard for answers
34
5. Focus on a single topic/goal for a period of time
ex. Read an article in a consumer electronics
magazine each week
6. Maximize learning effects
ex. Reflect, assess, and improve
35
Suggestions
A. Different focuses of EST at various levels
of education should be clarified.
B. EST teachers need to enrich themselves
with knowledge and information from
related disciplines or professions.
C. Teachers could work as a team to design
appropriate EST courses and develop
materials for their target learners.
36
Suggestions
D. Teachers should design realistic tasks and
activities based on real-world situations.
E. Teachers should adopt the teaching
methodology that can fit the learning style of
their students.
37
Suggestions
F. Teachers should try to develop affective
teacher-student relationship.
1.show enthusiasm in teaching EST
2.show high expectation of students potential
and achievement
3.promote students confidence
38
Suggestions
F. Teachers should try to develop affective
teacher-student relationship.
4.share interesting personal experience in learning
English with students
5.establish remedial and counseling channels
39
Thank you !
40

English For Science and Technology

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

English For Science and Technology

Uploaded by

Copyright:

Available Formats

On Teaching and Learning Technical

subject content: introducing advances in

(Adapted) A complete interface board is today shrunk

Subject content: acid rain may harm people who

(Adapted) Although scientists have not found much

Rhetorical purpose: introducing the rhetorical

Type of vocabulary % of coverage

1st 1000 words 71.4%

You might also like