English for the Students of Engineering (original) (raw)
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document (100).pdfENHANCING READING AND WRITING SKILLS FOR ENGINEERING STUDENTS
A capacity and taste for reading gives access to whatever has already been discovered by others”-Abraham LincolnAsEnglish is auniversal language, interaction is essential for those who aspire to grow proficientlyin the competitive world. Communication skills are playinga vital role in these days amongstthe extraordinaryenrichmentsin science and technology. Especially forengineering students, it acts like a prerequisite asthey are accountablefor the uninterruptedgrowth and innovationof a society and nation at large, theoretically. Even thoughtheprincipaltasks accomplishedby engineers are methodicalin nature and their successdependsparticularlyon the efficiencywith which they adopt. Thereforean engineer should be an incomparablein both reading and writing skills. Reading is very much important because an engineer has to read and comprehend a variety of texts –it may be a short e-mail, abook or anextensivereport. One who acquires skill in reading automatically becomes a creative writer.Similarlythe objective of any professional writing is to communicate theideas with the right usage of wordsin factualcontext.Keywords
Investigating the English Language Needs of Engineering Students
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English for Specific Purposes World, Issue 31 Volume 10, 2010 Mohammad Salehi. Investigating the English Language Needs of Engineering Students 1 Investigating the English Language Needs of Engineering Students Mohammad Salehi Sharif University of Technology ...
An Analysis of Engineering Students’ English Language Needs
2014
This study investigated the academic English requirements of engineering departments at Nigde University (NU) in Turkey from the engineering students' and academicians' point of view. Data were collected through questionnaires and interviews in two engineering departments, the students of which enroll for one year in the School of Basic English. One of the questionnaires prepared in Likert scale having five sections and 53 sub-items was completed by 133 engineering students. The other questionnaire, adapted from the needs analysis questionnaire for non-English-background students used at the University of Auckland, New Zealand (Gravatt, Richards, and Lewis, 1997), was completed by 246 prep class students. Interviews were conducted with 11 academicians. As the primary aim, the study investigated which skill, among reading, writing, speaking and listening, has the highest priority for the engineering departments at NU. A secondary aim of the study was to determine the importance of specific language tasks and activities related to the skills of reading, writing, listening, and speaking for the departments, teaching content area courses 30 percent in English. The analysis of data was based on the interpretations of frequencies and percentages. The main results of the study revealed that engineering students primarily need to improve their English reading skills in order to do research. In addition to this, engineering students regard speaking skills as very important. Based on the results, adjusting the current curriculum in accordance with the needs of students and the expectations of academicians is recommended.
By English Solutions for Engineering and Sciences Research Writing
These materials may be freely distributed for non-commercial purposes under creative commons license English: http://creativecommons.org/licenses/by-nc-sa/3.0/ 한글: http://creativecommons.org/licenses/by-nc-sa/3.0/deed.ko If any changes are made to the materials they must also be freely available under this "share alike" license.
Engineering English: A Critical Evaluation
In the age of globalization, engineering students and practitioners need to enhance their English communication skills and other soft skills in order to cope with increasingly tough competition in the job market. Mere subject knowledge in the chosen field of engineering is not going to be a guarantee for an engineering graduate to get a good job or excel at the workplace. Multinational corporations (MNCs) and major information technology (IT) companies in India recruit engineering candidates who have good English communication skills. In this highly competitive society, proficiency in English is considered one of the employability skills. In other words, English language skills are considere ‘life skills’ or ‘survival skills’ in the twenty-first century. Engineering students need to be able to think critically, solve problems, communicate clearly, be creative and work in a team in order to get placed in a reputed company. As the need for the students of engineering to be trained in a multitude of transferable skills is high (Hatakka, 2005), most private engineering colleges in India hire trainers to train their wards in soft skills including English communication skills and prepare them for on and off campus placement. In many institutes of technology, English language teachers are involved in placement training. As there is an increasing focus on and demand for soft skills, the English for Science and Technology (EST) practitioners in engineering colleges are expected to play the role of communication skills consultants and soft skills trainers. There is a shift from imparting mere linguistic skills to multi-skills in an integrated manner. In this context, the Engineering English course taught during the first year of the four-year engineering programmes in around 300 engineering colleges affiliated to the Anna University in Tamil Nadu, India, is expected to play a vital role in improving students’ communication skills and preparing them to the workplace or making them ‘industry ready’. Though the aim of the course is to enable the students of engineering to learn certain macro- and micro-skills in the English language and use them effectively as students while following other courses and later as engineers/technologists at the work place, most students and professional engineers/technologists who have undergone the course are not proficient enough to communicate effectively in the language. This perceived problem of lack of specific language/communication skills among engineering students and professional engineers and technologists makes the researcher raise a key question whether the English for Engineering course reflects the needs and wants of the learner and whether there are any other factors that affect the successful imparting / learning of the skills required by the target group. It is presumed that there are problems in the teaching of the course at colleges, resulting from inappropriate teaching materials and instructional techniques, lack of English Language Teaching (ELT) – trained professionals and poor teaching methodology. The hypothesis of the study is that if the Engineering English course offered during the first year of the four-year engineering programme at engineering colleges affiliated to the Anna University is redesigned or modified based on the corporate expectations /needs / requirements, delivered (taught) properly by competent English for Science and Technology (EST) practitioners and students’ language skills are assessed effectively during and at the end of the course, then the course will achieve its goal by instilling confidence in the students and preparing them to higher education, campus recruitments and thus to the workplace. In the light of the data for needs assessment collected from different sources, the study identifies the situations that are encountered and the skills which are required by the engineer, as a student and in professional life, evaluates the English course critically and suggests changes to make it effective.
2015
At Slovenian universities teachers of foreign language for specific purposes often decide to develop their own materials due to the lack of suitable course books. Our study includes interviews with the authors of textbooks for students of engineering in order to determine challenges that authors faced when preparing and writing the textbooks, their reasons for writing, choice of themes, aims of learning, and language teachers’ knowledge in the engineering discipline which the textbooks are designed for. Then four textbooks from Slovenian teachers and one from our colleagues in Czech Republic are analysed; contents of materials and the proportion of field-related texts, general technical texts, reading and listening comprehension exercises, grammar and writing tasks are compared.
Exceptional language skills is considered to be indispensable for an engineer's academic, professional and personal development. Factors such as students' learning attitude and the existing curriculum impede learning language skills, which makes the role of and English teacher more challenging. If students are to effectively enhance their language skills, then the lessons and materials designed need to actively involve them. This paper mentions a pedagogical change in designing lessons and materials with focus on undergraduate engineering students. The suggested activities and tasks designed are ways to help develop the Listening, Speaking, Reading and Writing skills related to the English language and will prove to be beneficial to students in the ultimately.
Professional Engineering English In Use
Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such web sites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work are correct at the time of going to print but Cambridge University Press does not guarantee the accuracy of such information thereafter. A Decimals and fractions B Elasticity and plasticity B Addition, subtraction, multiplication c Stages in elastic and plastic and division deformation II Area, size and mass 24 1m Material properties 2 44 A Area A Hardness B Weight, mass, volume and density B Fatigue, fracture toughness and creep c Basic thermal properties IDJ Measurable parameters 26 A Supply, demand and capacity B Input, output and efficiency Professional English in Use Engineering c Rivets FLUIDS Em Non-mechanical joints 1 62 m Fluid containment A Welding 80 8 Common gas and arc welding A Pipes, ducts and hoses techniques B Tanks fiJ Non-mechanical joints 2 C Pumps, fans and turbines 64 ~ Fluid pressure A Specialized welding techniques 82 8 Brazing and soldering A Gauge pressure and absolute c Adhesives pressure B Hydrostatic pressure and siphonic action 4 Professional English in Use Engineering OJ Fluid dynamics 84 Appendix I 98 A Fluid dynamics and aerodynamics Three-dimensional drawings B Drag Appendix II 99 c Laminar flow and turbulent flow 0 Aerofoils Shapes MECHANISMS Appendix Ill 100 Units of measurement IIi) Engines and motors 86 Appendix IV 104 A Types and functions of engines and motors Chemical elements B Internal combustion engines Appendix V 106 CD Transmission 1 88 Structural elements and types of load A Gears Appendix VI 108 B Gear ratios C Types of gear wheel Moments ID Transmission 2 90 Appendix VII 109 A Chains, sprockets and pulleys Vapour, cooling and thermal inertia B Conversion between reciprocating Appendix VIII 110 and rotary motion The electromagnetic spectrum ELECTRICITY Appendix IX 111 GD Current, voltage and Pipe and hose fittings and valves resistance 92 Appendix X 112 A Electric current Siphonic action B Voltage and resistance c Electrical power Appendix XI 113 m Electrical supply 94 Managing rotary motion A Direct current and alternating Appendix XII 114 current B AC generation and supply Electrical and electronic components c DC generation and use Appendix XIII 118 em Circuits and components 96 Sensing, measuring and regulating A Simple circuits devices B Mains AC circuits and switchboards Answer key 119 c Printed and integrated circuits D Electrical and electronic components Index 130 Acknowledgements 143 Professional English in Use Engineering 5
TEACHING ENGLISH FOR ENGINEERING STUDENTS A CHALLENGING TASK
This paper " Teaching English for Engineering Students a Challenging Task " , deals with designing, analyzing and executing the syllabus for a professional group of students keeping in view their career. Most of the affiliated colleges need to stick on to the syllabus of their respective Universities. The General English that the students learn at the first year of B.Tech seems to be inadequate in sufficing the needs of the students as employees. Hence many of the non-autonomous Professional colleges opt for the co-curricular activities to improve the skills of the students. The syllabus that is meant for such students should be a comprehensive one focusing on improving their communicative Efficiency by integrating LSRW skills. Apart from this, the major concern is to increase the employability skills of the students. So the verbal ability of the students has to be improved along with their communicative efficiency. Verbal ability coupled with communicative efficiency yields fruitful results. Thus the paper discusses the needs of the targeted students, the syllabus to be taught, and the challenges that are faced in executing it.
ENGLISH – AN ESSENTIAL LANGUAGE FOR ALL ENGINEERING STUDENTS
Abstract Inspite of the fact that we are in a 21st century situation, our Indian engineering graduates are experiencing the issues of having languid relational abilities (LSRW). The measurable examination demonstrates that 47.6 rate of our students are unfit to communicate in English according to the National Employability Report of 2015 (NER) and National Communicated In English review of 2015 (NSES). The study accounted from the broad communications correspondence. The review led by "Yearning Minds an employability assessment and accreditation organization" considered just about 30,000 students crosswise over 500 engineering schools in the nation. As per the outcomes, engineering graduates demonstrate bigger hole in components of communicating in English, elocution and familiarity. Just 6.8 rates of Engineering graduates had the capacity to talk or react suddenly. In cosmopolitan urban areas of Delhi, Mumbai, Pune and Bangalore, the students do better in communicating in English. Hyderabad and Chennai students require most extreme change of relational abilities (LSRW). This paper assesses and tosses light on the impediments of relational abilities of engineering graduate students.