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Designing English for Civil Engineering Students
I. INTRODUCTION The development of world technologies and economies in the last decades is in line with the needs of using English as a medium of communication for businesses and education. Most of developing and developed companies expect their employee is having an adequate communication in English besides their major fields. Jawhar, in Yasin et al. (2010), states that in the private sector, graduates are becoming unemployable as a result of lack of proficiency in the English language. It means that English proficiency is equally important to the employees' principal field. Furthermore, since the graduates of an education institution, university, or college are prepared to work in a specific kind of job, the same as companies expectation, it is better for them to be taught English which is specified for communication in their major field. The English learning should be able to lead the students to learn English related to their major area appropriately, effectively, and efficiently, so that the learning English can be meaningful and helpful for the students in facing the real work challenges. Due to the English skill required at work, the English course at higher education needs to be correlated with the students' needs for a certain target situation. The course then should provide broadly English knowledge related to the students' major field. The focus of specifiable content of the course is not only on specific language features, vocabulary, or grammar but also on what skills needed by the learners in communication using English in the workplace (Hutchinson, 1987). Consequently, English course should facilitate the students with relevant English skill which can support their professional career. As the subject of this research, the Civil Engineering Department (CED) of Universitas Negeri Padang (UNP) provide a specific English course for Civil Engineering students which is called English for Civil Engineering (ECE). The course is designed by using English for Specific Purposes (ESP) approach since the field of the study is in the vocational study; preparing an individual for work or a group of work, and also developing them in the field of work itself. Hutchinson and Waters (1987) state that ESP is not a learning methodology but an approach to learning English which is based on the learners' needs. ESP has functioned to help language learners to cope with the features of language and to develop the competencies needed to perform in a discipline, profession, or workplace (Basturkmen, 2006). Moreover, Dudley-Evans and St John in Harding (1998) state that ESP is designed to meet specific needs of the learners. It makes use of the underlying methodology and activities of the discipline it serves, and it is centered on the language components (grammar, lexis, register), skills, discourse and genres appropriate to the activities. Therefore, the aim of the course of English for Civil Engineering is the students have the ability to function English terminologies used in the field of civil engineering and communicating any technical specifications of civil engineering, especially in the field of civil engineering. This course should be able to lead the students to have good English skills related to their target situation or civil engineering field to support their career later. Robinson (1991) points out that ESP courses are taught to adults in similar classes in term of the work or specialist studies that the students are involved in. Also Streven and Robinson (1991) state that ESP learners come from the similar field of education or profession as well as having the same level of English proficiency. Based on the tracer study conducted by CED in 2012, it was found that about thirteen percent of CED UNP graduates were unemployed, although, the workplaces which are targeted by the graduates, such as construction services firms, project management consulting services, and detailed engineering design consulting services, lecturers, and vocational teachers, provide a large number of job opportunities for the graduates. In addition, several kinds of job, such as planning, scheduling, supervising,
AL-ISHLAH: Jurnal Pendidikan
The goal of this study is to identify the requirements of students enrolled in the Civil Engineering Study Programme at a Papua university's General English Course during the second semester. A quantitative approach was taken for this investigation. Up to 200 students will participate in this survey. Questionnaire surveys were used to compile the data. Using a quantitative approach, the collected data is poured into a tabular data and matrix format for analysis. The findings show that raising students' consciousness of the importance of self-discipline in the classroom is a top priority. They must also participate actively in class in order to succeed. Students require content integration, English skills, and language aspects pertinent to course themes. In order to successfully complete the General English Course, students must have a firm grasp of all facets of the English language. In the framework of a General English Course, students will find the most success with the S...
The Language of Civil Engineering: Corpus-based Studies on Vocational School Textbooks in Malaysia
International Journal of Engineering & Technology
Engineering textbooks are specialized in nature, containing technical terminology which can be challenging to learners. For better comprehension of engineering concepts, there is a need for bridging the language gap by focusing on the frequently used and important engineering vocabulary. Most English Language Teaching (ELT) teachers do not necessary possess the specialist language in the field of engineering which can be rather confusing to them. It has been reported that Malaysian engineering textbooks (syllabus) were not written based on any word lists or corpora. Hence, learners require the language needed in the field of engineering – English for Engineering Purposes (EEP). To meet this requirement, specialised engineering textbooks were studied to specify the meaningful lexical components which can facilitate learners to assimilate into their discourse community. In the field of civil engineering, there is no exception that learners too need to understand the composition of wor...
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void ratio 50 shear force 97 strength mobilization ground surface 51 Silica sheet 98 stress path 3 plasticity index 52 soil backfill 99 strut loads 4 soil mass 53 soil wedge 100 swell index 5 soil solids 54 cone penetration 101 time factor 6 clay particles 55 discharge velocity 102 waste disposal 7 soil specimen 56 force polygon 103 water content 8 soil mechanics 57 line load 104 water Solid 9 clay soil 58 test equipment 105 boundary conditions 10 sheet pile 59 clay liner 106 cell pressure 11 laboratory test 60 compaction effort 107 construction site 12 soil element 61 filter material 108 continuity equation 13 clay minerals 62 group symbols 109 earthquake acceleration 14 stability coefficients 63 liner system 110 earthquake forces 15 soil sample 64 pore pressure 111 exploration program 16 particle size 65 stability number 112 flight augers 17 stability analysis 66 strip load 113 foundation material 18 failure wedge 67 capillary tube 114 group name 19 clay specimen 68 clay Figure 115 influence chart 20 shrinkage limit 69 composite liner 116 lap seam 21 wall friction 70 drainage path 117 leak detection 22 earth dam 71 flow rate 118 liquidity index 23 sieve analysis 72 hydrometer analysis 119 oxygen atoms 24 head difference 73 layer Figure 120 particle orientation 25 sand silt 74 load increment 121 quartz sand 26 compression index 75 sand drains 122 reaction series 27 percent finer 76 sand layer 123 rebound curve 28 pressure diagram 77 shear box 124 rock cycle 29 compaction curve 78 slope angle 125 rock layer 30 earth slopes 79 strip footing 126 sand cone 31 soil pat 80 toe circles 127 sand grains 32 flow channel 81 uniformity coefficient 128 settlement profile 33 preconsolidation pressure 82 wall tube 129 shear resistance 34 flow line 83 Atterberg limits 130 Shelby tube 35 shear displacement 84 chamber pressure 131 size limits 36 soil exploration 85 compaction energy 132 slope stability 37 head permeability 86 cone method 133 soil column 38 soil type 87 dial gauge 134 soil compaction 39 contact pressure 88 downstream side 135 soil cylinder 40 soil profile 89 field compaction 136 soil grains 41 stress condition 90 flow conditions 137 soil properties 42 trial failure 91 load application 138 stem augers 43 water level 92 midpoint circle 139 subsoil conditions 44 axial strain 93 point load 140 test borings 45 compaction test 94 pressure range 141 test specimen 46 consolidation curve 95 sea level 142 waste material 47 cut slope 96 slip planes 143 square footing 48 group index 97 solid particles 144 column footing 49 roller passes 98 solid waste
International Journal of Academic Research in Progressive Education and Development
Diploma in Civil Engineering (EC110) being offered since 1967 by UiTM. Graduate should be able to possess relevant technical knowledge and skill to ensure the competency upon graduation. One of the comprehensive steps in providing a sustainable curriculum by UiTM is student's knowledge profile is aligned with the relevant course code via outcomes based educations that addressing 12 programmed outcomes. Meanwhile, program structured is designed to help students to scaffold the knowledge from lower difficulties level to higher order of thinking order in solving the well-defined problem as stated by Dublin Accord. Therefore, the prerequisite course being introduced to prepare students for better understanding in certain fundamental knowledge before move to advanced phase of knowledge. ECW 231 being offered during semester 3 and considered as prerequisite course for ECW 241 offered at upper semester. From result it shows that student scored slightly better in ECW 231 compared to ECW 241 in terms of grade and programme outcomes attainment. This finding is strengthen by survey that being conducted for 33 respondents in UiTM Campus Pasir Gudang. It is viewed that, students is agreed that prerequisite subject help them to reinforced the basic knowledge before proceed to application subject at upper semester.