A "Hands-On" Approach to Teaching English for Science.

Autor/in	Magrath, Douglas
Titel	A "Hands-On" Approach to Teaching English for Science.
Quelle	(1983), (15 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Arabs; College Second Language Programs; College Students; Communicative Competence (Languages); Course Organization; English for Science and Technology; English for Special Purposes; English (Second Language); Experiential Learning; Field Experience Programs; Hands on Science; Higher Education; Program Development; Realia; Sciences; Second Language Instruction; Second Language Learning + Suchen Sie Ihr Suchwort? Arab; Araber; Collegestudent; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Course organisation; Kurskonzept; Technisches Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Experiental learning; Erfahrungsorientiertes Lernen; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programmplanung; Science; Wissenschaft; Fremdsprachenunterricht; Zweitsprachenerwerb
Abstract	A college course in English as a second language for the sciences that combines field experience with language learning is outlined. The proposed course includes two components: (1) a core course of both relevant scientific content and language, including grammar, vocabulary, reading, and writing presented topically; and (2) visits to sites and laboratories where the language is used in a natural setting. The core course is oriented to the size and language level of the anticipated class and is offered in a traditional classroom environment. It stresses language functions and grammar useful for immmediate communicative needs and includes any special forms pertaining to the specialty field. Reading is taught even to beginners, and ideally, reading and writing assignments are linked to the on-site experience. Additional opportunities for comprehensible input include lectures, demonstrations, science laboratories, and other subject-area discourse phased into the course gradually. The successful use of the approach with a group of Saudi Arabian students is also described. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC