Year: 2002 Language: english Author: Luis Alberto Viades Valencia Genre: Textbook Publisher: CENIDET Edition: 1 Format: PDF Quality: eBook Pages count: 132 Description: The book Teaching Technical English Writing (TTEW) is a long time project that has finally become a reality and will eventually be published in the summer of 2002 sponsored by the DGIT and by CENIDET where I have been working as Head of the English Department since 1988. In most respects TTEW is a response to the following situation. The majority of students who enter CENIDET for post-graduate studies, come from technological institutes modelled on the lack of English instruction during the five years of their first degree. Their previous years of preparatory English instruction were based on structural/behaviorist methodological models. What learners are tought at this level is not a communicative knowledge of English language use, but knowledge of how the syntactic and lexical rules of English operate. The language system is taught, suitably contextualised by means of techniques based on habit formation theory of learning and a structuralist description of English.What students succeed in learning in this way is what is necessary in order to pass examinations. At a post-graduate level they are generally highly conscious of the use they intend to put the foreign language. That use is associated with an occupational, vocational, academic or professional requirement.
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Teaching Technical English Writing
Language: english
Author: Luis Alberto Viades Valencia
Genre: Textbook
Publisher: CENIDET
Edition: 1
Format: PDF
Quality: eBook
Pages count: 132
Description: The book Teaching Technical English Writing (TTEW) is a long time project that has finally become a reality and will eventually be published in the summer of 2002 sponsored by the DGIT and by CENIDET where I have been working as Head of the English Department since 1988. In most respects TTEW is a response to the following situation. The majority of students who enter CENIDET for post-graduate studies, come from technological institutes modelled on the lack of English instruction during the five years of their first degree. Their previous years of preparatory English instruction were based on structural/behaviorist methodological models. What learners are tought at this level is not a communicative knowledge of English language use, but knowledge of how the syntactic and lexical rules of English operate. The language system is taught, suitably contextualised by means of techniques based on habit formation theory of learning and a structuralist description of English.What students succeed in learning in this way is what is necessary in order to pass examinations. At a post-graduate level they are generally highly conscious of the use they intend to put the foreign language. That use is associated with an occupational, vocational, academic or professional requirement.
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