Teaching Domain-Specific English to Engineering Students through SPRE Model-Based Projects

International Journal of Emerging Technologies in Learning (iJET)

Polina Ermakova¹  Olga Rossikhina¹ 

[1] National University of Science and Technology MISiS,Moscow, Russia;

关键词: keywords- critical thinking, the english language, task-based learning, engineering projects, spre model.;   

DOI  :  10.3991/ijet.v16i03.18405

来源: DOAJ

【 摘 要 】

Abstract- The authors present the adaptation of the Situation-Problem-Response-Evaluation (SPRE) critical thinking framework, originally developedby Dr. Hannigan [10],to a wide range of engineering projects in the English language course for undergraduates.Each student in a SPRE team acts in accordance with an assigned role and lives through the same stages, such as finding and processing information, selecting and evaluating sources, problem solving, presentingtheir position in the ‘panel’ discussion’andreport writing as the final stage. Thus the language is practiced in all four modalities and in the professional context.The authors share their experience in introducing professionalEnglish throughprojects ranging from wide- scope inter-domain problem-solving tasks to narrow -scope problems drawn from a particular subject area. They suggest supplementing this scheme with an initialstage, where students draft and redraft their proposals for further research after getting peer-and teacher feedback. This stage enables studentsto identify the research gap and narrow down the ‘problem’or the aim of the project. SPRE projects meet the request for professional English (ESP)from theuniversity subject departments.

【 授权许可】

Unknown