ESTRATEGIAS PARA LA LECTURA
Exploring New Learning Technologies
An Interview with Wirth Professor Chris Dede
Harvard Graduate School of Education
March 1, 2003
by Karlyn Morissette
Wirth Professor Chris Dede believes that emerging technologies expand our capability to create, share, and master knowledge. His current project is the development of Multi-User Virtual Environment Experiential Simulators (MUVEES), in which students explore virtual cities and interact with each other in order to answer scientific questions. Preliminary results show an increased student interest in classroom activity among all students, including those who were previously uninterested in classroom activities. Later this month, Dede will convene a group of leading scholars who have used technology to solve the problem of scaling up innovations in education.
Q: How does teaching scientific concepts through MUVEES differ from more traditional forms of instruction?
A: MUVEES is based on guided, collaborative learning-by-doing in which students "travel back in time" to solve mysteries set in late 19th-century America. The River City curriculum unit presents learners with an engaging, multi-user virtual world consisting of a city with a river running through it, different forms of terrain that influence water runoff and insect propagation, houses, industries, and institutions such as a hospital and a university. Through exercises in their Laboratory Notebooks, teams of students explore the town and gather data to answer questions such as "Why are poor people getting sick in much greater proportion than rich people?" Class sessions in the virtual world alternate with whole-group interpretive sessions led by the teacher.
Q:What do you hope students gain through the River City simulation?
“In school, many students implicitly learn the unrealistic view that there is a single right answer in science that is easily discernible.”
A: The main goal of this curriculum is to help students learn experimental design, a key skill for scientific inquiry that underlies science-fair projects and similar independent investigations. Middle-school teachers identified experimental design as a very difficult topic for instruction; the River City curriculum is designed to respond to this need. Also, in school, many students implicitly learn the unrealistic view that there is a single right answer in science that is easily discernible. In exploring River City, however, students are guided to develop hypotheses regarding many different interacting phenomena that present apparent complexity explainable in terms of three underlying, linked causes. At the end of the unit, they compare their results to those of the other teams and discover several different hypotheses that bear on the same question. Students also learn content in biology and ecology closely linked to national science standards and state tests, as well as ancillary material in history. In addition, their skills in reading, writing, collaboration, and computer literacy are enhanced.
Q: How do teachers assess a student’s progress?
A: While they are exploring the city, students answer questions and record ideas in their Lab Notebooks, which can later be used for assessment purposes. The Lab Notebook starts with questions that guide exploration of the environment and develop mastery of the interface, building towards later investigations that are content-specific and require completing a data table or graph based on the water samples encountered in River City. In addition, the MUVEE automatically archives all student actions, generating a "cognitive audit trail" for examination. Finally, the quality of experimental design in students' independent investigations as evidenced by a report they prepare for the 'Mayor' and their performance on content tests of biology and ecology provide measures of achievement.
Q: In the classrooms where the project has been implemented, what results have you seen thus far?
A: In the pilot implementation of River City, we found that the program motivated all learners, including lower achievement students typically uninterested in classroom activities. All of the students quickly mastered the interface, and a strong engagement in the unit persisted throughout detailed work in the Lab Notebook, even after the initial novelty of playing a computer simulation during class had worn off. Many students typically in the bottom-third of achievement made substantial gains in understanding the knowledge and skills taught by the unit, and upper-achievement students also found the environment productive for learning. However, much more research is needed to fully understand the strengths and limits of this interactive medium for teaching/learning.
Q: What would you say to educators who are skeptical of this method of instruction?
A: Outside of school, the entertainment industry is presenting students with motivating, but mindless, experiences that compete with school homework and informal learning. Kids also are fascinated by virtual interaction with their peers, as exemplified by the ubiquity of instant messaging and similar synchronous communication. Repurposing inexpensive devices bought for entertainment to use for learning in and out of school potentially offers powerful leverage for increasing achievement and equity. Research on whether and how this type of teaching/learning can complement conventional forms of instruction is important.
For More Information
More information about Chris Dede is available in the Faculty Profiles.
HGSE News, Harvard Graduate School of Education©2007 President and Fellows of Harvard College.
Fuente: Exploring New Learning Technologies: An Interview with Wirth Professor Chris Dede. Buscador: Google.com.ve./http://www.gse.harvard.edu/news/features/dede03012003.html. Modificado por N. Tales,
lunes, 3 de diciembre de 2007
martes, 20 de noviembre de 2007
UNIDAD II
USO Y MANEJO DEL DICCIONARIO
Blomshield, Fred S AIAA/ASME/SAE/ASEE Joint Propulsion Conference and Exhibit, 37th, Salt Lake City, UT; UNITED STATES; 8-11 July 2001. 2001
Over the last 40 years, many solid rocket motors have experienced combustion instability. Combustion instability is the interaction of a motor's inherent oscillatory modes with the combustion and/or fluid dynamic processes inside the motor combustion chamber. If only a small amount of available energy, less than one percent, is diverted to an acoustic mode, combustion instability can be generated. Standard Missile, Sidewinder, Harm, Trident, Hellfire, and Minuteman, just to name a few, have experienced pressure oscillations sometime during their development and life. Combustion instability can lead to ballistic pressure changes, can couple with other motor components, such as guidance or thrust vector control, and in the worst case, cause motor structural failure. Combustion instability in a motor can cost motor developers millions of dollars to eliminate. Sometimes, combustion instability, although present, does not cause system problems and can be tolerated in a motor. In these cases, it still must be characterized and understood. The purpose of this paper is to review 28 of these motors and what solutions were used. It is hoped that some of the lessons learned in the past can be applied to future motors.
Taken from: Blomshield, Fred S. (2001).“Historical perspective of combustion instability in motors - Case studies”. Buscador Scholar Google. http://md1.csa.com/partners/viewrecord.php?requester=gs&collection=TRD&recid=200162022335CE&recid=200113011103MT&recid=A0134508AH
Blomshield, Fred S AIAA/ASME/SAE/ASEE Joint Propulsion Conference and Exhibit, 37th, Salt Lake City, UT; UNITED STATES; 8-11 July 2001. 2001
Over the last 40 years, many solid rocket motors have experienced combustion instability. Combustion instability is the interaction of a motor's inherent oscillatory modes with the combustion and/or fluid dynamic processes inside the motor combustion chamber. If only a small amount of available energy, less than one percent, is diverted to an acoustic mode, combustion instability can be generated. Standard Missile, Sidewinder, Harm, Trident, Hellfire, and Minuteman, just to name a few, have experienced pressure oscillations sometime during their development and life. Combustion instability can lead to ballistic pressure changes, can couple with other motor components, such as guidance or thrust vector control, and in the worst case, cause motor structural failure. Combustion instability in a motor can cost motor developers millions of dollars to eliminate. Sometimes, combustion instability, although present, does not cause system problems and can be tolerated in a motor. In these cases, it still must be characterized and understood. The purpose of this paper is to review 28 of these motors and what solutions were used. It is hoped that some of the lessons learned in the past can be applied to future motors.
Taken from: Blomshield, Fred S. (2001).“Historical perspective of combustion instability in motors - Case studies”. Buscador Scholar Google. http://md1.csa.com/partners/viewrecord.php?requester=gs&collection=TRD&recid=200162022335CE&recid=200113011103MT&recid=A0134508AH
martes, 30 de octubre de 2007
HORARIOS
Horario (sesiones virtuales)
MARTES (VESPERTINO) 04: 00 A 04:45 P.M.
MIÉRCOLES (DIURNO) 09: 00 A 11:15 A.M
NOTA: El horario de los días martes es opcional.
MARTES (VESPERTINO) 04: 00 A 04:45 P.M.
MIÉRCOLES (DIURNO) 09: 00 A 11:15 A.M
NOTA: El horario de los días martes es opcional.
martes, 9 de octubre de 2007
PROGRAMA DE LA UNIDAD CURRICULAR
Objetivos generales:
1. Valorar la importancia universal del idioma como instrumento que permite el acceso a publicaciones científicas, y el contacto con el acontecer mundial en las áreas de interés.
2. Desarrollar destrezas básicas de lectura de textos en inglés relacionados con la especialidad o áreas afines con relación a: la extracción de información implícita y explícita, las relaciones entre las oraciones y partes de un texto, la comprensión de conceptos, y la deducción del significado de palabras nuevas en base al contexto.
3. Familiarizarse con las estructuras gramaticales básicas y el vocabulario específico de cada área de estudio.
4. Identificar los tipos de discursos más utilizados en la redacción de textos científicos-técnicos mediante la utilización de pautas lingüísticas y no lingüísticas además de las relaciones léxico- gramaticales dentro de las oraciones, entre oraciones y entre párrafos.
5. Desarrollar destrezas de referencia y localización de información en manuales, folletos diccionarios, referencias bibliográfica y otras fuentes y documentos informativos afines a la especialidad.
6. Leer, comprender e interpretar textos en inglés relacionados con la especialidad para extraer información general y específica.
1. Valorar la importancia universal del idioma como instrumento que permite el acceso a publicaciones científicas, y el contacto con el acontecer mundial en las áreas de interés.
2. Desarrollar destrezas básicas de lectura de textos en inglés relacionados con la especialidad o áreas afines con relación a: la extracción de información implícita y explícita, las relaciones entre las oraciones y partes de un texto, la comprensión de conceptos, y la deducción del significado de palabras nuevas en base al contexto.
3. Familiarizarse con las estructuras gramaticales básicas y el vocabulario específico de cada área de estudio.
4. Identificar los tipos de discursos más utilizados en la redacción de textos científicos-técnicos mediante la utilización de pautas lingüísticas y no lingüísticas además de las relaciones léxico- gramaticales dentro de las oraciones, entre oraciones y entre párrafos.
5. Desarrollar destrezas de referencia y localización de información en manuales, folletos diccionarios, referencias bibliográfica y otras fuentes y documentos informativos afines a la especialidad.
6. Leer, comprender e interpretar textos en inglés relacionados con la especialidad para extraer información general y específica.
Metodología para la enseñanza:
Esta asignatura representa el primer nivel de los dos que se ofrecen en las carreras del Programa de Educación del Núcleo Costa Oriental del Lago de la Universidad del Zulia.
Para la instrucción en esta asignatura, tanto en la aplicación teórica como práctica, se empleará una metodología de enseñanza ecléctica; es decir, se adoptan aspectos de diferentes enfoques para la enseñanza de segundas lenguas como el método comunicativo, el método gramatical y léxico, además de las contribuciones del enfoque constructivista.
La modalidad bajo la cual se desarrollará la instrucción, es interdisciplinaria, una de tipo virtual con herramientas síncronas (chats) y asíncronas (e-mail y foros) y otra presencial. Ambas modalidades de instrucción tendrán una duración de ocho semanas cada una dentro del periodo en curso. Lo anterior justifica la necesidad actual que existe mundialmente utilizar recursos virtuales como el nuevo paradigma en el desarrollo de la enseñanza en educación superior. Es por ello que se ha incorporado esta modalidad en la instrucción en esta unidad curricular en combinación con la presencial. Los alumnos podrán realizar consultas individuales o de forma grupal tanto en las sesiones virtuales como en las presenciales.
Las actividades para el desarrollo de las destrezas de lecto - comprensión están diseñadas sobre la base de un texto del área y las cuales los participantes deberán cumplimentar. Estas actividades se relacionan con los contenidos del texto, su valor semántico, función del contexto y bajo diversos niveles de análisis como contexto, texto, oración y palabra. Dentro de las actividades se pueden mencionar: la identificación de lazos cohesivos, la identificación de indiciales, activación de esquemas gramaticales, del léxico, la búsqueda de sinónimos y antónimos, la interpretación de la información, elaboración de resúmenes, la diagramación de la información interpretada, identificación de las características de los diferentes tipos de discursos encontrados en los textos, entre otras.
En cada unidad se trabaja con textos auténticos y semi-auténticos que están relacionados con el área de estudio de los participantes. Los participantes podrán encontrar el material de estudio en esta URL.
Contenidos:
Unidad 1. Inglés para fines específicos. Texto: “The categorization of ESP”.
Unidad 2. Uso y manejo del diccionario Texto: “Historical perspective of combustion instability in motors - Case studies”.
Unidad 3. Estrategias para la lectura. Texto: “Exploring New Learning Technologies.An Interview with Wirth Professor Chris Dede”.
Unidad 4. Funciones retóricas básicas de los textos.
Descripción, clasificación y definición. Textos: A) “Teaching Styles”, B) “Types of intelligence”, C) “Internal combustion engine”.
Instrucción. Texto: D) Engine repair by Xado Additives Pro Series Small Engine repair, Engine Rebuilding Repair Exchange, Additive Engine Oil, Diesel Engine Maintenance. Complete Revitalization for all car mechanisms. Optimize, Improve and Perfect the Tolerances in your Engine.
Narración. Textos: E) “Rudolf Diesel” y F) “A Brief History of ME at Caltech by Christopher E. Brennen”.
Unidad 5. Lectura Intensiva. Texto: “Computacional combustión”.
Unidad 1. Inglés para fines específicos. Texto: “The categorization of ESP”.
Unidad 2. Uso y manejo del diccionario Texto: “Historical perspective of combustion instability in motors - Case studies”.
Unidad 3. Estrategias para la lectura. Texto: “Exploring New Learning Technologies.An Interview with Wirth Professor Chris Dede”.
Unidad 4. Funciones retóricas básicas de los textos.
Descripción, clasificación y definición. Textos: A) “Teaching Styles”, B) “Types of intelligence”, C) “Internal combustion engine”.
Instrucción. Texto: D) Engine repair by Xado Additives Pro Series Small Engine repair, Engine Rebuilding Repair Exchange, Additive Engine Oil, Diesel Engine Maintenance. Complete Revitalization for all car mechanisms. Optimize, Improve and Perfect the Tolerances in your Engine.
Narración. Textos: E) “Rudolf Diesel” y F) “A Brief History of ME at Caltech by Christopher E. Brennen”.
Unidad 5. Lectura Intensiva. Texto: “Computacional combustión”.
Referencias:
1. Libros
Alcaráz, Enrique, (2000). El Inglés Profesional y Académico. Primera edición, Madrid, España, editorial: Alianza Editorial, S.A. p. 119-129.
Bolívar, A. y Marcov, Ánika, (1997). Estrategias para la Lectura en Inglés. Segunda edición, Caracas, Venezuela, editorial: Biblioteca de la Universidad Central de Venezuela, p. 9-103.
Bolton, David; Goodey N., (1996). English Grammar in Steps. Primera edición, Londres, Inglaterra, editorial: Richmond Publishing, p. 6-305.
Hutchinson, Tom; Waters, Alan (1987). English for Specific Purposes. Editorial: Cambridge University Press, Lancaster, Inglaterra, p.1-183
Krashen, S. D. (1987). Principles and Practice in Second Language Acquisition. Londres – Inglaterra, editorial: Prentice Hall International, Ltd, p. 63-77.
Nunan, David. (1996). The Learner - Centered Curriculum: A Study in Second Language Teaching. Cambridge, Inglaterra, Editorial: Cambridge University Press, p. 15-99.
Richards, Jacks; Rodgers, Theodore, (1986). Approaches and Methods in Language Teaching. Cambridge, Inglaterra, editorial: Cambridge University Press, p. 1, 154.
Trimble, Louis, (1992). English for Science and Technology. A Discourse Approach. Tercera edición, Cambridge, Inglaterra, editorial: Cambridge University Press. ISBN: 0521255112, p. 5-125
2. Diccionarios
Cuyás, A., (1969). Appleton Cuyas Dictionary. Sedunda Edición. Editorial: Prentice- Hall, INC., Englewood Cliffs, p. 1-296.
Da Costa. (1988). Diccionario Inglés- Español de Computación. Primera edición. Editorial: Panapo, Caracas, Venezuela. ISBN: 980-230-138-8, p. 324.
Hornby, A. (1995). Oxford Advanced Learner’s Dictionary. Quinta edición, editorial: Oxford University Press, Oxford, Inglaterra, p. 01-1403.
Petróleo Internacional. (1982). Glosario de la Industria Petrolera. Inglés – Español, Español – Inglés. Segunda edición, editorial Pennwell Books, Tulsa, Oklahoma, EEUU. ISBN: 0-87814-194-4. p. 190.
Swan, M., (1995). Practical English Usage. Segunda edición. Editorial: Oxford University Press, Oxford, Inglaterra, p. 03-605.
3. Fuentes electrónica
Bellis, M. (2003). Inventors Rudolf Diesel (1858 – 1913). Buscador: Google.Com.ve/. http://inventors.about.com/library/inventors/bldiesel.htm. Fecha última actualización: junio – 2004.
Brennen, Ch. (2007). A Brief History of ME at Caltech”. Buscador: Google.co.ve/. http://www.me.caltech.edu/centennial/history/history1.htm. Fecha última actualización: marzo – 2007.
Blomshield, F. (2001). Historical perspective of combustion instability in motors - Case studies. AIAA/ASME/SAE/ASEE Joint Propulsion Conference and Exhibit, 37th, Salt Lake City, UT; UNITED STATES; 8-11 July 2001. Buscador Scholar Google. http:// md1.csa. com/partners/ viewrecord.php? requester=gs&collection=TRD&recid=200162022335CE&recid=200113011103MT&recid=A0134508AH. Fecha última actualización: agosto - 2006.
ESP WORLD (2006). Theoretical Base and Problems in Business English Teaching in China. By Li Lixin. Buscador: Google. http://www.esp-world.info/Articles_8/Li.htm pp. 1-2. China. Fecha última actualización: septiembre -2006.
Farlex. Inc. (2004). Motor Diesel. Internal – Combustion engine. Buscador: Google.com.ve/. http://www.thefreedictionary.com/internal-combustion%20engine. Fecha última actualización: junio – 2004.
Google Académico Beta (2006). Bibliographies for Mechanics. http://scholar. google.es/scholar?q=mechanics%2Bbibliographies&hl=es&lr=&scoring=r&as_ylo=2001. Fecha última actualización: septiembre de 2006.
Morissette, K. (2003). Exploring New Learning Technologies: An Interview with Wirth Professor Chris Dede. Buscador: Google.com.ve./http://www.gse.harvard.edu/news/features/dede03012003.html. Fecha última actualización: septiembre – 2007.
Neuroscience of intelligence. (2005). Types of intelligence. Buscador: Google.com.ve/. http://www.Macalester.edu/psychology/whathap/ubnrp/intelligence05/Mtypes.html. Fecha última actualización: septiembre - 2007.
Sotech Systems. (2005). Engine repair by Xado Additives Pro Series Small Engine repair, Engine Rebuilding Repair Exchange, Additive Engine Oil, Diesel Engine Maintenance. Complete Revitalization for all car mechanisms. Optimize, Improve and Perfect the Tolerances in your Engine. Buscador: Google.com.ve/ http://www.sotechsystems.com/xadoadditives/DieselFuelEngine Restorehto_treat.htm. Fecha última actualización: septiembre de 2006.
Todd Walke Internet Software, (2003). The Most Powerful Diesel Engine in the World. Buscador: Google.com.ve/. http://www.bath.ac.uk/~ccsshb/12cyl/ . Fecha última actualización: mayo - 2004.
University of Texas (2005). Teaching Styles. Buscador: Google.com.ve/. http://www.lib.utexas.edu/services/instruction/tips/tf/tf_tstyles.html. Fecha última actualización: marzo - 2005.
Westbrook, C K. Mizobuchi, Y; Poinsot, T J; Smith, P J; Warnatz, J. (2004). Computational Combustion. Revista Electrónica: Energy Citations Database. Buscador: Scholar Google. http://www.osti.gov/ energycitations/ servlets/purl/15014799-PhugMg/native/. octubre – 2006.
1. Libros
Alcaráz, Enrique, (2000). El Inglés Profesional y Académico. Primera edición, Madrid, España, editorial: Alianza Editorial, S.A. p. 119-129.
Bolívar, A. y Marcov, Ánika, (1997). Estrategias para la Lectura en Inglés. Segunda edición, Caracas, Venezuela, editorial: Biblioteca de la Universidad Central de Venezuela, p. 9-103.
Bolton, David; Goodey N., (1996). English Grammar in Steps. Primera edición, Londres, Inglaterra, editorial: Richmond Publishing, p. 6-305.
Hutchinson, Tom; Waters, Alan (1987). English for Specific Purposes. Editorial: Cambridge University Press, Lancaster, Inglaterra, p.1-183
Krashen, S. D. (1987). Principles and Practice in Second Language Acquisition. Londres – Inglaterra, editorial: Prentice Hall International, Ltd, p. 63-77.
Nunan, David. (1996). The Learner - Centered Curriculum: A Study in Second Language Teaching. Cambridge, Inglaterra, Editorial: Cambridge University Press, p. 15-99.
Richards, Jacks; Rodgers, Theodore, (1986). Approaches and Methods in Language Teaching. Cambridge, Inglaterra, editorial: Cambridge University Press, p. 1, 154.
Trimble, Louis, (1992). English for Science and Technology. A Discourse Approach. Tercera edición, Cambridge, Inglaterra, editorial: Cambridge University Press. ISBN: 0521255112, p. 5-125
2. Diccionarios
Cuyás, A., (1969). Appleton Cuyas Dictionary. Sedunda Edición. Editorial: Prentice- Hall, INC., Englewood Cliffs, p. 1-296.
Da Costa. (1988). Diccionario Inglés- Español de Computación. Primera edición. Editorial: Panapo, Caracas, Venezuela. ISBN: 980-230-138-8, p. 324.
Hornby, A. (1995). Oxford Advanced Learner’s Dictionary. Quinta edición, editorial: Oxford University Press, Oxford, Inglaterra, p. 01-1403.
Petróleo Internacional. (1982). Glosario de la Industria Petrolera. Inglés – Español, Español – Inglés. Segunda edición, editorial Pennwell Books, Tulsa, Oklahoma, EEUU. ISBN: 0-87814-194-4. p. 190.
Swan, M., (1995). Practical English Usage. Segunda edición. Editorial: Oxford University Press, Oxford, Inglaterra, p. 03-605.
3. Fuentes electrónica
Bellis, M. (2003). Inventors Rudolf Diesel (1858 – 1913). Buscador: Google.Com.ve/. http://inventors.about.com/library/inventors/bldiesel.htm. Fecha última actualización: junio – 2004.
Brennen, Ch. (2007). A Brief History of ME at Caltech”. Buscador: Google.co.ve/. http://www.me.caltech.edu/centennial/history/history1.htm. Fecha última actualización: marzo – 2007.
Blomshield, F. (2001). Historical perspective of combustion instability in motors - Case studies. AIAA/ASME/SAE/ASEE Joint Propulsion Conference and Exhibit, 37th, Salt Lake City, UT; UNITED STATES; 8-11 July 2001. Buscador Scholar Google. http:// md1.csa. com/partners/ viewrecord.php? requester=gs&collection=TRD&recid=200162022335CE&recid=200113011103MT&recid=A0134508AH. Fecha última actualización: agosto - 2006.
ESP WORLD (2006). Theoretical Base and Problems in Business English Teaching in China. By Li Lixin. Buscador: Google. http://www.esp-world.info/Articles_8/Li.htm pp. 1-2. China. Fecha última actualización: septiembre -2006.
Farlex. Inc. (2004). Motor Diesel. Internal – Combustion engine. Buscador: Google.com.ve/. http://www.thefreedictionary.com/internal-combustion%20engine. Fecha última actualización: junio – 2004.
Google Académico Beta (2006). Bibliographies for Mechanics. http://scholar. google.es/scholar?q=mechanics%2Bbibliographies&hl=es&lr=&scoring=r&as_ylo=2001. Fecha última actualización: septiembre de 2006.
Morissette, K. (2003). Exploring New Learning Technologies: An Interview with Wirth Professor Chris Dede. Buscador: Google.com.ve./http://www.gse.harvard.edu/news/features/dede03012003.html. Fecha última actualización: septiembre – 2007.
Neuroscience of intelligence. (2005). Types of intelligence. Buscador: Google.com.ve/. http://www.Macalester.edu/psychology/whathap/ubnrp/intelligence05/Mtypes.html. Fecha última actualización: septiembre - 2007.
Sotech Systems. (2005). Engine repair by Xado Additives Pro Series Small Engine repair, Engine Rebuilding Repair Exchange, Additive Engine Oil, Diesel Engine Maintenance. Complete Revitalization for all car mechanisms. Optimize, Improve and Perfect the Tolerances in your Engine. Buscador: Google.com.ve/ http://www.sotechsystems.com/xadoadditives/DieselFuelEngine Restorehto_treat.htm. Fecha última actualización: septiembre de 2006.
Todd Walke Internet Software, (2003). The Most Powerful Diesel Engine in the World. Buscador: Google.com.ve/. http://www.bath.ac.uk/~ccsshb/12cyl/ . Fecha última actualización: mayo - 2004.
University of Texas (2005). Teaching Styles. Buscador: Google.com.ve/. http://www.lib.utexas.edu/services/instruction/tips/tf/tf_tstyles.html. Fecha última actualización: marzo - 2005.
Westbrook, C K. Mizobuchi, Y; Poinsot, T J; Smith, P J; Warnatz, J. (2004). Computational Combustion. Revista Electrónica: Energy Citations Database. Buscador: Scholar Google. http://www.osti.gov/ energycitations/ servlets/purl/15014799-PhugMg/native/. octubre – 2006.
domingo, 7 de octubre de 2007
UNIDAD I
INGLÉS PARA FINES ESPECÍFICOS
THE CATEGORIZATION OF ESP
…ESP belongs to English language teaching (ELT), and it may use, in specific teaching situations, a different methodology from that of general English. But it is not a special kind of English language, for specialized aim or specific purpose and special language are two different notions. Mackay and Mountford (1978) mentioned:
The only practical way in which we can understand the notion of special language is as a restricted repertoire of words and expressions selected from the whole language because that restricted repertoire covers every requirement within a well-defined context, task or vocation (p.4).
Whereas a specialized aim or a specific purpose refers to the purpose for which learners learn a language, not the nature of the language they learn. Besides, in practical teaching, it is hard to draw a clear line between where General English (GE) courses stop and ESP courses start, although we try to use such names as Business English or Medical English, etc. to distinguish between ESP and GE. And the common core of language is often used both in GE and in ESP. Hutchinson and Waters summed up the difference between the ESP and GE approaches as in theory nothing, in practice a great deal (p.53). Therefore, ESP is part of ELT in theory, and the purpose for which learners learn is different from that of general English, the former being more specific or specialized, whilst the latter more general
Taken from: ESP WORLD (2006). Theoretical Base and Problems in Business English Teaching in China. pp. 1-2. (Adapted by Tales, N.).
THE CATEGORIZATION OF ESP
…ESP belongs to English language teaching (ELT), and it may use, in specific teaching situations, a different methodology from that of general English. But it is not a special kind of English language, for specialized aim or specific purpose and special language are two different notions. Mackay and Mountford (1978) mentioned:
The only practical way in which we can understand the notion of special language is as a restricted repertoire of words and expressions selected from the whole language because that restricted repertoire covers every requirement within a well-defined context, task or vocation (p.4).
Whereas a specialized aim or a specific purpose refers to the purpose for which learners learn a language, not the nature of the language they learn. Besides, in practical teaching, it is hard to draw a clear line between where General English (GE) courses stop and ESP courses start, although we try to use such names as Business English or Medical English, etc. to distinguish between ESP and GE. And the common core of language is often used both in GE and in ESP. Hutchinson and Waters summed up the difference between the ESP and GE approaches as in theory nothing, in practice a great deal (p.53). Therefore, ESP is part of ELT in theory, and the purpose for which learners learn is different from that of general English, the former being more specific or specialized, whilst the latter more general
Taken from: ESP WORLD (2006). Theoretical Base and Problems in Business English Teaching in China. pp. 1-2. (Adapted by Tales, N.).
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