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科技写作教学给英语教师带来了特殊的问题。他们的学生来自现代技术的几乎各门学科,每一门学科都有自己的专门术语,有些术语教师连怎样发音也不知道。确实,对教文学比教工科更为得心应手的典型的英语教师来说,要想获得传授专业性很强的材料所需的讲授技巧看来似乎不可能的。然而,教师稍加努力,就能学到关于工科主要领域内的足够术语,从而有效地教好科技写作课。正如Bezanson(1954年)所指出的,去教工科专业的学生,而自已並
S & T writing teaching has brought special problems to English teachers. Their students come from almost all disciplines of modern technology, each with its own specialized terminology, and some terminology teachers do not even know how to pronounce them. Indeed, it seems unlikely that teaching skills needed to teach highly specialized materials would be better for a typical English teacher who taught literature better than his teaching staff. However, with a little effort, teachers can learn enough technical terms about major areas of engineering so that they can effectively teach science writing lessons. As Bezanson (1954) pointed out, to teach engineering students, and self-and