Teaching Domain-Specific English to Engineering Students through SPRE Model-Based Projects
DOI:
https://doi.org/10.3991/ijet.v16i03.18405Keywords:
Keywords- critical thinking, the English language, task-based learning, engineering projects, SPRE model.Abstract
Abstract- The authors present the adaptation of the Situation-Problem-Response-Evaluation (SPRE) critical thinking framework, originally developed by 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, presenting their position in the ‘panel’ discussion’ and report 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 professional English through projects 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 initial stage, where students draft and redraft their proposals for further research after getting peer-and teacher feedback. This stage enables students to 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 the university subject departments.
Downloads
Published
How to Cite
Issue
Section
License
The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.