The language of international science and engineering
is English, and for this reason English language training is
an important part of the university education of engineers
and computer scientists throughout the world. English for
Specific Purposes (ESP) is a widely-used approach [1-3]
for the teaching of English to engineers outside of native-
English-speaking environments, and the ESP approach
relies on a process of both initial and ongoing needs
analyses to determine the content for instruction.
Needs analysis in ESP for science and engineering
ideally takes into account the immediate academic needs
of such students, and also the future career or workplace
needs of these same students. In the general field of
science and engineering, there is a considerable body of
literature addressing immediate academic (coursework)
and graduate student research-writing and research
presentation task needs [4-9] and a similarly rich output ofanalysis of the focused needs of computer engineers and
computer scientists who continue into graduate education
and eventually become researchers [10-13]. This research
has informed curriculum decisions, instructional material,
and lesson plans in the education of engineers and
computer scientists, both in English-speaking countries
and elsewhere in the world.
The language of international science and engineering
is English, and for this reason English language training is
an important part of the university education of engineers
and computer scientists throughout the world. English for
Specific Purposes (ESP) is a widely-used approach [1-3]
for the teaching of English to engineers outside of native-
English-speaking environments, and the ESP approach
relies on a process of both initial and ongoing needs
analyses to determine the content for instruction.
Needs analysis in ESP for science and engineering
ideally takes into account the immediate academic needs
of such students, and also the future career or workplace
needs of these same students. In the general field of
science and engineering, there is a considerable body of
literature addressing immediate academic (coursework)
and graduate student research-writing and research
presentation task needs [4-9] and a similarly rich output ofanalysis of the focused needs of computer engineers and
computer scientists who continue into graduate education
and eventually become researchers [10-13]. This research
has informed curriculum decisions, instructional material,
and lesson plans in the education of engineers and
computer scientists, both in English-speaking countries
and elsewhere in the world.
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