USING ENGLISH IN SCIENCE AND TECHNOLOGY

(Third Revised and Enlarged Edition)

by: R.K. Singh


pp.: 350, Price: Rs. 95.00

ISBN 978-81-7977-386-4



Contents:

General
1. Scientific and Technical Writing : Certain Characteristics
2. The Process Model of Writing

English in Scientific Discourse
1. Using Impersonal Passive Voice
2. Writing Instructions and Describing/Reporting
3. Describing Objects
4. Describing Processes and Graphical Presentation of Information
5. Writing Definitions
6. Writing Narratives
7. Writing Classifications
8. Writing Explanations
9. Using Comparison and Contrast
10. Writing Hypothesis, Prediction and Conclusion
11. Generalizing and Exemplifying
12. Using Thought-Connectors

Use of Punctuations

Outlining, Paraphrasing and Summarizing
1. Outlining
2. Paraphrasing
3. Summarizing

Note-Making

Understanding Instruction Verbs, or Answering Essay-type Questions

Using Polite expressions

Organizing References

Sample Texts and Exercises Unit 1 to 7

Materials referred to and/or Recommended for use in class
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For details, one may like to visit the following link:

http://prakashbookdepot.blogspot.com/2010/07/using-english-in-science-and-technology.html
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BOOK REVIEW: M.Mojibur Rahman


R. K. Singh. Using English in Science and Technology. Bareilly: Prakash Book Depot, 2010. Pages 336, Rs. 95/-. ISBN 978-81-7977-386-4.


In learning a language, the aim is to be able to utilize the language in day-to-day tasks as also to meet the career demands. The needs of the students are crucial in teaching and one should ensure that learning does take place and the learners do achieve their long-term goals which include learners’ ability to communicate in the target language outside of classrooms and realization of various professional/career opportunities.

The concept of ESP contains a presumption that adult students learn English for a certain purpose, and there is a constant awareness of the purpose on the part of students as well as teachers. The main concern of ESP is ‘specific’ needs of students with the objective of solving their specific linguistic difficulties.

English for science and technology or EST is a subcategory of the larger field of English for Specific Purposes in which EST shares some basic characteristics with the larger field of ESP.

The language in EST is also more specialized. This is not surprising given the fact that scientific inquiry is a very specific process which relates to control, manipulation and observation of situations and involves research assumptions, hypothesis formation, and theory construction.

Textbooks are a key component in most language programmes. These serve as the basis for much of the language input learners receive or the language practice that takes place in the classroom. In some situations, the textbook may function as a supplement to the teachers’ instruction in the ESL teaching and learning process. For most teachers, textbooks provide the foundation for the content of lessons, the balance of the skills taught, as well as the kinds of language practice the students engage in during class activities. The use of English to teach Science and Technology reflects the importance of having effective English textbooks in helping learners acquire the necessary language skills.

Using English in Science and Technology by R.K. Singh has been republished with considerable revision and addition to help tertiary level students of science and technology to improve their written communication skills. To quote the author “Using English in Science and Technology, though not an ESP textbook per se, meets an important and urgent need in the area of English language teaching in India. It generally emphasizes development of students’ capacity for self-study, and language and communication skills, particularly the skills for effective academic writing, just as it prepares them for studies in English in many scientific and engineering fields like physics, chemistry, economics, geology, mining engineering, ecology, etc.” (p.vii).

The book is divided into nine sections. In the first section, the author describes the characteristic feature of scientific and technical writing, and the process model of writing. The Interactional Process Approach he discusses is a revised version of his most referred to research paper published in English Teaching Forum in 1994. One becomes aware of both the process and product as one proceeds through pre-writing, writing, and post-writing stages and organizes the contents.

The second section deals with English in scientific discourse. This section is the real strength of the book and deals with using impersonal passive voice, writing instructions and describing/reporting, describing objects, describing processes and graphical presentation of information, writing definitions, writing narratives, writing classifications, writing explanations, using comparison and contrast, writing hypothesis, prediction and conclusion, generalizing and exemplifying, and using thought connectors. The author discusses these rhetorical functions in detail. Firstly, he provides a description of the way language is used, and then, he offers suitable exercises for practice. Whatever discourse one produces, one has to use these rhetoric to write. The description and examples provided in this section are not only meant for science and technology teachers and students, but also for general ELT teachers who may be interested in teaching written communication by additionally providing suitable exercises. At the end of this section the author includes a discussion of thought connectors to develop a sense for achieving cohesion and coherence in the text.

The third section, a new addition in this edition of the book, deals with using punctuation, which is a most difficult and confusing part of written communication. The author deals with the use of punctuation marks such as commas, ellipses, semicolon, colon, dashes, and apostrophe.

The fourth and fifth sections of the book discuss study skills such as outlining, paraphrasing, summarizing, and note-making. Learning these study skills is necessary for all the professionals and researchers. The section provides a discussion on the method of outlining, paraphrasing, summarizing, and note-making with various exercises for practice.

The sixth section is based on understanding instruction verbs. Most of the time we commit mistake in using instruction verbs. As a teacher we need to set question papers and we have to write instructions for the students to write answers. Understanding instructions is necessary for the students to answer questions in the examination accordingly. This section provides a solution to the problems of both the teachers and students.

A new section is added in the book on use of polite expressions in communication. This should help students in their day to day conversation as also in participating in seminars etc.

The second last section is devoted to organizing references in writing. Students commit mistake in writing references. This section will help students to improve their reference writing skills.

The last section of the book provides sample lesson texts and text-based exercises for “consolidation of skills and language use learnt in the second, third and fourth sections.” The section also provides a possible model for teachers to develop their own practice material in the class.

The book is written keeping in view the prevalent system of teaching English language in technical institutions, and revised on the basis of the tertiary level students’ newer needs. This book is an outcome of the author’s experience in the classroom. The book has been used as a textbook in B. Tech, M. Sc. and M. Sc. Tech classes in Indian School of Mines, Dhanbad for nearly two decades. The exercises in the book are repeatedly tested in the classroom.

An English language teacher, particularly the teachers teaching in Technical Institutions, can use this book easily and without any formal training in ESP. It is a common belief that one should know science for teaching EST. But it is not possible for English language teachers to know science. This book will be handyl for the English teachers who do not know science but have interest in everyday science. The author has tried to produce a sort of general ESP/EST textbook which can be conveniently by providing additional exercises according to the needs of the students.

Except for some typographical errors, the book makes a smooth reading. It is nicely got up and the price is affordable. As a teacher and EST practitioner, I strongly recommend it to all English language teachers and students keen to improve their language skills in Technical Institutions.






M. Mojibur Rahman
Associate Professor of English
Department of Humanities and Social Sciences
Indian School of Mines, Dhanbad-826004

TEACHING ENGLISH FOR SPECIFIC PURPOSES: AN EVOLVING EXPERIENCE-- A review

Teaching English for Specific Purposes: An Evolving Experience by R.K.Singh, Book Enclave, Jaipur, 2005, pp. xii +289, Rs. 725/-.ISBN 81-8152-118-8

Reviewed by RAJNI SINGH

English for Specific Purposes (ESP) is a needs based concept to determine which language skills should be profitably developed for academic and professional success of students. It takes into account certain basic questions like: “who the learners are, what their linguistic background or level of competence is, what their view to language learning is, what their purpose and expectations are, what particular skill they will be needing in their actual, on- the- job situation etc.”

English as a medium of instruction is integrated into a subject matter area important to the learners, enabling them to use the English they know to learn even more English for all sorts of transactions. It is assumed that the ESP learners already have the basics of the English language and are learning the language in order to communicate a set of professional skills and to perform particular job- related functions.

Thus the ESP approach provides opportunities to the learners to acquire English naturally, by working with language in a context that they comprehend and find interesting.

Teaching English for Specific Purposes: An Evolving Experience by R.K.Singh is a useful resource material for aspirant scholars, teachers and especially for any beginner of ESP practices, particularly in technical institutions where English is both ‘a reading language’ and ‘teaching language’. The book is a compilation of the author’s 18 Research Essays followed by 22 Review Essays that have been already published in reputed national and international journals during 1970s-1990s.These essays unravel several facets of ESP from 1970s to 1990s in India and abroad.

The first section that comprises Research essays is a blending of theory and practice that should help the readers to understand the role of ESP in India and its future prospects in the ever-changing socio- linguistic scenario whereas the second and the final section of the book should help in taking the readers to the larger domain of language learning, in particular ESL, EFL and ESP. The ease with which the author links the two sections makes this book a convenient first book for aspirant scholars who have little or no background in ESP or EST.

The Research Essays are the outcome of the classroom experiences of the author as a teacher featuring the ESP approach at ISM, the role and the responsibilities of the ESP teachers and effectiveness of ESP programmes in techno-savvy modern society. The first two essays throw ample light on the role of English in the educational system of India. The third essay raises a pertinent question ‘Whether teaching of English should be for communicative competence, or for performance?’ The notion of re-viewing the conventional pedagogy is also elaborated in this article. The author advocates ‘Communication’ as the aim of English teaching and asserts that communicative competence and performance can’t be viewed separately. Both are indispensable part of any language teaching and the ultimate criterion of language mastery. Singh also feels that now the time has come for the teachers to adopt unconventional teaching techniques and seek ways and resources of making the contents of their textbooks relevant, meaningful and of interest to the students.

In the two essays “Exploring Possibilities: Why Technical English?” and “Exploring Possibilities: Why not General English?” the author sounds self contradicting given his performance for EST. Perhaps the author intends to show that like most teachers of English with literature background, he too had reluctance for content- based Technical English teaching. But it is also true that he views his ‘retrospection’ as part of a teacher’s evolution as an ESPist.

The next article “Reading Development: Some Questions”, deals with the significance of reading. In second / foreign language teaching and learning situations for academic purposes or other programmes that make extensive use of academic materials written in English, reading is paramount. But there are certain issues- Machine words reading vs. printed words reading; printed text vs. video text, computer reading skills vs. traditional reading skills; effects of new technology on spoken/ written language etc., which are still relevant.

In the seventh article Singh shares with the readers his experiences at ISM to suggest that a language teacher along with his literary sensibility and nuances of technical and scientific writing should develop skill-oriented syllabus to cater to the needs of his students.

The tenth and the eleventh articles “ESP: Communication Constraints” and “ESP: A Sociolinguistic Consideration” expose the problems of ESP teaching in Indian technical institutions where the students are from varied socio- linguistic backgrounds. The articles focus on the problems encountered by the learners and ESP practitioners and the ways to combat those challenges. The author traces out the constraints of ESP that are unfulfilling in Indian situation and pronounces that although an ESP course can only follow on from a thorough grounding in basic English, the teacher should not “close his eyes to the classroom actualities.” He should be sensitive and sympathetic to the actual/ changing needs of his students. The author shows his concern on the failure of Indian students in communicating effectively in English in social, cross- cultural, interdisciplinary encounters and in mutual communication with proper linguistic etiquette. The author points out that now there is a need for identifying the socio linguistic needs of the ESP learner and “ to restructure the needs- based ESP curriculum, accommodating socio-linguistic instructions which will develop his ability to function linguistically in society beyond the technical institution.”

The article, “Some Reflections on Terminology” stresses on the need to tackle with the terminological difficulties, which is the by-product of rapid advancement in varied academic disciplines. The author’s thrust is on the growth of research in Terminology, which can be possible, when the scientists and technologists, and the linguists work together.

The next article “ESP in India: Developments in 1984-1985” carries a profound investigation into the development of ESP in India in a single year. The year can be called an experimental phase of ESP in India as General English cause had to face open criticism from several quarters. However, despite an awareness of the students’ specific needs language teachers could attach only peripheral importance to ESP. But even in this state of upheaval the ESPists carried out different projects across the country. Some of the note worthy projects of that period were The Communication Teaching Project, Bangalore, The TITI Project, Calcutta and The ISM Project Dhanbad. The projects helped in establishing the ESP approach in India to a great extent.

In fact, as the essay on “Communicative Teaching in Technical Institutions: A Needs Assessment” indicates, Indian School of Mines is possibly the first institution to have gone in the ESP approach to English language teaching. The essay on “Interactional Process Approach to Teaching Writing” is R.K. Singh’s major contribution to ELT/EST practices in the world.

The first section of the book is kaleidoscopic in nature as it mirrors the emergence of the author from an EGP practitioner to an ESPist.

The second section of the book Review Essays provides readers with the alchemy of English and its different aspects. The essays of this section that concentrate on the tools of language, communication skills, intercultural and intracultural communication, teaching translation and translation and power will help teachers and researchers to become aware of what is new in language and literature practices. The author has been conscious in selecting his material for this section. Most of the essays are intended for classroom teachers to guide them and help them apply their mind in their actual teaching situations.

Teaching English for Specific purposes: An Evolving Experience, is the author’s journey through his career as well as his academic research from EGP to ELT and finally to ESP. The book is a store of experiences and even an ordinary reader can correlate himself with the practicing teacher’s evolutionary phase. The readers will find themselves with the author questing, analyzing, establishing and re-establishing his ideas on language teaching and finally firmly grounding his belief in ESP.

The experiences of R.K.Singh as an EST practitioner have opened up new vistas of academic possibilities for language teaching in the immediate future. The articles in the volume are reflective, analytical, informative and coherently organized. The book is written in a clear, lucid language making it a user-friendly reference material and a historical document.

A must read for a better understanding of the history of ESP and EST in India.

--Dr. Rajni Singh