Dissertations / Theses: 'English language – Technical English'

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Leung, Wong Yuen-ching Susan. "Mother tongue job-related oral competency technical presentation training effectiveness through applied linguistics." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20971539.

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Segal, Judith Zelda. "Reading medical prose as rhetoric : A study in the rhetoric of science." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/29387.

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Rhetoric, as the theory and practice of the discursive means of human influence, and science, as the observational study of the physical world, have traditionally been considered to exist in separate realms. In the past thirty years, however, theoretical convergences in the philosophy of rhetoric and the philosophy of science have yielded a discipline in the rhetoric of science—a discipline concerned with the discursive aspects of knowledge production and reproduction in the sciences. Rhetorical theory has argued convincingly in this century that all language in use is language for use and is therefore, to varying degrees, persuasive. The rhetoric of science begins from the assumption that persuasion is a factor in the construction of scientific knowledge, and from the belief that members of scientific communities (rhetorical communities in every sense) advocate versions of reality which are based in theory, formed in language, and dependent on the agreement of other scientists for their validation. This present project contributes to literature in the applied study of rhetoric of science by analyzing, from a rhetorical perspective, thirty-five scientific articles published in the last six years in major medical journals. (All of the articles are on the subject of primary—or functional—headache.) The project uses a methodology based on classical and contemporary theories of rhetoric to discover persuasive strategies in these scientific texts. It poses questions about how authorial intentions are actualized in scientific texts, how scientific texts have effects on readers, and how the texts affect the situations into which they are introduced. While scientific texts, like literary texts, could be analyzed from a variety of theoretical perspectives, rhetorical theory provides a particularly appropriate heuristic model for analyzing "real world" texts. The rhetorical analysis (which includes both an overview of the complete sample and three case studies) begins by questioning the extent to which the conventions of scientific prose (for example, use of the passive, of nominal iz at ions, of complex sentence structure; use of statistical reasoning and arguments from authority) actually produce a prose that is objective and disinterested in keeping with traditional ideals of science. The analysis shows that medical authors in fact use a variety of persuasive strategies in their articles (strategies which may be classified according to the classical canons of rhetoric), and that the writing in medical journals, is not simply objective and disinterested, although on initial reading, because of its impersonal style, it may appear to be so. The rhetorical analysis demonstrates that the use of textual features promoting an appearance of neutrality is itself a rhetorical strategy which argues for the acceptance of particular claims in scientific articles. The rhetorical analysis is significant for the theory and practice of science, for the discipline of rhetoric of science, and for the discipline of rhetoric itself. The analysis describes the complex rhetoric of scientific writing as a genre, probes the assumptions that underlie its conventions, and argues that scientific texts must be read critically, as rhetoric. To read scientific texts as rhetoric is to locate their arguments, scrutinize their forms, judge their authors, and evaluate their effects. The role of the rhetorician is to urge such reading, and everywhere to promote discussion of the ways of influence exerted especially by texts which appear at first not to be rhetorical.
Arts, Faculty of
English, Department of
Graduate

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Swan, Bonita B. "Opinions of technical college students toward required writing courses in associate degree programs on the Northeast Wisconsin Technical College campus." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999swanb.pdf.

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Barker, Ken. "Semiautomatic recognition of semantic relationships in English technical texts." Thesis, University of Ottawa (Canada), 1998. http://hdl.handle.net/10393/4443.

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When people read a text, they rely on a priori knowledge of language, common sense knowledge and knowledge of the domain. Many natural language processing systems implement this human model of language understanding, and therefore are heavily knowledge-dependent. Such systems assume the availability of large amounts of background knowledge coded in advance in a specialized formalism. The problem with such an assumption is that building a knowledge base with sufficient and relevant content is labour-intensive and very costly. And often, the resulting knowledge is either too specific to be used for more than one very narrow domain or too general to allow subtle analyses of texts. In order to avoid the problems of manually encoding background knowledge, many researchers have abandoned symbolic language analysis in favour of statistical methods. The availability of large online corpora and improvements in computing resources have made it possible to make predictions about meaning based on observations of frequencies, contexts, correlation, and other phenomena in a corpus. Systems that use statistical methods have had some impressive successes, notably in part of speech tagging, word class clustering and word sense disambiguation. But these systems often require large amounts of analyzed language data to arrive at even shallow interpretations. Both of these kinds of natural language processing systems seek models of a text---knowledge-intensive systems a deep semantic model, corpus-based systems a much shallower distributional one. And both kinds of system depend on outside sources of data. This dissertation describes the construction and evaluation of an interactive tool that also seeks a model of a text. The model takes the form of semantic relationships between syntactic elements in English sentences. The system also depends on an outside source of data: a cooperative user. Unlike knowledge-intensive and corpus-based systems, however, it does not require a large repository of semantic information and it does not require any previously analyzed data: it can start processing a text from scratch. The system inspects the surface syntax of a sentence to make informed decisions about its possible interpretations. It then suggests these interpretations to the user. As more text is analyzed, the system learns from previous analyses to make better decisions, reducing its reliance on the user. Evaluation confirms that the semi-automatic acquisition of the model of a text is relatively painless for the user. The regular structure of the model identifies concepts that have different surface-syntactic forms. These concepts could be used as the knowledge base for expert systems or query answering systems. They could be used as a conceptual profile of a text, allowing, for example, text indexing on semantic concepts instead of just keywords. The concepts and semantic relationships between them could serve as base structures for text summarization. They could also be used as the domain-specific background knowledge core for natural language processing systems that attempt deeper understanding of a text.

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Kumpf, Eric Paul Rutter Russell. "Visual rhetoric, concurrent discourses, and the design of student engineering documents." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064495.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed March 23, 2006. Dissertation Committee: Dissertation Committee: Russell Rutter (chair), James Kalmbach, Kenneth Lindblom. Includes bibliographical references (leaves 167-171) and abstract. Also available in print.

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Iftiger, Arlene Patricia. "Curriculum for a technical course in business English: Business Communications 1." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1155.

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Ha, Hung Manh. "The development of a spatial technical writing technique the application of concept mapping and sentence diagramming /." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070212.134504/index.html.

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Chen, Mei-Fen. "Academic competence for technical reading in English as a foreign language." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2162.

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This project offers a strategy-based curriculum designed to increase academic competence in technical reading for Taiwanese students of English as a foreign language. Strategies include acquiring specialized vocabulary words, enhancing background knowledge, and increasing metacognitive awareness.

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Crouch, Alan Kendall. "Instructional Practices of Career and Technical Teachers toward English Language Learners." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6987.

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In Midwestern high schools, English language learners (ELLs) who are enrolled in Career and Technical Education (CTE) classes transition from school to the workforce at unacceptably low levels. This loss of opportunity has been linked to CTE instructional practices. The purpose of this study was to explore the instructional practices used by CTE teachers to support ELL instruction and how the teachers perceive those practices to improve ELL transition from school to the workforce. The conceptual framework included Freire's critical consciousness theory, which holds that it is important to include learners in the learning process. The framework grounded the study by linking student-centered teaching research to improved ELL outcomes. This basic qualitative study was conducted in secondary school settings in the urban Midwest. Data were collected from 8 CTE education teachers through semistructured interviews and data analyzed by using open and a priori codes. The codes were placed into categories from which themes emerged. Primary themes indicated that CTE teachers apply certain instructional practices with ELLs and perceive that they help ELLs transition to the workforce. These practices include classroom management techniques, adapting curriculum, instructional consistency, questioning techniques, developing community partnerships, and teaching culturally relevant subject matter. A project, in the form of a policy recommendation paper, was created and may translate to an increased number of high school ELL graduates who are prepared to enter the workforce with the skills necessary to be successful. The findings contribute to positive social change through increased understanding of CTE instructional practices toward ELLs.

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Cheng, Leung Wai-lin Winnie. "An evaluation of a laboratory report writing unit for medical laboratory science students." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626500.

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To, Kit Yi Charlotte. "Terminological problems and management for Internet language professionals in Hong Kong." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/353.

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Orr, Thomas Kevin. "Models of professional writing practices within the field of computer science." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1019483.

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Twenty-five computer scientists representing thirteen language groups at a highly respected university in Japan were surveyed and interviewed to identify the English writing products and processes characteristic of their professional work. Twenty-two major genres were identified and grouped according to purpose. Fourteen significant contextual factors that affected writing production and, ultimately, success in the field of computer science were also identified. Several models were proposed to provide an overview of the writing practices and products potentially illustrative of writing in the computer science field.In the second research phase, two detailed case studies were conducted involving one native and one non-native speaker of English to identify how English language proficiency affected professional practice. Efficiency was a major concern for both subjects but employed different strategies to make their work as efficient and productive as possible.The native speaker, for example, employed skillful use of the computer to gather, create, and store data that could be efficiently "chunked" and assembled into papers, either for publication or for obtaining valuable feedback from other professionals. The subject also thought a great deal about the expectations of his readers as well as the referees and editors who judged the quality of his work. He also revised his work extensively and recruited other professionals locally and abroad to assist him in refining his texts.The non-native speaker employed many of the same computer strategies for gathering and managing information; however, the added difficulty of functioning professionally in English severely limited his work pace and left too little time before deadlines to revise or solicit the amount of feedback he desired from his peers. His most effective strategy was co-authoring papers with native speakers of English who could handle most of the final editing and revising.In the final chapter, results of the surveys, interviews, and case studies were illustrated graphically in an algorithmic flowchart of professional writing practice, and educational applications for writing instruction as well as recommendations for additional research were also suggested
Department of English

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Leung, Wong Yuen-ching Susan, and 梁黃婉靜. "Mother tongue job-related oral competency technical presentation training effectiveness through applied linguistics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945107.

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Newbold, Curtis Robert. "Teaching Creativity in Technical Communication Curricula." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/4.

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This thesis addresses the need to claim creativity as an essential component to our technical communication curricula as we prepare students for what their managers want. While many technical communication programs at universities across the country have recognized a need to teach skills beyond 'writing technically,' few, if any, have addressed or 'claimed' a concept such as creativity that helps build these skills. I argue that creativity is what managers are looking for and what technical communication programs are already implementing. Claiming this concept will help us further define a discipline that is becoming much richer and help students develop an understanding of what they will be expected to do. Furthermore, this thesis examines a creative process whereby technical communicators can learn and practice creative abilities. Ultimately, the present study examines four pedagogical theories to consider for the implementation of creativity into the technical communication curricula.

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Chen, Kuang-Je. "Registers of supplication and demand in English-as-a-foreign-language technical writing." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2457.

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This project introduces theoretical discussion on five aspects of writing: register, genre, pragmatics, functional writing, and social function the goal of this project aims at improving business peoples' technical writing competence.

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Ding, Dan Xiong Rutter Russell. "Historical and social contexts for scientific writing and use of passive voice toward an undergraduate science literacy course /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835902.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 3, 2006. Dissertation Committee: Russell K. Rutter (chair), James R. Kalmbach, Dana K. Harrington. Includes bibliographical references (leaves 233-248) and abstract. Also available in print.

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Crabbe, Stephen J. "An investigation into the development and evaluation of a controlled language for English language technical documentation." Thesis, University of Portsmouth, 2012. http://eprints.port.ac.uk/6841/.

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The majority of existing controlled languages for English language technical documentation for industrial and consumer electronics are in-house, proprietary systems. As a result, limited information or research has been published and disseminated about them. This has created knowledge gaps that are addressed in this thesis. First, the thesis provides a detailed description of existing controlled languages with a stated aim to improve technical documentation comprehensibility and readability for native and non-native English users. This is achieved through obtaining information, much of which was previously unavailable or difficult to obtain, about their rule sets and lexicons. This fills a gap in knowledge about existing controlled languages. Second, the thesis analyses and synthesises the best-practice features of the text in modern, quality technical documentation that have been identified in government, academic and professional literature as contributing to comprehensibility (the cognitive use of the text to process and identify information) and readability (the physical use of the text to visually scan and recognise information). It then uses the identified linguistic, organisational and visual features of the text to analyse the rule sets from existing controlled languages. The main finding of the analysis is that the existing controlled languages fail to address the visual features of the text despite their prominence in the literature as contributing primarily to readability. The thesis seeks to address this failure to adopt a holistic approach to the improvement of technical documentation in existing controlled languages by developing a new, broader controlled language for consumer electronics with comprehensibility and readability-oriented rules that fully address the linguistic, organisational and visual features of the text. This is named COED (an acronym for Controlled English Documentation). Third, the thesis provides a detailed description of a study to evaluate the effect of applying the comprehensibility and readability-oriented rules from COED to extracts from existing technical documentation for consumer electronics. The findings clearly show that the application of the comprehensibility-oriented rules (that aim to make it easier to cognitively process and identify information) allows the native and non-native English users in the study to locate and understand information more accurately. With the additional application of the readability-oriented rules (that aim to make it easier to visually scan and recognise information), the native and non-native English users in the study are also able to locate and understand information more quickly. The study provides an encouraging demonstration of the potential of COED to improve both the accuracy and speed with which information in technical documentation for consumer electronics can be located and understood by native and non-native English users. It also fills a gap in research knowledge about controlled languages.

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Lund, Max. "Duplicate Detection and Text Classification on Simplified Technical English." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158714.

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This thesis investigates the most effective way of performing classification of text labels and clustering of duplicate texts in technical documentation written in Simplified Technical English. Pre-trained language models from transformers (BERT) were tested against traditional methods such as tf-idf with cosine similarity (kNN) and SVMs on the classification task. For detecting duplicate texts, vector representations from pre-trained transformer and LSTM models were tested against tf-idf using the density-based clustering algorithms DBSCAN and HDBSCAN. The results show that traditional methods are comparable to pre-trained models for classification, and that using tf-idf vectors with a low distance threshold in DBSCAN is preferable for duplicate detection.

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Cheng, Winnie, and 鄭梁慧蓮. "An evaluation of a laboratory report writing unit for medical laboratory science students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626500.

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Bosley, Deborah S. Neuleib Janice. "A national study of the uses of collaborative writing in business communication courses among members of the ABC." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9004080.

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Thesis (D.A.)--Illinois State University, 1989.
Title from title page screen, viewed October 17, 2005. Dissertation Committee: Janice Neuleib (chair), Maurice Scharton, Ron Fortune, Gail Hawisher, Laura E. Berk. Includes bibliographical references (leaves 153-163) and abstract. Also available in print.

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Rhodes, Susan. "The active and passive voice are equally comprehensible in scientific writing /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9033.

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Hendry, Roderick Michael. "A composing model for technical writing: Bringing together current research in composition and situational constraints upon the technical writer." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/303.

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Nygren, Josefin. "Using English as a Lingua Franca at an International Company : A Study of the Communication Between Non-native English Speakers in a Swedish Workplace." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-36582.

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This essay examines the communication in English and use of English at a Swedish company with employees from all over the world. The aim is to investigate how the employees experience speaking English with their colleagues and if they believe that misunderstandings can occur owing to their language differences. The linguistic focus of this study is towards sociolinguistics, including lingua franca, language use and communication as well as a small portion of language acquisition, considering that the majority of employees do not speak English as their native language. The results of the study have shown that all employees at the company speak English daily, but the experiences and opinions of it vary, mostly depending on which department they work in and what kind of education they have had previous to them working at the company.

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Chiu, Man-ming Joseph. "The design of an ESL academic reading skills programme." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862638X.

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Sardi, Csilla. "Needs based course design for students of English as a foreign language in technical universities in Hungary." Thesis, University of Portsmouth, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310390.

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Alhalawany, Ayman Mohammad. "College Teachers' Implementation of Instructional Strategies to Support Students' English Language Skills." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6160.

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The instructional strategies implemented by the English as a Foreign Language (EFL) teachers in an international technical college in Saudi Arabia did not prepare students at an intermediate level of proficiency on the Common European Framework of Reference. As a result, more than 77% of the first-year students were not progressing to the specialized diploma studies in the second and third years of their learning journey. Thus, the purpose of this exploratory case study was to better understand the instructional strategies adopted by instructors and the barriers to students developing their English skills. Vygotsky's zone of proximal development (ZPD) served as a framework of the study because it is aligned with the purpose and it emphasizes the context of instructional strategies in understanding how knowledge and learning are constructed. Multiple sources of data and interviews with 8 participants were used to investigate the research problem. Data were analyzed using thematic coding based on the conceptual framework followed by open coding to discover any emerging themes. Data analysis revealed that the observed teachers did not implement the student-centered instructional strategies discussed in Vygotsky's conceptual framework or ZPD-informed strategies. By designing a professional development program to train teachers on student-centered instructional strategies such as feedback, scaffolding, and student engagement, the results of this study can be used to lead to positive social change by educating teachers on strategies to help students develop better English skills.

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Al-Husseini, Suleiman Salem Nasser. "An analysis of the English needs of Omani students on vocational and technical courses with implications for the design of foundation year English language programmes." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/195/.

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The study provides a methodological framework to inform the design of Foundation Language Programmes (FYP) for students at Colleges of Technology in the Sultanate of Oman. It also provides a framework for embedding the Implementation Needs Analysis in the NA from the outset of the process. The methodology applied by this study is intended to be generalizable to further studies in similar TESOL/EAP contexts around the globe. The current study contributes to future research by reviewing and synthesizing as much of the literature and highlighting the main developments in NA, presenting the prospective reader with a comprehensive overview of the theory of NA. The study itself also contributes to research informed NA by adding to the knowledge base concerning effective, contextualized, implementable needs analysis and by making the data and findings of this study available for public scrutiny and for replication in other contexts. Six groups of participants were approached for the purpose of data collection. The needs were analysed by means of questionnaires, interviews, classroom observations and genre analysis. Data were analysed qualitatively and quantitatively. The study finds that triangulation of resources and instruments is important in order to obtain a tangible picture of the different types of needs in question. The study findings make recommendations for the FYP at the levels of purpose, learners' needs, underpinning principles, objectives and content, discusses potential implementation issues in context and draws out implications for needs analyses of such programmes more generally.

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Ma, Wan Hing Wendy. "Preparing instructional materials for students of mechanical and manufacturing engineering in a technical institute." HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/90.

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Kereni, Ildephonse. "Developing academic writing at the National University of Rwanda: a case study of first year economics and management." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This aim of this study was to investigate the extent to which writing skills offered in the one-year intensive English course and in the 75 hour course of Speaking and Writing Skills, prepare students for academic writing in the subjects which are offered through the medium of English. The study focused on first year Economics and Management.

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Ng, Poh Ean Agnes. "A critical evaluation of the Vocational English Teaching Materials Project (VETMP)." HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/75.

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Martinez, Diane L. "Developing Global Communication Skills for Technical Communicators in the 21st Century: Researching the Language of Collaboration and Cooperation in the Bologna Process." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1331.

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Professional communication programs must be aware of the complexities and nuances of contemporary global communication and adapt their instruction to reflect these realities. Thus, there is a need for research efforts in global communication that provide insight into this type of communication. This dissertation is a study of the language of collaboration and cooperation in professional and global contexts. Using Burke’s theories of identification and terministic screens, cooperation theory, activity theory, and a brief historical perspective on the European Union, I conducted a rhetorical analysis of Bologna Process documentation to study how this large and diverse membership is evolving and moving toward identification. Specifically, I explored the answers to three questions: How were the common goals of the Bologna Process rhetorically developed in the ministerial communiqués? In what ways was the goal of democracy or equal representation demonstrated in the documentation? How did members negotiate between self-interest and the best interests of the group? In professional communication where specificity and clarity often dominate conversations regarding effective writing, the Bologna Process demonstrates the opposite. Vague terminology is one of the most noticeable rhetorical aspects of the ministerial communiqués. Preliminary readings may deem such documents as political documents intended to deceive readers or mask accountability, but further analysis into the rhetorical situation of the Bologna membership indicate vague terminology can be seen as a way of giving members ownership of the Process and investing in the welfare of the group. Further analysis also indicates that vague terminology and document hierarchy can create a democratic environment by encouraging social connections. Because working groups must continually reinterpret the language in the ministerial communiqués, the abstract and ambiguous terms in the communiqués invites participation from all members to debate and discuss the language from a standpoint of self-interest as well as the group’s interest. Effective collaboration and cooperation may not always be the result of clear directives as is often taught in professional communication courses. Instead, the Bologna Process documentation demonstrates that vague terminology may be a rather effective strategy for diplomacy and for encouraging democracy, especially with diverse multinational group members.

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Brady, Brock. "The function of phrasal verbs and their lexical counterparts in technical manuals." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4181.

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Much recent attention has been devoted to the semantic, syntactic, and pragmatic properties of phrasal verbs--those two-part lexical items like "put on" and "tighten up", along with suggestions regarding effective methods of teaching them to non-native speakers. According to Cornell (1985), phrasal verbs, "have been 'discovered' as an important component in curricula for English as a Foreign Language" (p. 1). However, it is very possible that they have become objects of current research primarily because of their complexity: their polysemy, their idiomaticity, their syntactic restraints, a complexity that means covering phrasal verbs in an ESL/EFL course can be a time-consuming process.

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Mai, Guan Hui Jennifer. "A report on a C-E technical translation project using Google Translate." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3954279.

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Disborg, Karin. "Advantages and disadvantages with Simplified Technical English : to be used in technical documentation by Swedish export companies." Thesis, Linköping University, Department of Computer and Information Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10071.

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Understanding technical documentation is of vital importance, since instructions and descriptions are given about how technical products are used, maintained and repaired. Because of the increased economic globalization, more and more documentation is both written in English by non-native English writers, and delivered to non-native English readers. More and more documentation is also translated by means of computerized aids. In order to improve comprehension and translatability of technical documentation, controlled languages are created. Controlled languages are subsets of ordinary languages, but with restricted vocabularies and writing rules.

The aim of this report is to discuss the advantages and disadvantages for Swedish export companies to use Simplified Technical English (STE), which is a controlled language, for their technical documentation. In this work technical writers are asked about their opinions of STE. Additionally, technical texts written in traditional English are compared with versions written in STE, in order to find out whether texts written in a controlled language are easier to read or not. Within the comparison, the differences between the versions are discussed and a readability measurement is done. The measurement showed that readability in technical documentation is improved by using STE. The writers’ opinions are illuminated in three areas, which are: higher documentation quality, reduced translation costs and reduced production costs.

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Huntsman, Sherena. "Changing Access: Building a Culture of Accessibility Within Normalized Technical Communication Practices." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7560.

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As a field intricately connected to human experience and interaction, technical and professional communication (TPC) is historically, ethically, and practically tooled to address issues of equality, diversity, and access. While these important issues have not always been the focal point of TPC, the recent turn toward social justice has scholars asking critical questions about how users access information, how specific design practices may privilege some and disenfranchise others, and how we can be more inclusive across our communication practices. In this dissertation, I argue that it is within reach of TPC to address the specific problem of access—the gap between what we believe to be accessible and what is actually accessible—and to begin to change specific norms (beliefs, standards, guidelines, etc.) that guide our practices. We change norms, or the typical way we do things, by exposing them, disrupting them, and developing new, more inclusive practices. I argue that we can create new norms that are liberated from unjust assumptions of embodied ability and include accessibility as a normalized part of the design process.

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Sawyer, Paul R. Rutter Russell. "Evaluating the design and delivery of an online technical writing course." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819898.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 29, 2006. Dissertation Committee: Russell Rutter (chair), James Kalmbach, Gerald Savage. Includes bibliographical references (leaves 158-162) and abstract. Also available in print.

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Ng, Yuk-fai Margaret. "The effectiveness of peer-tutoring on same-age & cross-age tutors in an English paired-reading project in a Hong Kong secondary technical school." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595708.

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Damschroder, Carrie Marie. "A Technical Communication Internship with a Technical Communication Consulting Company: Write on the Edge, Inc." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1059763908.

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Laohawiriyanon, Chonlada. "From climate change to deforestation a genre of popularised science /." Phd thesis, Australia : Macquarie University, 1999. http://hdl.handle.net/1959.14/22696.

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Thesis (PhD)--Macquarie University, School of English, Linguistics and Media, 1999.
Bibliography: p. 299-305.
Introduction -- Theoretical background -- The structure of popular scientific writing on 'climate change' -- Findings of analysis of texts on population growth and deforestation -- Interaction between verbal and visuals representations -- Conclusion.
The topics of climate change, population growth, and deforestation, as discussed in publications such as New Scientist, Discover, Time, and Our Planet, exemplify contemporary writing on science for the general community. As such, it is assumed that they are presented in an objective, scientific, informative way. Furthermore, these topics illustrate what it means to write complex issues in a popular manner. Consequently, they provide an opportunity for examining at least one area of popular science as a generic phenomenon.-- Through an investigation of thirty texts (ten on each of the three topics mentioned), the consistencies and distinctive features of writing on these environmental issues are investigated, in particular using discourse tools drawn from Systemic Functional linguistics. The foremost tools are the proposals concerning GSP (Generic Structure Potential) put forward by Hasan, which provide an outline of the syntagmatic unfolding of a text ("logogenetic perspective") and the four stratal perspective that is illustrated in the work by Halliday and Hasan, in particular as such work relates wording to culture. By assessing the degree to which the thirty texts constitute a genre, and the degree to which they exhibit their own internal variations, it is also possible to clarify Halliday's notion of the 'cline of instantiation' between, at one end, the 'potential/system' and, at the other end, the instance of 'text as process'.-- The investigation reveals that the assumption of an informative, objective style in popular science journal articles actually obscures a deeper underlying activism about the future, but an activism strongly based on only Western perceptions of environmental crisis.
Mode of access: World Wide Web.
ix, 305, 217 p. ill. (some col.)

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Hegeman, Laura E. "An analysis of TABE reading test components to determine deficient reading skills in English language learners at Chippewa Valley Technical College." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hegemanl.pdf.

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Dillard, Brenda Sluder. "A sample of technical writing from Trinity College, Cambridge MS O.5.26 and its relation to Chancery Standard English /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008315.

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Malakul, Karmolnad. "Exploring the use of a genre-based approach to teach scientific report writing to Thai EFL undergraduates." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/357.

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Although science undergraduates in Thailand need to acquire English report writing skills, many in their final year are unable to describe even their own experiments in a clear, acceptable style. This study, therefore, set out to discover how the theory and practice associated with the Australian School of Genre could be used to create a report writing course, which would be viable with the Thai context. After careful examination of both the theoretical and actual conditions relating to the teaching of written English to undergraduates, a compromise position was adopted, wherein two genre-based courses were designed, taught and compared. In both the Australian School's approach was modified to suit the context with the more innovative experimental group, Mode X, following a course which was closer to the theoretical positions than the more traditional control group, Mode Y.

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Frewin, Robert Duncan. "Ideation in ESL EAP teaching." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36558/1/36558_Frewin_1997.pdf.

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Ideation, the selection and arrangement of information to build a text, though a necessary skill for tertiary students, is not satisfactorily addressed in writing skills textbooks for English as a Second Language/English for Academic Purposes. To develop a pedagogical approach to ideation, teachers need a theory of language. The most fruitful theory is systemic-functional linguistics, but systemic-functional theory has not yet fully developed a theory of ideation. A related theory, Rhetorical Structure Theory, offers a useful tool to analyse ideation both in well formed model texts and, with slight modification, in not well formed student texts. With Rhetorical Structure Theory, the analyst can separate semantic value from syntax. The resulting analysis indicates with clarity certain problem areas in ideation which teachers need to address. Teachers are thus better equipped to devise teaching approaches to address ideation in the classroom.

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Sardellini, Eleonora. "Content and English Language Integrated Learning: The use of Moodle in Aircraft Maintenance Training Programs." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amslaurea.unibo.it/8172/.

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The aim of this work is to develop a prototype of an e-learning environment that can foster Content and Language Integrated Learning (CLIL) for students enrolled in an aircraft maintenance training program, which allows them to obtain a license valid in all EU member states. Background research is conducted to retrace the evolution of the field of educational technology, analyzing different learning theories – behaviorism, cognitivism, and (socio-)constructivism – and reflecting on how technology and its use in educational contexts has changed over time. Particular attention is given to technologies that have been used and proved effective in Computer Assisted Language Learning (CALL). Based on the background research and on students’ learning objectives, i.e. learning highly specialized contents and aeronautical technical English, a bilingual approach is chosen, three main tools are identified – a hypertextbook, an exercise creation activity, and a discussion forum – and the learning management system Moodle is chosen as delivery medium. The hypertextbook is based on the technical textbook written in English students already use. In order to foster text comprehension, the hypertextbook is enriched by hyperlinks and tooltips. Hyperlinks redirect students to webpages containing additional information both in English and in Italian, while tooltips show Italian equivalents of English technical terms. The exercise creation activity and the discussion forum foster interaction and collaboration among students, according to socio-constructivist principles. In the exercise creation activity, students collaboratively create a workbook, which allow them to deeply analyze and master the contents of the hypertextbook and at the same time create a learning tool that can help them, as well as future students, to enhance learning. In the discussion forum students can discuss their individual issues, content-related, English-related or e-learning environment-related, helping one other and offering instructors suggestions on how to improve both the hypertextbook and the workbook based on their needs.

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Bausser, Jaye. "The role of language in international business and technical communication : a case study of a non-native speaker of English in the United States workplace /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488195154357425.

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Fine, Lauren. "From The Office to the Classroom: Computer Simulations and Student Engagement in Advanced Composition." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5950.

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Higher education professionals are always seeking new and better ways to prepare students for life after college—a goal that requires not only providing knowledge and experience in their chosen field, but also helping them stay engaged in the process. Recently, computer based simulations have magnified role playing and case study techniques that have been used in classrooms for many years. These simulations have found great success in many settings, including engineering, business, and medicine, but there have been very few computer simulations designed for writing classes. Given that some of the greatest challenges in such classes are teaching students to respond to a context, write to an audience, and stay engaged in the process, simulations have great potential to improve pedagogy in writing classes by providing a more authentic and engaging context. In this pilot study of a computer simulation designed for technical writing classes, we examined how the simulation affected these factors (authenticity and engagement). We combined qualitative and quantitative methods, doing surveys in three classes (the class using the simulation and two classes with other pedagogies) and focus groups with the simulation class. While the results of the survey were rather inconclusive, the surveys and focus groups combined taught us two main lessons: (1) the simulation needs to be believable to be effective—making it too much like a game can backfire with some students, and (2) students remain more interested when the simulation is complex and leaves them some autonomy concerning what happens. While not necessarily groundbreaking, knowing what worked and what didn’t in our simulation can provide valuable insights for future simulation designers.

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Triplett, Kimberly Mechelle. "Understanding the impact of technical assistance on early care and education sites in Mississippi rural communities." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04012009-092951.

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Frank, Patricia J. "A case study of regional occupational program teachers who have integrated english-language arts standards into career and technical education courses /." La Verne, Calif. : University of La Verne, 2004. http://0-www.umi.com.garfield.ulv.edu/pqdweb?did=813767781&sid=1&Fmt=2&clientId=11819&RQT=309&VName=PQD.

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Alghamdi, Abdullah Ali M. "Technical vocabulary instruction in a Saudi Arabian industrial college : an investigation of English Language and content area practitioners' beliefs and practices." Thesis, University of Essex, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601665.

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This study investigates the beliefs and practices of English for Specific Purposes Teachers (ESPTs) and Content Area Teachers (CATs) when they teach English Technical Vocabulary (ETV) in the Saudi Arabian industrial college known as Yanbu Industrial College CYIC). The central focus of this work is twofold: Ca) the question of who should teach ETV items in an industrial domain - whether it is the job of ESPTs or CATs, or the task of both parties; and (b) the issue of how ETV items should be taught - direct versus indirect vocabulary teaching strategies that practitioners usually employ in order to achieve their goals. Methodologically, six ESPTs and six CATs in four subjects (electrical, electronics, mechanics and management) were pre-observation interviewed, observed and postobservation interviewed over almost a full semester at the college. The results indicate that ETV teaching is more challenging to ESPTs than CATs. Several reasons have been uttered by ESPTs as to why they see ETV items teaching as being a difficult task, such as lacking the proper subject knowledge, their lack of experience in teaching a particular course or from new textbooks, and the nature of ETV items. It was also found that both parties teach directly and indirectly using definitions, exemplifications and recycling for this purpose more than other strategies. The study also revealed that teachers overlap in the strategies they use to teach ETV items, with obvious overlap in using strategies for meaning presentation and practice more than other VTS categories. This study also found that teachers' hold both similar and different beliefs regarding who should teach ETV items and how these items should be taught. Finally, the study showed both congruence and tensions between the beliefs and practices of both parties. This study concluded by providing some implications which could serve more than one purpose by creating knowledge which will be useful for researchers in the field of language teacher cognition and L2 vocabulary instruction, teachers and teacher educators, material writers and administrators, in the local context, as well as for a wider audience.

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Devine, Brian. "Yeats, the master of sound : an investigation of the technical and aural achievements of William Butler Yeats /." Gerrards Cross, Buckinghamshire : Smythe, 2006. http://www.loc.gov/catdir/toc/fy0705/2006283579.html.

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Dissertations / Theses on the topic 'English language – Technical English'

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