iii ABSTRACT In teaching vocabulary in general and ESP vocabulary in particular, teachers employ many techniques and activities in order to help their students retain learned lexical items Therefore, this thesis is carried out with the aim to: (1) investigates the difficulties encountered by the second year students at AETD, SDU when learning ESP vocabulary, (2) to find out the techniques/ activities that teachers at SDU used in teaching ESP vocabulary, and (3) to find out how far the use of simulation tasks improve ESP vocabulary for the second year students at AETD, SDU To achieve the given aim of the study, a pre – task survey questionnaire and a post – task questionnaire have been designed to gather information from 170 students The findings show that pronunciation and retention of word meaning are factors prevent students from mastering vocabulary and among various techniques employed by the teachers at SDU, simulation tasks prove its effectiveness in the ESP vocabulary improvement of the students iv TABLE OF CONTENTS Declaration…………………………………………………………………………… i Acknowledgements…………………………………………………………………… ii Abstract……………………………………………………………………………… iii Table of contents……………………………………………………………………… iv List of tables and figures……………………………………………………………… viii List of abbreviation…………………………………………………………………… ix PART A: INTRODUCTION Rationale…………………………………………………………………………… Aims of the study………………………………………………………………… Research questions………………………………………………………………… Research methodology…………………………………………………………… Scope of the study………………………………………………………………… Design of the study………………………………………………………………… PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Simulation……………………………………………………………………… 1.1.1 Definitions……………………………………………………………………… 1.1.2 Characteristics of simulation…………………………………………………… 1.1.2.1 Reality of function…………………………………………………………… 1.1.2.2 Simulated environment……………………………………………………… 1.1.2.3 Structured environment……………………………………………………… 1.1.3 Advantages of simulation……………………………………………………… 1.1.4 Criteria for applying simulation………………………………………………… v 1.2 Vocabualry……………………………………………………………………… 1.2.1 Definitions……………………………………………………………………… 1.2.2 Vocabulary classification……………………………………………………… 10 1.2.3 The role of vocabulary in language learning…………………………………… 10 1.2.4 Aspects of vocabulary teaching………………………………………………… 11 1.2.4.1 Form………………………………………………………………………… 11 1.2.4.2 Meaning……………………………………………………………………… 12 1.2.4.3 Usage………………………………………………………………………… 12 1.3 Techniques in vocabulary teaching…………………………………………… 14 1.3.1 Techniques in presenting and practising new words…………………………… 14 1.3.1.1 Presenting techniques………………………………………………………… 14 1.3.1.2 Practising techniques………………………………………………………… 15 1.3.2 Vocabulary teaching in ESP…………………………………………………… 17 1.3.3 Simulation tasks in ESP vocabulary teaching………………………………… 18 1.3.3.1 Simulation tasks……………………………………………………………… 18 1.3.3.2 Simulation tasks in ESP vocabulary teaching………………………………… 19 CHAPTER 2: RESEARCH METHODOLOGY 2.1 English teaching and learning context in SDU – background information… 21 2.1.1 The course objectives and the textbook “ English for Automobile Engineering 21 2.1.2 Students’ English background and vocabulary learning……………………… 21 2.1.3 The teachers and current ESP teaching methods……………………………… 22 2.2 Methodology…………………………………………………………………… 23 2.2.1 Subjects of the study…………………………………………………………… 23 2.2.2 Methods of the study …………………………………………………………… 23 vi 2.2.3 Instruments……………………………………………………………………… 23 2.2.3.1 The pre – task questionaire…………………………………………………… 23 2.2.3.2 The post – task questionaire………………………………………………… 23 2.2.3.3 Interview……………………………………………………………………… 24 2.2.5 Study procedures……………………………………………………………… 24 2.2.5 Data analysis…………………………………………………………………… 24 CHAPTER 3: DATA ANALYSIS AND FINDINGS 3.1 Data analysis of the pre – task survey questionaire…………………………… 25 3.1.1 The students’ perception and purpose in learning ESP vocabulary…………… 25 3.1.1.1 The students’ opinion of the importance of ESP vocabulary learning……… 25 3.1.1.1 The students’s purpose in learning ESP vocabulary………………………… 25 3.1.2 The students’ evaluation of vocabulary in the coursebook English for Automotive Engineering……………………………………………………………… 26 3.1.2.1 How many terminologies? …………………………………………………… 26 3.1.2.2 How difficult is the terminology? …………………………………………… 27 3.1.3 The students’ difficulties in learning ESP vocabulary………………………… 28 3.1.3.1 Difficulties encountered by the students when learning ESP vocabulary…… 28 3.1.3.2 Factors causing the difficulties……………………………………………… 29 3.1.4 Techniques/ activities exploited by the teachers in teaching ESP vocabulary… 30 3.1.4.1 Techniques exploited by the teachers in presenting ESP vocabulary………… 30 3.1.4.2 Techniques exploited by the teachers in practising ESP vocabulary………… 3.1.4.3 Techniques exploited by the teachers in consolidating ESP vocabulary…… 31 32 3.1.4.4 The students’ expectation toward teacher’s vocabulary teaching techniques 33 3.2 Data analysis of the post – task survey questionaires………………………… 34 3.2.1 The impact of simulation tasks on the students’ interest and participation…… 34 vii 3.2.1.1 The students’ interest in simulation tasks…………………………………… 34 3.2.1.2 The students’ participation in simulation tasks……………………………… 34 3.2.1.3 The students’s feelings after taking part in simulation tasks………………… 35 3.2.2 The benefits and effectiveness of simulation tasks toward ESP vocabulary learning……………………………………………………………………………… 3.2.2.1 The students’ ESP vocabulary practice situation through simulation tasks… 36 36 3.2.2.2 The students’ confirmation of the effectiveness of simulation tasks toward ESP vocabulary learning…………………………………………………………… 37 3.2.3 The students’ preferences and expectations to make use of the simulation tasks in ESP vocabulary learning…………………………………………………………… 39 3.2.3.1 The students’s preference to make use of simulation tasks in ESP vocabulary learning……………………………………………………………………………… 39 3.2.3.2 The students’ expectation for the frequency of exploiting simulation tasks… 40 3.3 Findings………………………………………………………………………… 40 3.4 Sample of simulation tasks used in ESP teaching…………………………… 42 PART C: RECOMMENDATIONS AND CONCLUSION Summary of the findings…………………………………………………………… 45 Suggestions on applying simulation tasks to improve ESP vocabulary…………… 45 Limitations of the study and Recommendations for further study ………………… 46 Conclusion………………………………………………………………………… REFERENCES APPENDICES 46 viii LIST OF TABLES Table 1: Knowledge of a word Table 2: Garage job sheet LIST OF FIGURES Figure 1: Students' opinion of the importance of ESP vocabulary Figure 2: Students' purpose in learning ESP vocabulary Figure 3: Students’ evaluation of the amount of ESP terminologies Figure 4: Students’ evaluation of the difficulty level of ESP terminologies Figure 5: Students’ difficulties in learning of ESP vocabulary Figure 6: Factors caused students’ difficulties in learning of ESP vocabulary Figure 7: Frequency of techniques used in presenting ESP vocabulary Figure 8: Students’ preference toward vocabulary presenting technique Figure 9: Students’ preference toward vocabulary practising technique Figure 10: Students’ preference toward vocabulary consolidating technique Figure 11: Students’ expectation toward vocabulary teaching technique Figure 12: Students’ interest in simulation tasks Figure 13: Students’ participation in simulation tasks Figure 14: Students’ feelings after taking part in simulation tasks Figure 15: Students’ ESP vocabulary practice in simulation tasks Figure 16: Students’ confirmation of the effectiveness of simulation tasks toward ESP vocabulary learning Figure 17: How effective? Figure 18: How beneficial? Figure 19: Students’ preference to simulation tasks Figure 20: The frequency of exploiting simulation tasks ix LIST OF ABBREVIATIONS AETD : Automotive Engineering Technology Department EAE : English for Automotive Engineering EAP : English for Academic Purposes ED : English Division EGP : English for General Purposes ESP : English for Special Purposes L2 : Second language SDU : Sao Do University TFLD : Tourism and Foreign Language Department PART A: INTRODUCTION This part presents the rationale, aims, research question, research methodology and scope of the study In addition, design of the study is also briefly mentioned Rationale Vocabulary teaching and learning plays an important role in the process of language acquisition because there is a close relationship between vocabulary and the four language skills of listening, speaking, reading and writing Reality shows that due to the shortage of vocabulary, many learners fail to communicate smoothly though their knowledge of grammar is fairly good Therefore, Wilkins (1972) emphasized: “Without grammar, very little can be conveyed, without vocabulary nothing can be conveyed”(p.11) In addition, with the development of profession in many fields such as engineering, information science, finance and banking…, there is a worldwide increase in the need for English for specific purpose (ESP) However, the prominent difference between ESP and English for General Purpose (EGP) is the lexicon as Zimmerman (1997 as cited in Eyraud, el al, 200, p.2) states “Vocabulary is central to language and of critical importance to the typical language learner” and it is further described by Jahangard (2007, p.8) that vocabulary, particularly specialist vocabulary (or terminology), is a key element of ESP At Sao Do University, ESP is offered to both English majors and non – English majors However, ESP vocabulary teaching and learning have not been paid enough attention and still far from satisfactory due to many reasons such as course book, mixed – level students, large class, low learner motivation and poor participation Thus, it is necessary for teachers to create an active and motivated learning environment to get students to involve in learning vocabulary Among various kinds of techniques, simulation is defined as “reality of function in a simulated and structured environment” (Jones, K 1982) Simulation with its characteristics and advantages is considered one of the most useful activities that can help students enlarge their vocabulary Moreover, up to now, there has been little research on the application of simulation tasks in improving ESP vocabulary for foreign language learners For the above reasons, the author would like to carry out this research entitled, “Using simulation tasks to improve ESP vocabulary for the second – year students of Automotive Engineering Technology Department at Sao Do University” The author does hope that this study will help the teachers in some ways to find appropriate teaching method to improve vocabulary for their students Aims of the study The study aims at investigating the use of simulation tasks to improve vocabulary among the second year students at Automotive Engineering Technology Department (AETD), SDU The main purposes of the study are summarized below: To investigate the difficulties encountered by the second year students at AETD, SDU when learning ESP vocabulary To find out the techniques that teachers at SDU used in teaching ESP vocabulary To find out how far the use of simulation tasks improved ESP vocabulary for the second year students at AETD, SDU Research questions What difficulties students of Automotive Engineering Technology Department face with during the process of acquiring vocabulary? What are the techniques that teachers at SDU employ in teaching ESP vocabulary? How can simulation tasks improve ESP vocabulary for the second year students at AETD, SDU? Research methodology The study primarily employs a survey questionnaire to find answers for the research questions and is conducted mainly with the descriptive - quantitative method Data is collected through pre - task survey questionnaires and post – task survey questionnaires delivered to 170 students at SDU Besides, informal interviews with students are carried out to collect more information Scope of the study Due to the limitation of time and scale of a minor thesis, it is impossible to cover every aspect of language theory and practice in this study Thus, the study focuses on examining the use of simulation tasks to improve ESP vocabulary for the second year students at AETD, SDU Last but not least, the term “ESP vocabulary” is restricted to “vocabulary in English for Automotive Engineering” Design of the study The study is designed with parts Part A: “Introduction” presents the rationale for study, aims of the study, the scope of the study, methods as well as research questions Part B: “ Development” consists of three chapters Chapter one “Literature review” displays the theoretical background of the research related to vocabulary theory (definition, classification, roles) and simulation tasks (definition, characteristics, advantages) and the discussion of simulation tasks in ESP vocabulary teaching Chapter two “Research Methodology” presents the methodology performed in the study: subjects of the study, the data collection method, instruments as well as process of data collection and data analysis Chapter three “Data analysis and findings” deals with documentation, data analysis This focuses on presenting, analyzing and discussing the results obtained from the study based on the pre – task survey questionnaire, the post – task survey questionnaire ,interviews Part C: “Recommendations and conclusion” summarizes the findings, implication, recommendations and future directions for further research III Appendix 2: CÂU HỎI ĐIỀU TRA DÀNH CHO SINH VIÊN (Trước sử dụng nhiệm vụ mô phỏng) Những câu hỏi sau nhằm phục vụ cho Đề tài nghiên cứu “Sử dụng nhiệm vụ mô để nâng cao vốn từ vựng tiếng Anh chuyên ngành (TACN) cho sinh viên năm thứ hai Khoa Công nghệ kỹ thuật ô tô, trường Đại học Sao Đỏ.” Xin em vui lòng trả lời câu hỏi sau theo suy nghĩ Chân thành cảm ơn cộng tác em! Hãy đánh dấu (√) vào ô mà em lựa chọn Em nghĩ vai trò từ vựng việc họcTACN A Rất quan trọng B Quan trọng C Khá quan trọng D Khơng quan trọng Mục đích em việc học từ vựng TACN kỹ thuật Ơ tơ gì? A Để giao tiếp chuyên ngành em tiếng Anh B Để thi đỗ kỳ thi kết thúc học phần C Để đọc hiểu tài liệu kỹ thuật ô tô D Để tăng cường vốn từ vựng với thuật ngữ kỹ thuật Theo em lượng từ vựng giáo trình TACN Ơ tơ A Q nhiều B Nhiều C Bình thường D Khơng nhiều Từ vựng giáo trình TACN Ơ tơ A Rất khó B Khó C Bình thường D Dễ Em gặp khó khăn học từ vựng chun ngành tơ (có thể lựa chọn nhiều phương án) A Phát âm B Nghĩa từ C Cách sử dụng D Chính tả Những nguyên nhân gây khó khăn em học từ vựng? (có thể lựa chọn nhiều phương án) A Phương pháp học từ em không hiệu B Em hội thực hành lớp học C Em thấy học buồn tẻ D Các thuật ngữ khó khác biệt với nghĩa tiếng Anh giao tiếp IV E Ý kiến khác (ghi cụ thể) Thầy cô em thường sử dụng hoạt động việc giới thiệu từ vựng? A = always B = Sometimes C = Rarely Các thủ thuật/ Các hoạt động D = Never A B C a Sử dụng hình ảnh trực quan (tranh, bảng biểu, …) b Sử dụng định nghĩa giải thích từ điển c Minh họa tình d Sử dụng ngữ liệu học từ đồng nghĩa/ trái nghĩa e Dịch tất các từ sang tiếng Việt Em mong giáo viên nên dùng cách sau để dạy từ mới? A Đưa ví dụ B Đưa từ có liên quan đến từ chủ đề, nhóm từ C Đưa từ riêng lẻ để dạy sau sinh đọc đồng đọc riêng lẻ D Định nghĩa từ tiếng Anh Những hoạt động luyện tập từ mà em thích A Làm tập đa lựa chọn, điền từ vào chỗ trống, ghép… B Miêu tả tranh, hay quy trình C Kết hợp từ cấu trúc D Đốn nghĩa ngữ cảnh E Giải ô chữ 10 Những thủ thuật luyện tập từ vựng mà em thích A Làm tập từ vựng nhà B Làm kiểm tra C Dịch D Phản hồi, nhận xét thầy cô 11 Em mong muốn thầy cô …………………… học từ vựng? A tạo không khí thi đua hoạt động theo đội/nhóm B kết hợp giáo trình tài liệu liên quan C Kiểm tra cũ thường xuyên D áp dụng hình thức thưởng, phạt Cám ơn em trả lời câu hỏi! D V Appendix 3: POST – TASK SURVEY QUESTIONNAIRE FOR STUDENTS This survey questionnaire is designed for my study “Using simulation tasks to improve ESP vocabulary for the second year students of Automotive Engineering Technology Department at Sao Do University” Your assistance in fulfilling the following items is highly appreciated Please, tick (√) in the given boxes to indicate your choice Do you like simulation tasks given by your teacher during ESP lessons? A Like very much B Like much C Normal D Dislike What you while taking the tasks? A Work with great interest B Take part in the tasks only when being asked by the teacher C Involve in the task only when feeling interested D Remain silent all the time How you feel when taking tasks? A relaxed and motivated B normal C bored D uncomfortable Do you practice the learned ESP vocabulary in simulation tasks? A Yes, I interact much with my classmate B Yes, I learn much from my classmate C Yes, I practice a lot D It depends on the tasks given E No, I feel bored In your opinion, Does the use of simulation tasks improve ESP vocabulary for students? A Yes B No If you choose yes, please answer question 6, and keep answering question 9, 10 If you choose no, please keep answering question to10 How you think simulation tasks improve your ESP vocabulary? VI A Very much B Much C Quite much What are the benefits of simulation tasks in your ESP learning? (You can choose more than one option) A motivate student and make ESP vocabulary more enjoyable and more fun B create interaction between students C lower students’ anxiety and shyness, and develop their confidence D create more chances for students to use the vocabulary creatively E make ESP vocabulary become more communicative, less challenging and easier If the use of simulation tasks does not improve your ESP vocabulary, what you think are the reasons? (Please specify) ……………………………………………………………………………………………… ……………………………………………………… … To make use of simulation tasks in improving ESP vocabulary, what you think the teacher should do? (you can choose more than one option) A Explain the tasks clearly B Demonstrate what to to students C Choose tasks that relate to students’ field D Exploit tasks that suit students’ level 10 How often you want to involve in simulation tasks? A Often B Occasionally C Rarely D Never Thank you very much for taking time to complete this questionnaire VII Appendix 4: CÂU HỎI ĐIỀU TRA DÀNH CHO SINH VIÊN (Sau sử dụng nhiệm vụ mô phỏng) Những câu hỏi sau nhằm phục vụ cho Đề tài nghiên cứu “Sử dụng nhiệm vụ mô để nâng cao vốn từ vựng tiếng Anh chuyên ngành (TACN) cho sinh viên năm thứ hai Khoa Công nghệ kỹ thuật ô tô, trường Đại học Sao Đỏ.” Xin em vui lòng trả lời câu hỏi sau theo suy nghĩ Chân thành cảm ơn cộng tác em! Hãy đánh dấu (√) vào mà em lựa chọn Em có thích nhiệm vụ mô mà thầy cô giao học TACN khơng? A Rất thích B Thích C Bình thường D Khơng thích Em thường làm tham gia vào hoạt động mô phỏng? A Tham gia đầy hứng thú B Tham gia thầy cô yêu cầu C Tham gia thấy hứng thú D Im lặng suốt hoạt động Em cảm thấy tham gia vào hoạt động mô phỏng? A thư giãn đầy hứng thú B bình thường C buồn chán D khó chịu Các nhiệm vụ mơ có giúp em thực hành từ vựng chun ngành học khơng? A Có, em có hội giao tiếp với bạn lớp B Có, em học nhiều từ bạn C Em thực hành tiếng Anh nhiều D Phụ thuộc vào hoạt động giao E Không, em cảm thấy chán Theo em, việc sử dụng nhiệm vụ mô có làm tăng vốn từ em khơng? A Có B Khơng Nếu em chọn có, trả lời câu hỏi 6, tiếp tục trả lời câu 9, câu 10 VIII Nếu em chọn không, trả lời câu hỏi tiếp tục trả lời câu đến câu 10 Em nghĩ nhiệm vụ mô làm gia tăng vốn từ em nào? A Rất nhiều B Nhiều C Khá nhiều Theo em lợi ích nhiệm vụ mơ việc học TACN (em chọn nhiều phương án) A thúc đẩy động học tập sinh viên làm việc học từ vựng chuyên ngành vui hơn, thú vị B tạo tương tác sinh viên C giảm bớt e ngại rụt rè sinh viên, làm sinh viên tự tin D tạo nhiều hội cho sinh viên sử dụng từ học cách sáng tạo E làm cho từ vựng chun ngành có tính giao tiếp hơn, dễ Nếu việc sử dụng nhiệm vụ mô không làm tăng vốn từ vựng em, theo em nguyên nhân (ghi cụ thể) ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……… .… Để phát huy hiệu việc sử dụng nhiệm vụ mô việc nâng cao vốn từ vựng chuyên ngành, theo em giáo viên cần (em lựa chọ nhiều phương án) A Giải thích nhiệm vụ cách rõ ràng B Làm mẫu cho sinh viên C Lựa chọn nhiệm vụ mô phù hợp với chuyên ngành D Lựa chọn nhiệm vụ mơ phù hợp với trình độ sinh viên 10 Em nghĩ nhiệm vụ mô nên tổ chức: A Thường xuyên B Thỉnh thoảng C Hiếm D Không Cám ơn em trả lời câu hỏi! IX Appendix 5: INTERVIEW What you think the vocabulary in the course book “English for Automotive Engineering” difficult? (Điều khiến em nghĩ từ vựng giáo trình tiếng Anh chuyên ngành kỹ thuật Ơ tơ khó?) What you think it make an ESP word difficult to learn? (Theo em điều làm cho từ vựng chun ngành khó học?) Do you think simulation tasks improve your ESP vocabulary? Why? (Em có cho nhiệm vụ mơ làm tăng vốn từ vựng chuyên ngành em không? Tại sao?) Do you wish your teacher employ simulation tasks in ESP lesson more often? Why? (Em có mong muốn giáo viên tiếng anh áp dụng nhiệm vụ mô vào học tiếng anh chuyên ngành không? Tại sao?) Appendix 6: SAMPLES OF SIMULATION TASKS Simulation 1: Simulation of a presentation of the electrical system of a car (http://pearsonlongman.com/technicalenglish/members/level1/automotiveindustries/units/Unit-05.pdf ) Simulation – Giving instruction (http://pearsonlongman.com/technicalenglish/members/level1/automotiveindustries/units/Unit-12.pdf) X Automotive Industries Unit Read the text and label the diagram with the words in bold The electrical system of a car The battery stores electricity When you turn the ignition key, electricity flows from the battery to the starter motor This turns the engine The engine drives the alternator This acts as a generator and produces electricity It also charges the battery The alternator produces alternating current (AC) A rectifier pack changes AC to DC (direct current) Diodes in the rectifier pack make sure that output from the alternator flows in one direction to the battery But current can’t flow from the battery to the alternator Electrical current runs through the cables of the car’s electrical circuit The current leaves the battery through the positive terminal It returns to the battery through the negative terminal Flow Cable + 10 – Flow Frame Which words in the text do these words refer to? This (line 2 ) a) starter motor b) ignition key c) battery This (line 2 ) a) engine b) generator c) alternator It (line 2 ) a) generator b) electricity c) alternator It (line 6 ) a) battery b) current c) terminal J7260 PEARSON Technical English Automotive Industries aw_05_01 Read the text Match the parts with their functions The battery a) carry electricity to different parts of the car The cables b) generates electricity for the car and charges the battery The engine c) changes AC to DC The alternator d) drives the wheels of the car and the alternator The diodes e) stores electricity for the car The rectifier pack f) allow electrical current to flow in one direction only © Pearson Longman 2008 www.pearsonlongman.com/technicalenglish Automotive Industries Complete the sentences with words from the box around / from / into / out of / through / to Electricity flows the electrical cables Electricity flows the electrical circuit Electricity flows the alternator Electricity flows the positive terminal of the battery the battery the starter motor Match an If clause with a result clause 30 20 10 40 50 50 60 20 70 30 60 40 70 20 80 10 90 40 50 50 60 70 40 20 60 70 80 90 OFF OFF ON ignition off ignition on If clause Result clause If the ignition is on, a) electricity does not flow from the battery to the starter motor If the lights switch is on, b) current flows from the battery to the lights If the ignition is off, c) electricity flows around the circuit Rewrite this sentence with the correct punctuation if the ignition is off the starter motor doesnt work ◊ → Complete the sentences Use the present simple, with or without J7260 J7260 PEARSON Technical Technical English PEARSON English Automotive IndustriesIndustries Automotive not aw_05_03 aw_05_02 If the battery is charged and the lights switch is on, current flows from the battery to the lights (current / flow / battery / lights) If the battery is charged and the radio switch is off, (current / flow / battery / radio) If the battery is not charged, (current / flow / starter motor / battery) If the alternator is broken, (current / flow / alternator / battery) If no electricity flows from the alternator to the battery, (battery / become flat) If the battery is flat, no (electricity / flow / battery / starter motor) If the ignition is off, © Pearson Longman 2008 (electricity / flow / around / electrical circuit) www.pearsonlongman.com/technicalenglish Unit Automotive Industries Word List Write the meanings of these words and phrases in your own language NOUNS NOUN PHRASES alternator alternating current battery direct current cable electrical circuit diode ignition key generator rectifier pack output starter motor VERBS ADJECTIVES charge negative store positive ADVERBS off on © Pearson Longman 2008 www.pearsonlongman.com/technicalenglish Unit Automotive Industries Unit 12 Read the text and complete the specification chart Mining Trucks A mining truck is a very large vehicle that carries earth and rocks around mines It doesn’t travel on public roads The truck has a powerful engine at the front, with a driver’s cab mounted above it The body rests on the chassis, which is supported by two axles The body is raised to empty its load of rocks The largest mining truck in the world has a height of 6,494 mm, a width of 7,680 mm and a length of 12,862 mm The wheelbase is 5,905 mm Unloaded, the truck weighs about 116,707 kg It can carry a load of up to 218 tonnes The truck has six wheels and a top speed when loaded of 54.3 kph The maximum engine speed is approximately 1,750 rpm The mining truck is high enough to move over rough ground without difficulty It has a ground clearance of 1,005 mm The standard fuel tank holds 4,354 litres If the customer wishes, a bigger one can be fitted, holding 4,922 litres Number of wheels Fuel tank capacity Length or Width Max engine speed Height Max speed (loaded) Ground clearance Number of axles Wheelbase Weight (empty) Max load Use the phrases in the language table and the information in brackets to complete the sentences > more than, over ≤ up to < less than, under ~ about, approximately ≥ at least The mining truck has a height of about 6.5 metres and a length of more than 12.8 metres (height ~ 6.5 m; length > 12.8 m) The truck (weight > 116 tonnes) It can carry (load ≤ 218 tonnes ) The largest fuel tank (capacity ≥ 4,900 litres) When empty, (front axle / carry / ~ 46% of the weight; rear axle / carry / ~ 54% of the weight) When loaded, (front axle / carry / ~ 33% of the weight; rear axle / carry / ~ 67% of the weight) © Pearson Longman 2008 www.pearsonlongman.com/technicalenglish Automotive Industries Unit 12 Match the parts of the car with words from the box body / chassis / disk brakes / drive shafts (transmission) / drum brakes / battery / engine / exhaust / fuel tank / silencer / steering wheel / suspension 11 10 body 12 Read the garage job sheet and the example answers Then complete the dialogue between the garage supervisor (S) and the mechanic (M) Disconnect old radiator ✓ [FINISHED] ✓ [FINISHED] Connect new radiator ✗ [THIS AFTERNOON] I’ve replaced the front tyres Lubricate drive shafts and axles ✓ [FINISHED] ✗ [IN PROGRESS] Disconnect and dismantle fuel pump ✓ [FINISHED] I haven’t Repair fuel pump ✗ [IN PROGRESS] ✗ [TOMORROW] Inspect alternator ✗ [TOMORROW MORNING], I haven’t changed the oil yet I’ll that tomorrow J7268 Technical English Website – Automotive repaired the brakes I’m doingaw_12_01 that now Take off door panel ✓ [FINISHED] Remove dents in door panel ✗ [TOMORROW AFTERNOON] S: Have you (1) disconnected the old radiator? S: Have you (7) M: Yes, (2) I have M: No, (8) S: Have you (3) connected the new radiator yet? S: (10) M: No, (4) I haven’t I’ll do that this afternoon M: (11) yet (12) tomorrow morning S: Have you (5) axles? the drive shafts and M: Yes, I have © Pearson Longman 2008 (9) M: (14) and the now the alternator? S: Have you (13) M: Yes, I have S: Have you (6) fuel pump? the fuel pump? the door panel? S: Have you (15) in the door panel? M: No, (16) yet (17) tomorrow afternoon www.pearsonlongman.com/technicalenglish Automotive Industries Word List Write the meanings of these words and phrases in your own language NOUNS NOUN PHRASES cab disk brake capacity drum brake earth ground clearance load mining truck mine ADJECTIVES rock loaded suspension powerful wheelbase rough VERBS standard connect unloaded disconnect ADVERBS inspect approximately lubricate remove © Pearson Longman 2008 www.pearsonlongman.com/technicalenglish Unit 12 Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger  Merge multiple PDF files into one  Select page range of PDF to merge  Select specific page(s) to merge  Extract page(s) from different PDF files and merge into one ... Aims of the study The study aims at investigating the use of simulation tasks to improve vocabulary among the second year students at Automotive Engineering Technology Department (AETD), SDU The. .. teaching ESP vocabulary To find out how far the use of simulation tasks improved ESP vocabulary for the second year students at AETD, SDU Research questions What difficulties students of Automotive Engineering. .. 2 For the above reasons, the author would like to carry out this research entitled, ? ?Using simulation tasks to improve ESP vocabulary for the second – year students of Automotive Engineering Technology