Productive English Education System for Japanese Engineers-Analysis of Academic Papers and Oral expressions

日本工科学生的写作习惯是从2003年至2005年收集的数据中获得的。在这一过程中，那些与明确传达信息的目的不相符的因素得到了重点关注。也就是说，连贯衔接的使用对这些学生来说是有问题的，被认为是为他们教授有效英语的关键因素之一。此外，学习英语的日本人普遍被发现在有效支持论点和澄清段落之间的关系方面存在问题。因此，2005年为工程学硕士学生组织了一堂课，以使他们了解每一段的逻辑结构和影响。在课程结束时，每个参加课程的学生都会在这些分数上进行评估。因此，进行逻辑训练而不是教授个别句子似乎是有效的。此外，自主的教学风格有助于学习者思考英语中恰当的表达方式，这在让学生意识到段落之间的关系方面是有希望的。摘要写作也被发现对学生有效，使他们更专注于清晰和有效的论点。另一方面，鼓励学生不要走进英语文化，而是为那些将英语作为工具的人构建自己的文化。这种鼓励似乎效果很好，特别是在消除学生说英语时的恐惧方面。根据这些调查结果，在2007年期间编写了一本入门教科书，将在今后出版时使用并加以修改。

The writing habits of Japanese engineering students were obtained from the data collected during 2003 and 2005. In the process, those factors that do not correspond with the purpose of delivering a message clearly were focused. Namely, the use of coherence cohesion was problematic for these students and was regarded to be on of the key factors in teaching productive English for them. Also, the Japanese learners of English were generally found to have problems in supporting the argument effectively and in clarifying the relationship between paragraphs. Therefore, in 2005, a class was organized for the master students of engineering in order to make them aware the logical structures and the effect of each paragraph. Each student who attended the class was evaluated in these points at the end of the class. As a result, it seemed effective to have the logical training, rather than teaching individual sentences. Furthermore, autonomous style of teaching which facilitates learners to think about the appropriate expression in English was promising in making students aware the relationship between paragraphs. Abstract writing was also found to be effective for the students to make them more focused on clear and effective argument. On the other hand, the students were encouraged not to emerge into the English-spoken cultures but to construct their own culture for those who use English as a tool. This kind of encouragement seemed to work well especially in removing the students' fear in speaking in English. Based on these findings, an introductory textbook was developed during the 2007, which will be used and be modified for the future publication.