Cambridge English for Engineering Student’s Book with Audio by Mark Ibbotson

By Mark Ibbotson

Cambridge English for Engineering develops the communique talents and professional English language wisdom of engineering execs, allowing them to speak extra optimistically and successfully with colleagues and clients. the 10 standalone devices disguise themes universal to all types of engineering (including civil, electric and mechanical) similar to approaches and precautions; tracking and keep watch over; and engineering layout. genuine actions, from describing technical difficulties and suggesting ideas to operating with drawings, make the direction proper and motivating. The path calls for no professional wisdom at the a part of the instructor and complete teacher's notes can be found on-line. it's also perfect for self-study.

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Cambridge: CUP. MacWhinney, B. (2000). ). Mahwah, NJ: Lawrence Erlbaum Associates. , & Richards, B. (2002). Investigating accommodation in language proficiency interviews using a new measure of lexical diversity. Language Testing, 19, 85–104. , & Mitchell, R. (2003). Using CHILDES tools for researching second language acquisition. In S. Sarangi & T. ), Applied Linguistics and Communities of Practice (Vol. 18, pp. 98–113). London: BAAL/Continuum. McLaughlin, B. Theory and research in second language learning: An emerging paradigm.

2003). Task-based language learning and teaching. Oxford: OUP. Ellis, R. (2005). Planning and task-based performance: Theory and research. In R. ), Planning and task performance in a second language (pp. 3–34). Amsterdam: John Benjamins. Foster, P. (2001). Lexical measures in task-based performance. Paper presented at the AAAL Conference, Vancouver, Canada. Foster, P. & Skehan, P. (1996). The influence of planning on performance in task-based learning. Studies in Second Language Acquisition, 18, 3, 299–324.

In this way, for all of the methods of accuracy measurement outlined above, there are two or three versions. We will take errors per 100 words as an example. Three versions exist if one scores separately for the three levels of error, for instance errors per 100 words for all errors; errors per 100 words only counting intermediate and serious errors; errors per 100 words only counting serious errors. This approach could be justified on theoretical grounds – no one can really regard all errors as equally significant.

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