《科技英語——中國學生專業英語套用指南》是2009年清華大學出版社出版的圖書，作者是Ken Chan。
基本介紹
- 中文名：科技英語——中國學生專業英語套用指南
- 作者：Ken Chan
- 出版時間：2009年9月22日
- 出版社：清華大學出版社
- ISBN：9787302188902
- 定價：30 元
- 裝幀：平裝
圖書目錄,圖書簡介,圖書前言,
圖書目錄
1.1What is science
1.1.1The scientific method is essential to scientific English
1.1.2Fields of science: is scientific English essential for
you
1.1.3Pure/applied and academic/industrial sciences
1.2Why learn scientific English
1.2.1Will you or do you make scientific contribution to
society
1.2.2Communication of science
1.2.3Scientific English is not the same as common academic
English
1.3Aims and objectives of the book
CHAPTER 2THE DIFFERENT TYPES OF ENGLISH AND THEIR RELEVANCE
TO THE LANGUAGE OF SCIENCE
2.1Old and modern English
2.2Impact of science and Latin/Greek on English
2.3There are differences between British English and American
English
2.3.1What is American English
2.3.2Differences in pronunciation and spelling
2.3.3Never use informal words and phrases in science
2.4How did “Chinglish” come about
CHAPTER 3WORD ROOTS AND PARTS
3.1Knowing word roots can help you with scientific English
3.2Many common words are formed using prefixes and suffixes
3.3Many science words are formed using prefixes and suffixes
3.3.1Some disciplines use certain prefixes frequently
3.3.2Some prefixes are common to all science disciplines
3.3.3Many science words are formed using suffixes
3.3.4Suffixes that determine the part of speech
3.3.5Plural suffixes can be different in science words
3.4Many adjectives come from Latin
3.5Other word roots useful to science
3.6Exercises
CHAPTER 4SCIENTIFIC ACADEMIC SPEAKING
4.1Correct pronunciation of scientific words
4.1.1Pronunciation: why speaking is as important as
writing
4.1.2How to stress syllables and words correctly
4.2Sentence stress is important also
4.3The effect of intonation on conveying meaning
4.4Other pronunciation problems for the Chinese
4.5How much vocabulary do I need
4.5.1Remember that an English word can have multiple
meanings
4.5.2Never take word definitions from a dictionary for
granted
4.5.3Typical words all Chinese scientists should know
4.6Answering to negative questions
4.7When to use singular and plural words in speaking
4.8Exercises
CHAPTER 5SCIENTIFIC ACADEMIC LISTENING
5.1Bad English?class listening habits and how to rectify them
5.2How to get the best out of listening to instructions
5.3Do you know how to take notes in English
5.4Important English markers that connect phrases and
sentences
5.4.1How to look for markers when listening
5.4.2Clauses containing “if” can cause problems to the
Chinese listener
5.4.3How to distinguish between facts and opinions
when listening
5.5Listening comprehension during conversation
5.6Exercises
CHAPTER 6SCIENTIFIC ACADEMIC READING FOR UNDERSTANDING
6.1How to improve your vocabulary for reading comprehension
6.2How to deal with difficult sentences
6.3Do not forget to take and make notes when reading
6.4How to concentrate and remember what you read in
textbooks written in English
6.5Scientific research?paper format and its role in
communication
6.5.1The scientific?paper format
6.5.2Questions you could ask when reading a scientific
paper
6.6Do not memorise word by word
6.7Exercises
CHAPTER 7SCIENTIFIC ACADEMIC WRITING
7.1Writing a scientific report
7.1.1The research paper format
7.1.2Writing format for different types of reports
7.1.3Suggestions on how to start writing a paper
7.2Style of writing
7.3Difficulties with grammar for a Chinese student
7.4Personal pronouns and their associated verb forms
7.5Singular and plural subjects and their verb forms—again
7.5.1Singular nouns can become plural nouns—so why
the confusion
7.5.2There are nouns that are singular only or plural
only
7.5.3Can nouns which do not have plural forms be made
plural
7.5.4Are collective nouns singular and plural
7.5.5Confusion about using whether singular or plural
forms in sentences
7.6Misuse of “many” and “much” by Chinese students
7.7Confusion about positioning adverbs in a sentence
7.8Should I use past or present tense when writing papers
7.9Chinese writers too often choose the wrong words
7.9.1Unnecessary phrases commonly used by Chinese
students
7.9.2Chinese writers commonly misuse “the”
7.9.3Chinese writers commonly misuse “respectively”
7.9.4Inappropriate use of “such as”,“etc.” and “and
so on”
7.9.5Use of “which” or “that”
7.10How to deal with double negatives
7.11Numbers: numerals or spell out the word
7.12So you think you know how to use punctuation marks
7.12.1Are you really using commas correctly
7.12.2How to use apostrophes (’) correctly in scientific
writing
7.12.3Chinese writers often capitalise letters
inappropriately
7.12.4Punctuation concerning word abbreviations
7.12.5Hyphens (?) can be useful in writing
7.12.6The true functions of dashes (?)
7.12.7The true functions of brackets, colon,
semicolon, and the slash
7.12.8Rules for spacing between punctuations and
wordsin scientific writing
7.13The problem of sentence structure for Chinese writers
7.13.1How to make simple sentences and put them
together
7.13.2Effect of prefacing the main idea of a sentence
7.13.3Chinese authors often write sentences that are
too long
7.14More advanced scientific writing
7.14.1Summary on how to be concise
7.14.2How to make sentences precise and not
ambiguous
7.14.3How to make sentences clearer
7.14.4How to make sentences and paragraphs more
objective
7.14.5Consistency is important in science
7.15It is unacceptable to plagiarise
7.15.1What is plagiarism and why should Chinese
writers care
7.15.2Paraphrasing can be used to avoid plagiarism
7.15.3When to cite and when not to cite
7.16ExercisesANSWERS TO EXERCISESGLOSSARYINDEX
科技英語——中國學生專業英語套用指南目錄
目 錄
第1章緒論（1）
1.1什麼是科學（1）
1.1.1科學方法是科技英語的基礎（1）
1.1.2科技英語對你重要嗎（3）
1.1.3基礎科學與套用科學（4）
1.2為什麼要學習科技英語（5）
1.2.1你為社會作出了科學上的貢獻嗎（5）
1.2.2科學領域的交流（6）
1.2.3科技英語不同於一般的專業英語（8）
1.3本書的寫作目的（11）第2章英語的不同類型及它們與科學語言的關係（14）
2.1英語簡史（14）
2.2科學與拉丁文/希臘文對英語的影響（15）
2.3英國英語與美國英語（24）
2.3.1什麼是美國英語（24）
2.3.2認清英國英語與美國英語發音與拼寫中的差別（25）
2.3.3不要在科學語言中使用不正式的詞與短語（26）
2.4中國式英語是怎樣產生的（27）第3章科技英語的詞根與基本辭彙（30）
3.1了解詞根與基本辭彙有助於你了解科技英語（30）
3.2許多日常辭彙是由前綴與後綴構成的（31）
3.3科技英語中由前綴與後綴構成的辭彙（34）
3.3.1一些學科使用頻率較多的前綴（34）
3.3.2適合所有科學的前綴（38）
3.3.3許多學科的辭彙由後綴構成（45）
3.3.4後綴改變詞性（47）
3.3.5科學辭彙中的複數後綴是不同的（49）
3.4許多形容詞來自拉丁文（52）
3.5科學辭彙用得較多的其他詞根（52）
3.6 習題（56）第4章科技專業英語的口語表達（59）
4.1科技辭彙的正確發音（59）
4.1.1為什麼科技英語的說與寫同樣重要（59）
4.1.1如何處理音節與辭彙的重讀（62）
4.2句子的重讀同樣重要（67）
4.3語調對表達意思的影響（68）
4.4中國學生髮音的其他問題（70）
4.5你需要多少辭彙（73）
4.5.1記住：一個英語單詞有多種意思（73）
4.5.2不要認為字典的解釋在什麼時候都是對的（74）
4.5.3中國學者應該知道的典型辭彙（75）
4.6如何回答否定疑問句（81）
4.7在說話中什麼時候用單、複數（83）
4.8習題（85）第5章科技英語的聽力（91）
5.1如何克服不好的聽力習慣（91）
5.2如何更好地通過聽去學習（95）
5.3如何在聽的時候做英語筆記（96）
5.4連線短語與句子的重要標記（101）
5.4.1如何在聽的時候尋找標記（101）
5.4.2“if”短語是中國學生聽力的重要問題（103）
5.4.3在聽的過程中如何區別事實與觀點（104）
5.5在對話中的聽力理解（105）
5.6習題（106）第6章科技英語的閱讀理解（109）
6.1如何看待辭彙與閱讀理解的關係（109）
6.2如何理解難句（114）
6.3在閱讀過程中要做筆記及理順筆記（119）
6.4如何提煉與記住閱讀的主要內容（124）
6.5科學研究論文的格式及它在交流中的作用（127）
6.5.1科學研究論文的格式（127）
6.5.2在看科技論文時可以提出什麼問題（128）
6.6要理解而不是死記硬背你閱讀的內容（135）
6.7習題（135）第7章科技英語的寫作（139）
7.1寫科學研究論文（140）
7.1.1寫作前要了解科學研究論文的寫作格式（140）
7.1.2不同類型的報告有不同的寫作格式要求（144）
7.1.3如何開始寫一篇論文（145）
7.2寫作風格（145）
7.3中國學生的語法難點（147）
7.4人稱代詞及搭配的動詞（148）
7.5單數主語和複數主語與搭配的動詞（150）
7.5.1不要錯用名詞單、複數（150）
7.5.2一些名詞只有單數或者複數（152）
7.5.3沒有複數形式的名詞可表示複數嗎（153）
7.5.4集合名詞是否可表示單、複數（156）
7.5.5如何在句子中使用單、複數的困惑（158）
7.6中國學生對“many”與“much”的誤用（159）
7.7如何確定副詞在句子中的位置（160）
7.8在寫論文時如何確定用過去時還是現在時（161）
7.9要注意經常用錯的單詞（164）
7.9.1不要用太多複雜單詞及不必要的短語（164）
7.9.2不要誤用“the” （166）
7.9.3在沒有反映順序關係時不要用“respectively”（170）
7.9.4“such as”,“etc.” 與“and so on”的誤用（172）
7.9.5“which”和“that”的用法（173）
7.10如何處理雙重否定句子（175）
7.11數目：用數字表示還是用單詞表示（176）
7.12如何使用標點符號（178）
7.12.1如何正確使用逗號分開句子（178）
7.12.2如何正確使用撇號（’）（182）
7.12.3中國學生經常不當使用大寫字母（183）
7.12.4要明白在縮寫詞與測量單位中是否要使用標點
符號（185）
7.12.5連字號（?）在寫作中是很有用的（190）
7.12.6破折號的作用（195）
7.12.7不要誤用或不用括弧、冒號、分號、斜線（196）
7.12.8科技英語寫作中標點符號與文字間空格的規則（199）
7.13關於句子結構的問題（200）
7.13.1如何寫出簡單的名子並使其組織在一起（201）
7.13.2不要在寫作時總是先說明原因或目的（204）
7.13.3中國作者經常使用過長的句子（205）
7.14高級科技英語寫作（206）
7.14.1如何寫得簡潔（206）
7.14.2如何使句子精確而不模稜兩可（215）
7.14.3如何使句子更清楚（220）
7.14.4如何使句子或段落表達的意思更客觀（224）
7.14.5一致性是科學的重要原則（226）
7.15剽竊是不能被接受的（231）
7.15.1什麼是剽竊和為什麼剽竊易被忽略（231）
7.15.2改寫能有效避免剽竊（232）
7.15.3什麼時候該引用而什麼時候不需要引用（233）
7.16習題（235）習題答案（242）
圖書簡介
澳籍外教Ken Chan先生先後在中國內地多所大學擔任科技英語教師。在教學過程中，他發現中國學生學習科技英語時存在不少困難和問題。為了幫助中國學生儘快提高其科技英語的聽、說、讀、寫能力，他特意編寫了本書。本書系統介紹了科技英語基本辭彙、口語表達、聽力、閱讀理解、寫作等方面知識，書中內容多圍繞中國學生學習科技英語常犯錯誤展開，貼近實際，好學易懂，針對性強，讀來饒有趣味。本書是Ken Chan先生多年教學經驗的結晶，是一本很適合中國學生閱讀的科技英語讀本。
圖書前言
Being essentially a “westerner” with a Chinese heritage, I have an inherent interest in Chinese affairs. I am excited about the current phase of education in China, which is serious about traditional knowledge?based learning. The major reforms to China’s higher?education system that took place in the late 1990s have improved the country’s capacity to teach students in a variety of disciplines.Postdoctoral positions were instituted in China in 1985, though postdoctoral training is still seen by many as unattractive compared to overseas training. Reasons include a general lack of intellectual laboratory culture and of intellectual exchange, and a knowledge?based learning that does not seem to progress sufficiently to skills in analysis and problem solving. These will only be fixed with increasing input from foreign expertise.
I went through my entire education under the Australian system at a time when tertiary (university) education in the country was rigorous and respected. This was before the 1990s when there were only seven universities in the entire nation. Now there are more than 35 universities. But instead of traditional knowledge?based teaching and research, a vast majority of these so?called universities direct their resources primarily to job?oriented courses that are dependent on societal demands of the time, such as degrees on tourism or human resource management. After teaching and research for some 15 years at several (both traditional and new) universities, I no longer feel intellectually challenged in Australia and I need to broaden my horizons abroad.
In 2005, I took my family with me to China where I taught biology over two semesters at two different universities. Teaching biology in English was a great challenge but frustrating at the same time. There was much misunderstanding of the material through differences in classroom culture, teaching method, depth of understanding and application of concepts, as well as language barriers. Those 12 months in China allowed me to assess the status of English at various levels of life, the way English is used, its impact on the Chinese society, how it is taught, and the problems it creates for science students. Many students treat science as hard work rather than something to enjoy and to improve as a person. But I found they quickly regain their interest and motivation once their command of English has improved and have experienced the cross?cultural interaction.
After returning to Australia, I decided the best contribution I could make to Chinese education is not through classroom teaching of science, but through writing a book that deals with the base roots of communicating science in English. Such a book would reflect the requirements of scientific academic English, which differs from books on conventional academic English. It would identify the common problems that stem from cultural behaviour, old habits and language?related obstacles, and provide solutions for effective communication in science at the academic level. I believe there is enormous potential in China to produce great scientists, but they must first break the scientific English barrier.
This book is not about the English language per se — that is, it is not about linguistics—rather, it is written specifically for Chinese scientists who have already some background in English. Although it explains some “rules” of the English language, these are presented as useful guides only. An ultimate objective of the book is to link understanding of scientific English with conciseness, preciseness, consistency, clarity and related issues because these are the real rules of scientific academic English. In many ways the true problems Chinese people have with scientific communication are concealed within these issues.
It is not the intention of the book to help the reader to translate English words and phrases directly into Chinese. Rather, it is intended to help the reader to “think” more like a native English person when speaking, listening, reading and writing. Competency in scientific English is not just about writing, which is the main focus of most books on scientific English. Scientific communication involves also speaking (such as to English?speaking scientists at a conference), listening (such as to presentations and when conversing with English?speaking scientists), and reading (such as science books and journal articles that are written in English). The English involved in each of these is interrelated in some ways but different in other ways. For instance, speaking is natural to the native speaker but writing is learnt. This means speaking and writing are not the same. Yet if you can speak English,it will help you to write it well. I firmly believe you will probably never be able to write well if you cannot speak the language proficiently. This is particularly true for scientific English. To be able to speak (and to listen), there is a language barrier that must be broken first. To break the language barrier means to think more like the person who speaks the other language. It is the intent of this book to guide the student to think this way when dealing with academic English relevant to science.
The way the book is written allows it to be treated also as a reference book or simply as an interesting book to read. Although the chapters can be viewed as stand?alone chapters, they are written in a way that they lead on to the next so that you will understand more if you are familiar with the earlier chapters in the order. Many examples are provided to improve understanding, and you should practice what you have learned before progressing to the next chapter. There are exercises to add to the examples and to assist with practice.
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