Putting knowledge gained into practice in civil engineering lab reports

• Main Authors: Wan Fakhruddin, Wan Farah Wani, Attan, Anie
• Format: Conference or Workshop Item
• Published: 2013
• Subjects: PE English
• Online Access: http://eprints.utm.my/id/eprint/51265/; https://10times.com/the-akdeniz-conference
• Institution: Universiti Teknologi Malaysia

A large number of studies have established that learning to write in the second language and in particular, learning to write in the second language academic context require the development of advanced foundation. Without such foundation, writers simply do not have the range of lexical and grammar skills required in academic writing (Berkenkotter & Huckin, 1995; Chang & Swales, 1999; Hinkel, 2004; Paltridge, 2001). In the case of writing in the civil engineering lab reports, students are required to show their critical evaluation of a particular concept being discussed by providing relevant discussions and justifications from the experiments conducted with findings of literature and results obtained by others. Therefore, students not only have to be equipped with sound technical knowledge but also the linguistic knowledge to enable them to successfully realise such demands. Since civil engineering students are constantly expected to communicate with people from various fields both in oral and written forms by various means of communication, it is essential that students be explicitly taught on the linguistic features that are expected in the lab report writing. Seven good samples of civil engineering studen gathered and analysed from two fields of the civil engineering (soil and geotechnical lab and structure lab) in an attempt to investigate the prominent linguistic features of the civil engineering lab reports. Additionally, interviews with the experienced content lecturers were conducted to obtain better insights on their views on the nature and the writing process of civil engineering lab reports. Findings of the study will be useful in an attempt to gain a better understanding of the discursive practices of the civil engineering community to allow opportunities for effective teaching strategies for academic and professional purposes. Implications drawn could provide students, teachers and the discourse community with essential and relevant information for more effective and better use of the language in the discipline.