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30 areas of difficulties in reading texts which deal with the specific disciplines of their courses. Here, we feel the need to emphasize, once more, the main concern of this work: to detect some of the problems involved in the reading of technical texts, having as the material support the translations of those texts made in class. We assume that one of the main purposes of ESP Courses is to train students in reading English technical texts and that any programme designed for English Language Course I is to be seen as a basic course for further ESP Courses. We have often referred to the reading of technical texts, however, we assume that the linguistic area of difficulties that we have been trying to detect might also be detected in non-specific texts; in dealing with texts which expounded content not linked to their specific academic studies, our students might also be faced with the same kinds of difficulties. Poor or unsatisfactory knowledge of a foreign language, English in this case, may block the understanding of a text, even if its content may belong to the main subjects of the students' course. We also assume that our students, as newly-admitted university students, are not capable of studying any text about any subject which may belong to their academic area, or field, without any difficulty; from experience we lenow that most students sometimes know the subject dealt with in a text and are able to infer the message; others may know the subject but admit that the informati on 1 that they are getting from the text is not in accordance with what they know about the subject; it may seem strange for people who are not familiar with this type of course that situations such as the latter may occur, but it is quite common to hear students saying that what they have been reading
31 in the text does not fit with what they know about the content This has been one of the causes for this work: to detect some of the linguistic areas which might be blocking comprehension so that a new approach towards certain linguistic areas in the reading of technical texts might be adopted in future English Language I Course programmes. Before doing so however, it is necessary to take a look at what the reading process involves, and will form the basis of the next chapter.
Page 1 and 2: VÂNIA DE BRITO SANGUINETTI FERREIR
Page 3 and 4: ACKNOWLEGMENTS . / It is a pleasure
Page 5 and 6: LIST or TABLES Table Page 1 Omissio
Page 7 and 8: RESUMO Esta dissertação tem como
Page 9 and 10: INTRODUCTION Since 1970 the Federal
Page 11 and 12: oth groups was 60; these 60 student
Page 13 and 14: 5 their control of them might be. T
Page 15 and 16: CHAPTER 1 SYSTEMIC ANALYSIS OF ENGL
Page 17 and 18: a system in the study of ngps. Sinc
Page 19 and 20: 11 called a qualifier (q). 11 Moreo
Page 21 and 22: . 13 We have concentrated our work
Page 23 and 24: 1 5 'moderately', 'really', 'quite'
Page 25 and 26: 17 be submodified by adverbs or sub
Page 27 and 28: 19 nominal group in Portuguese; 'fo
Page 29 and 30: 21 THE THIN, FLEXIBLE 'o magro, fle
Page 31 and 32: 23 and abstraction that would be ca
Page 33 and 34: 25 they usually precede the noun. T
Page 35 and 36: 27 30 lbid. p.170. SJ Ibid. p.173.
Page 37: 29 choice. The preparation of our s
Page 41 and 42: 33 CHAPTER 3 READING COMPREHENSION
Page 43 and 44: "reading comprehension is not merel
Page 45 and 46: 37 forms of the message may be a re
Page 47 and 48: 39 "it is the circumstances (learne
Page 49 and 50: 41 highest level non-reciproca1 ski
Page 51 and 52: 43 Assuming that our students have
Page 53 and 54: 45 "extends beyond the level of sou
Page 55 and 56: 47 - similar task". 40 This transfe
Page 57 and 58: 49 involves requests, which are not
Page 59 and 60: 51 students' problems were involved
Page 61 and 62: 53 the conceptual system (or cognit
Page 63 and 64: 55 4S Ibid. p.126. We want to make
Page 65 and 66: 57 ability." 2 Subjective tests, on
Page 67 and 68: 59 identification of the structural
Page 69 and 70: 61 Introducción a la traductologia
Page 71 and 72: 63 The results have shown that some
Page 73 and 74: 65 opportunity to infer the correct
Page 75 and 76: 67 The number of students enrolled
Page 77 and 78: 69 long passages, exploitation of d
Page 79 and 80: 4. CONCRETE 5. CAN LIFE EXIST ON TH
Page 81 and 82: 73 r — 1 3. TISSUE INJURY transla
Page 83 and 84: 75 (headword plus qualifier). Thus,
Page 85 and 86: 77 be seen as a transitory stage be
Page 87 and 88: 79 c. FEW .MOVING PARTS m m " h m h
Page 89 and 90:
81 structural elements in his Portu
Page 91 and 92:
83 e. uma da s ma is útil e modern
Page 93 and 94:
85 which has, in turn, been transla
Page 95 and 96:
87 counting up of ngps contained in
Page 97 and 98:
89 The ngps which have caused wbt a
Page 99 and 100:
91 the exponents of (m) and h. 5.6.
Page 101 and 102:
Table 2 shows the number of non-spe
Page 103 and 104:
95 Table 3 Error rate per student,i
Page 105 and 106:
97 Table .4 .shows that the twenty-
Page 107 and 108:
Table 5 " Wbt and i rg errors, numb
Page 109 and 110:
Table 6 Wbt and i rg errors, number
Page 111 and 112:
103 In Table 7 we see that wbt arid
Page 113 and 114:
105 no wbt error was found in the o
Page 115 and 116:
107 were linked to the academic fie
Page 117 and 118:
109 ^CATFORD, p.78-9. y d, o, e, an
Page 119 and 120:
in is 'an electrode which is made o
Page 121 and 122:
113 CONCLUSION The numbèr and the
Page 123 and 124:
115 TISSUE INJURY (T6N) tecido ofen
Page 125 and 126:
117 ( progress in their ability to
Page 127 and 128:
i 119 RECOMMENDATIONS Some points n
Page 129 and 130:
121 approach to reading." 4 And as
Page 131 and 132:
123 t only, and gradually add a num
Page 133 and 134:
125 < REFERENCES 01. AARTS, F.G.A.M
Page 135 and 136:
127 29. & DAVIES, E Hughes. Further
Page 137 and 138:
1 29 a consideration of two approac
Page 139 and 140:
APPENDIX 1 1. TEXTS 1.1. Non - spec
Page 141 and 142:
few genes, if any, are confined in
Page 143 and 144:
purposes it is ideal. The electric
Page 145 and 146:
Newsprint is used in the production
Page 147 and 148:
.one time widely accepted view that
Page 149 and 150:
eing that 'quantum' is a more, incl
Page 151 and 152:
enters the water, and makes the riv
Page 153 and 154:
ions produced in a volume of gas. S
Page 155 and 156:
very closely packed together iri th
Page 157 and 158:
all the way to the left colic flexu
Page 159 and 160:
T5N " - Text number'5 - Nursing CYS
Page 161 and 162:
fatigue, malnutrition, rickets. It
Page 163 and 164:
is that of bacterial origin, common
Page 165 and 166:
T14N - Text number 14 - Nursing CAL
Page 167 and 168:
17. as necessidades do pais em dese
Page 169 and 170:
THE COUNTRY'S UNIVERSITIES 58. univ
Page 171 and 172:
... HEAD SHAPE 9. cabeça moldada (
Page 173 and 174:
t 47. a altura, forma magra (2) LAR
Page 175 and 176:
EVERYDAY THINGS 15. todo dia coisas
Page 177 and 178:
45. a apresentação gradual da jun
Page 179 and 180:
RELATIVE CHEAPNESS 82. relativa vul
Page 181 and 182:
117. o aço (em posição de) refor
Page 183 and 184:
159. o requisito de condições (7
Page 185 and 186:
oportunidade da ocasião o curso do
Page 187 and 188:
T8P - Text number 8 - THE QUANTUM T
Page 189 and 190:
273. Planck's (e a entrada) constan
Page 191 and 192:
alternando periodos (1) THE NEXT IN
Page 193 and 194:
10. 11. do mundo das células d (2
Page 195 and 196:
51. um resultado, diminuição (2)
Page 197 and 198:
THE LEFT COLIC FLEXURE 93. flexura
Page 199 and 200:
THE LEFT HALF (OF THE COLON) 139. a
Page 201 and 202:
181. uma integrado feedback, contro
Page 203 and 204:
um doente de uretra doença uretra
Page 205 and 206:
265. tecido ofendido (3) 266. tecid
Page 207 and 208:
309. o maior órgão de sensação
Page 209 and 210:
piogenica ou virus infeccioso virus
Page 211 and 212:
389 . (dois) sistemas (de rejeiçã
Page 213 and 214:
uma causa lenta T10N - Text number
Page 215 and 216:
CO •=1- desfavorável uterino C)
Page 217 and 218:
514. vegetais em forma de gases (.2
Page 219 and 220:
THE CHANGING NEEDS 8. as mudanças
Page 221 and 222:
ADMINISTRATIVE ACTIVITIES 34. admin
Page 223 and 224:
60. intervenção semítica de povo
Page 225 and 226:
4. negroide raças SICKLE-CELL ANEM
Page 227 and 228:
TEACHING LAW 1. o ensino de leis (4
Page 229 and 230:
1. as mais útil moderna invençõe
Page 231 and 232:
EXPOSED METALS 23. exposição de m
Page 233 and 234:
INADEQUATE INSERTION OF RANKSHIFTED
Page 235 and 236:
THE NORMAL EVENT 74. o normal event
Page 237 and 238:
100. vi b ra ção propri edade (1)
Page 239 and 240:
EXTREMELY DELICATE METHODS 123. ext
Page 241 and 242:
21. um resultado em gotas (10) 22.
Page 243 and 244:
45. o paciente com necessidade (2)
Page 245 and 246:
locutor renal danificado SUBSEQUENT
Page 247 and 248:
INADEQUATE INSERTION OF RANKSHIFTED
Page 249 and 250:
Std %_ cidades universitarias 3 4,8
Page 251 and 252:
THE 'NOBLE' METALS Std o nobre meta
Page 253 and 254:
HEAD SHAPE - Std cabeça moldada 2
Page 255:
ASCENDING INFECTION refluxo infecta
Page 258 and 259:
metal reforços STRETCHED STEEL WIR
Page 262 and 263:
Std % foice-celula de anemia 1 1,61
Page 264 and 265:
STRUCTURAL STEEL Std % estrutura de
Page 266 and 267:
THE THIN, FLEXIBLE DRUM a delgada f
Page 268 and 269:
CHRONIC PULMONARY OR CARDIAC DISEAS
Page 270 and 271:
ELECTRIC SUPPLY LINE Std eletricida
Page 272 and 273:
NORMAL BLADDER EMPTYING Std % norma
Page 274 and 275:
List XIV Singular for plural with t
Page 276 and 277:
z = (126 - g, 5) - no = 15,50 ] 8Q
Page 280 and 281:
the ngps e= 12.02 : V H^0- 2 „ 12
Page 282 and 283:
SERVIÇO PÜBÜCO FEDERAL UNIVERSID
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