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ce & technology, which is based on the languagelearners' demands.
In late 1970s and 1980s，the popular understanding was that EST teaching andlearning materials were determined by the prior analysis of the communicationdemands of the learners. Or in other words, EST courses were designed for peoplewho learned scientific & technical English so that they would be able to use it inparticular scientific & technical situations such as in their job, in their training or onacademic studies，researches or discussions.In old days，when traditional English language teaching was literature-oriented,and acquisition of foreign language just indicated a well-rounded nurture. In contrast，nowadays ministries of education in several countries view EST teaching as anindispensable way to the further development of their country. And internationalenterprises and business organizations often list EST in their training programs. As forindividuals, learning EST could help them open up new careers and broaden theirprofessional possibilities.

Chapter TwoThe EST Translation from the Perspective ofDiscourse

2.1 Traditional EST Translation Based on Register Theory
Register meant that the language was used in different fields. The main principleof register theory, which was applied to the early EST study and translation, was thatthe features of English for Science and Technology varied vastly from one specificarea to another. For example, Electrical Engineering English constituted a specificregister, which was different from another specific register of Chemistry English;Medical English was different from Petroleum English from the perspective ofregister theory as well. And the purpose of the register-based EST study was to findout the lexical and grammatical characteristics of English in different specificregisters of Science & Technology field. Then these lexical and grammatical featurescould be used as Reference to determine the EST translation approaches. Thus thetraditional EST translation approaches were correspondingly based on the registertheory.In order to understand the shortcomings of the traditional EST study and ESTtranslation, it is necessary to find out the flaws of the EST based on register theory atfirst. In early phase of EST study from the perspective of register theory, linguisticsand English teachers held that EST had its own lexical and grammatical features—alarge number of technical terms，sub/semi technical words, nominal compounds, thefrequent use of passive voice, the extensive use of present tense, relative clause,grammatical structure, and so on. They thought that there was very little that wasdistinctive in the sentence grammar of scientific English beyond a tendency to favorparticular lexical and syntactic forms. In fact, EST study and EST translation from theperspective of register theory did not show any new form that would not found ingeneral English.

Chapter Three Case Study of E-C EST Translation...........24-52
    3.1 Cohesion in EST Discourse and Its Application.......... 25-37
        3.1.1 Reference Cohesion ..........25-28
        3.1.2 Substitution & Ellipsis Cohesion.......... 28-32
        3.1.3 Other Grammatical Cohesion.......... 32-33
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