CHARLES UNIVERSITY IN PRAGUE

Faculty of Education

FINAL PROJECT 2011 Vlasta Vondráková

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CHARLES UNIVERSITY IN PRAGUE

Faculty of Education

Department of English Language and Literature

Final project

Professional English in Study Programme AUTOTRONIK

December, 2011 Author: Vlasta Vondráková

Supervisor: Craig Morgan

Type of study: Extension programme

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Acknowledgements

I would like to thank all the people who supported me. They were the head master of

Střední průmyslová škola dopravní, a. s., Ing. František Novotný and my head teacher

Ing. Věra Nejedlá, then my colleagues at school. I would like to express my special thanks

for patience with the extension programme students to all from Department of English

Language and Literature Charles University in Prague, Faculty of Education.

Declaration

I hereby declare that I wrote the final project on my own and that I listed all the used

sources on the works cited page.

Praha, December 26, 2011 Mgr. Vlasta Vondráková

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Abstract

The thesis is focused on teaching Professional English in Study Programme Autotronik. It

describes the current situation and demands of this study programme from the ESP/

Professional English teaching point of view. Then it introduces the positions of General

English teacher and offers him/her some starting points. In this thesis different

recommendations are mentioned and also some sample exercises presented.

Key words: Study Programme Autotronik, English for specific purposes/Professional

English, diagnostics

Shrnutí

Cílem závěrečné práce je přiblížit problematiku výuky profesní angličtiny ve studijním

oboru autotronik. Práce mapuje současnou situaci a požadavky kladené na tento studijní

obor z hlediska profesní angličtiny. Dále přibližuje výchozí pozice učitele obecné

angličtiny a nabízí mu určitá východiska. V práci jsou zmíněna různá doporučení, nechybí

ani ukázky konkrétních cvičení.

Klí čová slova: Školní vzdělávací program autotronik, angličtina pro specifické účely/

profesní angličtina, diagnostika

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Table of Contents

Introduction ............................................................................................................................5

English for specific purposes .................................................................................................8

Professional English in Study Programme Autotronik ..........................................................9

Resources for teaching ESP/Professional English ...............................................................10

Methodology and ESP lessons content ................................................................................12

How to use materials; sample exercises ...............................................................................13

Conclusion ...........................................................................................................................17

Appendix - Need analysis questionnaire ..............................................................................18

Works Cited .........................................................................................................................19

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Introduction

English is the most widespread foreign language taught in the Czech Republic. Since

the school year 2010/11 it has been also one of the two compulsory subjects for the leaving

exam and in the near future, probably from spring 2013, English is going to be compulsory

for every student who studies at secondary school. Students are able to choose from two

levels of the exam (B1 or B2). It means that the minimal level of English should be

achieved by students of all school types, grammar schools and also technical and

vocational schools.

Students of vocational schools have to be prepared not only for the leaving exam but

also for their future occupations. So teaching professional English is an important part of

education. This obligation is given in different study programmes that are compulsory for

technical and vocational schools since the school year 2008/09. Study programmes were

defined by The Ministry of Education, Youth and Sports and all schools had to write own

School Study Programmes. Study programmes are available on the website of Národní

ústav odborného vzdělávání. Despite this fact there is a lack of appropriate textbooks for

many of them.

The Study Programme Autotronik is defined for technical vocational education. The

aim of this programme is to prepare students for a profession of diagnostician in

automobile industry. They are trained to measure and diagnose condition of vehicles, to

repair them, and to organize and carry on a business. Knowledge of professional English

supports their future careers and makes them competitive in the labour market. They can

apply for a job in different countries of the European Union.

It is useful to integrate professional English into teaching English and it is also very

useful to teach some technical subjects in English. Unfortunately, specialists in technical

subjects are not often able to use English in their teaching and English teachers could not

teach subjects like mechanical engineering or technology. However, English teachers are

able to prepare their students for the practical usage of English in their businesses.

Each secondary school is able to incorporate different topics of the professional

language into its School Study Programme. However, technical and sub-technical

vocabulary has to represent 20% of the students’ lexicon.

The only appropriate textbook of professional English for the Study Programme

Autotronik is English for the Automobile Industry (Kavanagh). It is focused on topics and

skills like purchasing, sales, administration, design and production. For the general

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knowledge of this specialization it is quite sufficient, although it does not cover the area of

diagnosis and technological processes. It is necessary to use authentic instructional

materials too.

All the materials and the mentioned textbook could be confused for the students. The

main disadvantage is comprehension. Everything that teachers could use is above the level

of most students’ language knowledge. So teachers should simplify the learning materials

for them. It is difficult to say how many teachers have enough time for preparing own

materials. The main aim of this thesis is to show how the appropriate materials could be

done.

It is important to define the main thematic areas and their contents. Then it is

necessary to divide them into the particular study years. It is also recommended to consult

this process with the teachers of practical work because they know the real conditions and

often use car diagnostics in their teaching.

At first students of the Study Programme Autotronik have to acquire general

knowledge about cars, e.g., types, parts of the cars, engine, transmission, traction,

electronic systems, elements of safety, car accessories. They have to use this terminology

to be able to understand diagnostic outcomes and work with them. It is useful when the

topics taught in professional English lessons correspond to the topics of technical subjects

and practical work.

After this introduction to the terminology students are ready to start to work with car

diagnostics. Modern cars are fully equipped with computer and electronic technology so

only a car diagnostic scan is often able to point to a deficiency. How it works is taught in

technical subjects and practical work but sometimes tools of diagnostics operate only in

foreign languages, so it is almost essential to know English terminology.

An English teacher is not obliged to explain functions of the systems analyzers/

diagnostic tools to them. He/she should give them opportunity to understand it in English.

So it is necessary to train different model situations, to work with producers’ instructions.

Students should be able to express how the car diagnostics works, and to designate tools,

systems and methods.

The other part of their education should be aimed at communication with customers.

There is a huge absence of this kind of education in the Czech Republic. The situation

could be improved by adding and practicing some techniques of efficient communication in

different subjects, e.g., languages, psychology, and economics. The progress could be

influenced by using interesting teaching methods.

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The last, but not least important thing is to keep students interested in up-to-date

information. The main trend for the future is the development of an alternative fuel engine

and environmental-friendly vehicles.

English for Specific Purposes

General English and English for Specific Purposes (ESP) are two main areas of

learning English. General English is commonly taught at all school types and language

courses. However, not all the English learners need the general knowledge. The importance

of English as an international language is increasing every day. English knowledge affects

people’s opportunities to find a good job or start own successful business. People need to

communicate in fields of business, medicine, technology, etc..

English for Specific Purpose first appeared in the 1970s. At the beginning it was a

response to immadiate needs of foreign students to enable them to pursue their subject

studies in English (Harding 3). In 1980s ESP was divided into two areas – English for

Academic Study and English for work/training (Hutchinson and Waters 10). Nowadays

there are plenty of subcategories, e.g., English for Medical Purposes, English for

Occupational Purposes, English for Science and Technology (Harding 6). Professional

English is a subcategory of English for work/training, it is aimed at different occupations.

Since the school reform, that brought changes into the curriculums, there have been

more opportunities to teach ESP next to General English. “ESP is not a matter of teaching

‘specialized varieties’ of English. ESP is an approach to language, which is based on

learner’s need (Hutchinson and Waters 19). A need analysis questionnaire with its

interpretation is essential precondition for the ESP teaching. An example of a need analyses

worksheet could be found in Appendix. The worksheet should be adapted according to the

learners’ category and specialism.

ESP learners are usually divided into two broad categories. Firstly, there are those

already working in their specialism or at an advanced stage of their training. Secondly,

there are those who are pre-work and who will probably be younger and where cannot be

expected that they have much detailed knowledge of their specialism (Harding 8).

However, their ‘General English’ syllabus should be covered by primary education and

their English studies need an application, a purpose (Harding 7). In the Czech education

system ESP teaching is mainly a matter of vocational schools where General English

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knowledge often finishes at level A2-B1 of Common European Framework of Reference

for Languages. The situation is different at grammar schools where General English

knowledge achieves higher levels and no specialism is required.

Sometimes it should be confusing to distinguish between the ESP/Professional

English knowledge and the knowledge of some technical subject. “It is not possible to

demand specialist subject knowledge. The important point is that getting the correct answer

should not depend on specialist subject knowledge outside the material used in the text”

(Hutchinson and Waters 147).

Finally, it is necessary to answer the question how qualified ESP teachers should be.

ESP teachers do not need to learn a specialist subject knowledge. They require three things

only: a positive attitude towards the ESP content, knowledge of fundamental principles of

the subject area and an awareness of how much the students probably already know. This

can be sum up as ‘the ability to ask intelligent questions’ (Hutchinson and Waters 163). It

is surely an optimistic point of view. To teach ESP is not as easy as it seems to be, but it is

not also so difficult.

Professional English in Study Programme Autotronik

There are no strict rules what the teacher should incorporate to his/her

ESP/professional English teaching. An important indicator is what the learners need or

expect to need for their work. So the need analysis questionnaire is the key material for

preparing the ESP curriculum. It is useful to give it to the learners and also to the teachers

of technical subjects and practical work. Only the cooperation between all the participants

could be successful because English teachers are almost never specialists in a technical

area.

To know the technical terms faultlessly is one of the preconditions of an efficient

work with systems analyzers. So the students have to be able to interpret diagnostic

outcomes and decide about the following procedures. Another precondition is the skill of

using them, but it is not a question of English teaching.

At first the students ought to master terminology of describing a car and its functions.

It is useful to divide it into subcategories, for example an introduction to the car, the

exterior, the interior, under the bonnet, performance and technical specification, safety,

design, future trends (Kavanagh). In fact the introduction to ESP is advised to teach in the

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first years of studies at technical/vocational schools. The reason is obvious. Students in

their first years are not educated enough in technical subjects so it is pointless to teach them

diagnostics terminology which they are not able to use in practical work. The situation is

changing in their third and fourth year of study. Students start to work with different kinds

of systems analyzer at school and in car servicing centres too. There are two types of

vehicle analysing. The first one is based on communication with control units, the second

one is based on physical measurements by oscilloscope. Students use both of them. The

most common system analyzers are VAG-COM, Bosch, GDS, VAS.

At first, students have to understand the diagnostic terminology. There are three main

area of work with the diagnostics; the test procedures, the components tests, the

oscilloscope. The test procedures are used for getting information about general

measurement conditions, a battery, an alternator, an ignition and an injection for example.

The components tests are focused on testing individual sensors and actuators, such as

wheel sensors, an atmospheric-pressure sensor, a throttle-valve switch, lambda sensors, a

camshaft sensor, etc. The oscilloscope shows in real time how signals change over time. It

measures exact voltage of individual sensors and actuators to find defects (Bosch FSA

720/740 User’s Manual).

Then, there is an important condition to be ESP teaching successful and in practice

applicable. Students have to know how the diagnostics works and what the outcomes of the

diagnostic processes mean. However, this is not the matter of ESP/Professional English

teaching. English is only the instrument to use the systems analyzers efficiently.

Resources for teaching ESP/Professional English

For teaching ESP/Professional English in Study Programme Autotronic it is

necessary to know what the students need for their practical education and future job. An

English teacher can work with a need analysis questionnaire, technical subjects curriculum

or he/she can ask his/her colleagues teaching technical subjects and find some information

in different automotive websites to establish the content of ESP lessons. After clarifying

what to teach the teacher has to start searching teaching materials.

It is often hard to find supported materials (Harding 7). So an ESP teacher could

select from existing materials, modify existing ones or write his/her own materials

(Hutchinson and Waters 96). The last possibility is one of the most characteristic features

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of ESP in practice (Hutchinson and Waters 106). There are almost no suitable textbooks for

teaching Professional English in Study Programme Autotronik, so the English teacher has

to prepare own materials most of time. Many useful materials could be found on the

internet. The cooperation between the teacher and his/her students could be closer than in

General English lessons if the teacher asked them for participation in preparing materials.

Some students could know better where the needed information is on the internet.

On the Czech textbooks market there is available only one textbook usable for this

study programme. It is called English for Automobile Industry by Marie Kavanagh. This

textbook is designed for level B1-B2. Just this designation could be a problem, because

students’ final level of using English is very often only A2-B1. So teachers should have to

simplify and modify this textbook or just chose appropriate passages of it. This textbook

could be used in the first years of studies to acquire the automotive terminology. Some

specialized books are available in English or American internet bookshops. For example

Advanced Automotive Fault Diagnosis by Tom Denton (2006), How to Diagnose and

Repair Automotive Electrical Systems by Tracy Martin (2005), Automotive Computer

Controlled Systems by Allan W. M. Bonnick (2001).

Many useful materials could be found on websites of the firms that sell the systems

analyzers. For example, Bosch, GDS, VAS, VAG-COM. Users’ manual and sometimes

short instructional videos are often available too. Using these materials is very effective

because students are familiar with the systems but it is essential to modify and simplify

them. The original texts could be difficult to read and could include much technical

terminology. The role of the text in the learning process is to get some information from it

or to illustrate a particular sentence or discourse pattern, to increase learners’ motivation by

emphasising the real world application of language. The text could be also used for a

jigsaw reading task (Hutchinson and Waters 159-160). There are plenty of possibilities

what to do with the text. The ESP teacher has to be careful in choosing the materials.

“Highly specialized texts can achieve face validity. If the use of such texts makes work in

the classroom difficult, learners will soon lose their liking for such texts” (Hutchinson and

Waters 161).

To balance highly specialized texts the teacher could use some texts from the car

magazines written in English available on the internet. The texts contain terminology but

their structure is not so difficult to read. For example, http://www.carmagazine.co.uk/,

http://www.whatcar.com/, http://www.caranddriver.com/, http://www.turbomagazine.com/index.html.

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Some TV series in English about motor vehicles could be also used for getting new

vocabulary, practicing understanding and listening skills.

Teachers could also prepare own materials but it is really time-consuming. Moreover,

there is a risk of reinventing the wheel. However, it could be good idea to make older

students prepare the worksheets for younger ones.

Methodology and ESP lessons content

ESP is not a specialized variety of English. “The fact that language is used for a

specific purpose does not imply that it is a special form of the language” (Hutchinson and

Waters 18). Only the content of the learning is different from General English. The

processes of learning should be similar. There is, in other words, no such thing as an ESP

methodology (Hutchinson and Waters 18). “ESP is an approach to language teaching in

which all decisions as to content and method are based on the learner’s reason for learning”

(Hutchinson and Waters 19).

Contrary to General English, teaching ESP means interacting closely with students

and their needs (Harding 10). The students should participate in the process of defining the

content of the learning by filling the need analysis questionnaire. There are two ways how

to prepare it. The teacher can use existing one found in educational literature or on the

internet. Alternatively, he/she can write own questionnaire and decide which type of

questioning is more suitable – open questions, multiple-choice questions, yes/no questions.

Multiple-choice and yes/no questions are simpler to evaluate but open questions can say

more about students needs. The combination of all types is also possible.

The need analysis questionnaire prepared for the students of Střední průmyslová

škola dopravní, a.s. showed that they want to be educated in terminology, reading

diagnostics graphs and communication with the customers. Then they are interested in the

procedures they usually do in their workplaces. All of them think that it is important to

know English terminology.

According to the type of study (secondary education finished by the maturita exam) it

is important to pay attention to all the skills students have to manage - speaking, writing,

listening, reading and use of English. The teacher should use contexts, texts and situations

from students’ subject area (Harding 10) and exploit authentic material that the students use

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in their specialism. The teacher should also try to make the task authentic as well as the text

(Harding 11).

As it was said, there are no special methods in ESP teaching, General English

teaching methods could be used. The emphasis should be put on practising communication,

understanding different types of texts such as graphs, diagrams, tables with data, effective

vocabulary learning and searching information in different kinds of texts and interpreting

them. Cooperation between students and teachers brings opportunities to teaching by

eliciting. The students could sometimes know more than the teachers and could ease their

worry about technical correctness.

Most of the General English methods could be used in ESP lessons. The teachers

have to respect students’ age and their needs. It is pointless to use only simple reading and

translation. A good teacher can invent an interesting activity in a few minutes.

How to use the materials; sample exercises

It was mentioned many times, that there are not enough suitable materials which

could be used for teaching ESP/Professional English without any modification. The

English teachers should modify them by simplifying, shortening or choosing only some

parts of the texts. Then the teachers can prepare tasks aimed to students’ needs and study

programme demands. There are some sample exercises.

A. Reading and comprehension activity – answering questions, finding main ideas;

modified exercise from the textbook English for the Automobile Industry by Marie

Kavanagh (28).

The engine work

The principle of the internal engine has not changed in the last 100 years. The engine

takes in fuel and air which is compressed in a combustion chamber . Then this mixture is

ignited by a spark plug to produce an explosion , which moves the piston in the

cylinder . The up and down motion of the piston in the cylinder is converted into rotational

motion by the crankshaft . The rotational force generated by the engine is known as

torque . The size of the engine determines the power. The more cylinders there are, the

more powerful the engine. This power is transmitted through the clutch , the gearbox , the

propeller shaft (in rear-wheel and four-wheel drive) and the axles to the wheels . The

position of the engine can vary, but generally speaking it is mounted at the front. In some

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sports cars, the engine is mounted at the rear (eg. Porsche) or in the middle (eg. Ferrari or

Lamborghini) because of weight distribution.

- Answer these questions: 1. How long has not the engine principle changed?

2. What is torque?

3. Why is the number of cylinders important?

4. What influences the engine position?

- In seven steps describe how the engine works. Use all the highlighted words.

1.

2.

3.

4.

5.

6.

7.

B. Use of English activity - multiple-choice; an authentic text from the article about the

engine diagnostics (http://www.turbomagazine.com/tech/0704_turp_engine_diagnostics/index.html)

Diagnostics of starter system

- There are several tests that 1.____________ check the starter system. The two easiest

ones are the voltage drop test and amperage draw test.

- Voltage drops when current flows 2.____________ a resistance-the higher the drop, the

greater the resistance. High resistance 3.______________ to slow engine cranking or a

starter that just clicks. The voltage drop test will tell us the difference 4.___________ the

voltage at the source (the battery) and the voltage at the

device being tested (the starter).

- For a voltage drop test, disconnect the ignition and

connect the multi-meter's leads to the battery's negative

terminal and to a good chassis ground. Crank the engine

and observe the results. The engine must be cranked over

5.___________ current to flow. Perform the same test on

the starter and compare the results. Just connect

6.__________ of the multi-meter's leads to each end of

the cable being tested. If the difference is more than 5 volts, check all connections and

terminals and the cables 7._____________. A cable that's hot to the touch under cranking

is a sign of high resistance and should be checked or replaced.

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- An amperage test, 8._______________ requires more specialized equipment, should be

done if the starter still cranks slowly and the battery and all cables check out. The test can

be done either on a bench with no load applied, or in the vehicle. Check your service

manual for acceptable 9.______________ draw. If it's reading too high, check the battery

for appropriate supplied voltage, otherwise 10.______________ a problem with the

starter's armature, cables or internal windings.Time for a new one.

- Choose the best answer into each gap.

1. a, can perform to b, can be performed c, can performed to

2. a, over b, in c, through

3. a, is leading b, leads c, is led

4, a, next to b, between c, against

5. a, in oder for b, because c, while

6. a, all b, some c, each

7. a, ones b, themselves c, -

8. a, which b, what c, whether

9. a,current b, actual c, eventual

10. a, there’s b, it’s c, -

C. Communication activity - making questions and preparing the dialog; the text from

the professional literature - Automotive computer controlled systems by Allan Bonnick

(178).

The ‘six-steps’ approach

At this stage it is important to emphasize the need to be methodical. A simple, but effective

approach to diagnostic work is known as the ‘six-steps’ approach. This six-steps approach

may be recognized as an organized approach to problem solving, in general. As quoted

here it may be seen that certain steps are recursive. That is to say that it may be

necessary to refer back to previous steps as one proceeds to a solution. Nevertheless, it

does provide a proven method of ensuring that vital steps are not omitted in the fault

tracing and rectification process.

The six steps are: 1. collect evidence; 2. analyze evidence; 3. locate the fault; 4. find the

cause of the fault and remedy it; 5. rectify the fault (if different from 4); 6. test the system to

verify that repair is correct.

- Think about three questions to the underlined par ts of the text.

- Imagine the following situation. You are a new on e in a car servicing centre and

you have to do some diagnostics for the first time. Prepare a 3 minutes dialog with

your partner about the appropriate approach.

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D. Reading a diagnostic graph, communication activity – describing and explaining the

graph; the main task is to make the English teacher understand the readings of the graph,

the main aim of this activity should be to be prepared for communication with customers.

(http://www.pelicanparts.com/bmw/techarticles/mult-OBDII/mult-ODBII.htm )

(Explanation to the graph - There is a separate screen specifically tailored to monitor your

oxygen sensors. The oxygen sensor (also known as the O2 sensor) is probably the best

indicator of your engine's health and performance. The oxygen sensor changes its value

based upon the amount of oxygen present in the exhaust. This percentage is directly

related to the air/fuel mixture that is fed into the engine's intake manifold. If the mixture is

too rich or too lean, the engine will not generate an ideal fuel burn. This results in increase

emissions, and a decrease in power.) – It depends on the teacher if he/she let this text visible

for the students.

- Answer these questions: 1. Is the oxygen sensor test useful? Why?

2. Which readings can you recognise in the graphs?

3. What influences an ideal fuel burn?

4. What is the result of this test? Is there any se rious

defect?

- For the next lesson prepare a short presentation about the oxygen sensor test.

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Conclusion

The thesis Professional English in Study Programme Autotronik is aimed to

introduce one of the English teaching areas and its place in secondary education. It tries to

present English for specific purposes complexly and explains what the ESP teaching

exactly is. The most important precondition of the teaching is to find learners’ needs and

define the ESP lessons content. The cooperation between English teachers, teachers of

technical subjects and practical work is necessary.

English for Specific Purposes/Professional English is usually taught at technical and

vocational schools as a part of English education. There are almost no suitable textbooks

for different study programmes. However, this lack of materials does not mean giving up

the ESP teaching. There are many alternative resources. ESP teachers usually have to

modify the materials, sometimes even write own ones.

ESP teachers are hardly ever the specialist in technical subjects. The positive point is

that they should not have detailed technical knowledge, because they teach only the

language. They should have an awareness of how much students know, fundamental

knowledge of technical subjects, so they are able to ask the right questions.

The Professional English in Study Programme Autotronik is focused on diagnostics.

Students have to know the automotive and diagnostic terminology to be able to use systems

analyzers/diagnostic tools in their practical work or in car servicing centres. The most

common analyzers are VAG-COM, Bosch, GDS, VAS. It is appropriate to work with the

users’ manuals of these diagnostic tools in ESP lessons, mainly with graphs and diagrams.

They could be found on the internet on sellers’ websites.

ESP is an approach to language based on learners’ needs. It is not a special form of

English so there is no ESP methodology. General English methods are usually used.

Communication, understanding different types of texts, vocabulary learning and searching

information and interpreting them should be the priorities of ESP teaching. English

teachers do not have to forget the maturita exam so they should also practise skills needed

for this exam in ESP lessons.

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Appendix

Needs analysis questionnaire Name: Class: Date: _________________________________________________________________________ 1. Which topics of your study programme would you like to study? - - - 2. What do you think? Which topics of your study programme would you need in your future job? - - - 3. What diagnostics do you often use? - - 4. Which diagnostic operations do you exactly do? - - - 5. Which situations do you need to practice in English? - - - 6. Which English skills would you like to improve first? - - 7. Do you think that it is important to know English terminology in your practical work? - 8. What would you improve in your English lessons? - - -

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Works Cited

Bonnick, Allan. Automotive Computer Controlled Systems. Oxford: Butterworth-Heinemann, 2001.

Dempsey, Wayne R.. “Reading OBD-II Fuel Injection Systems.“ Pelican Parts. 20 December 2011 <http://www.pelicanparts.com/bmw/techarticles/mult-OBDII/mult-ODBII.htm>.

“FSA Videos, Guides and Manuals.” 12 December 2011 <http://yourdiagnostictools.com/bosch/System-Analyzers-FSA-Engine-Analyzer-Videos-&-Guides/c6_29_116/index.html>. Harding, Keith. English for Specific Purposes. Oxford: Oxford University Press, 2009. Hutchinson, Tom and Alan Waters. English for Specific Purposes. Glasgow: Cambridge University Press, 1991. Kavanagh, Marie. English for the Automobile Industry. Plzeň: Fraus, 2007.

Mentioned Links

GDS diagnostics 15 December 2011 <http://www.m2kinc.com/detail-gds-105-31-24-1.html>. VAG – COM diagnostics 15 December 2011 <http://www.ilexa.co.uk/content/category/2/4/17/>. VAS diagnostics 12 December 2011 <http://www.obd2be.com/vas-5054a-p-448.html>. CAR 15 December 2011 <http://www.carmagazine.co.uk/>. Car and Driver 12 December 2011 <http://www.caranddriver.com/>. Turbo Magazine 9 December 2011 <http://www.turbomagazine.com/features/index.html>. WHAT CAR? 12 December 2011 <http://www.whatcar.com/>.

Mentioned Literature Denton, Tom. Advanced Automotive Fault Diagnosis. Oxford: Butterworth-Heinemann, 2006. Martin, Tracy. How to Diagnose and Repair Automotive Electrical Systems. St. Paul: Motorbooks, 2005.

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