
- •Contents
- •Acronyms related to tefl The Most Frequently-used Acronyms
- •Commonly-used Acronyms
- •Other Acronyms Related to tefl/tesl
- •Предисловие
- •The scientific prose style as opposed to the belles-lettres style
- •Skim the following 4 boxes and identify which style they refer to: poetic, belle-lettres, newspaper, or scientific prose style. What features help identify the latter style?
- •Analyze the proposed examples of texts of the two distinct styles from the point of view of the criteria given in the table and put down your findings.
- •Find examples from the texts illustrating the most noticeable characteristics of the scientific style.
- •The vocabulary of the scientific prose style
- •Vocabulary Work 1
- •Provide Russian equivalents of the following English words:
- •Find synonyms for the following words:
- •Odd one out. Underline the wrong word in each line.
- •Provide derivatives and restore the word combinations that follow.
- •Decode the following abbreviations using the list of abbreviations and group them according to their meanings:
- •The vocabulary of the scientific prose style
- •Vocabulary Work 2
- •Choose the proper variant of translation of the italicized words.
- •Fill in the necessary word according to the meaning using the following words. Use: assessment, assignment, accomplished, crucial, superior performance, insight, encounter, utilized, authentic.
- •Match synonyms from the two groups (numbers and letters):
- •Match the terms (numbers) and their definitions (letters).
- •Paraphrase the underlined words/expressions.
- •Translate the following sentences into Russian paying attention to the terms and scientific vocabulary:
- •Students as textbook authors
- •Can you think of benefits and shortcomings of commercially-produced materials (textbooks)? Make a map of associations.
- •Vocabulary Enrichment
- •Make sure you understand the following terms from the text:
- •Match the definitions with the proper words.
- •Fill in the blanks with the following words and combinations: assignment, blogs, designing, engaged, information gap, invest, journals, miming, proficient, student-centered.
- •Match the text subtitles with the ideas they develop.
- •Scan the text and get ready to explain the following ideas:
- •Share your vision of the following ideas presented in the introduction to the text:
- •Follow-up.
- •Can you describe the key characteristics of the article? To do it follow the guidelines:
- •Student Profile Questions for Middle School
- •Ways to use a student-produced booklet
- •Brainstorming before speaking tasks
- •What is brainstorming in pedagogics (structure, process, aims)? Is it the same according to this article?
- •V ocabulary Enrichment
- •Consult the dictionary for the following terms:
- •Match the definition with the word from the list.
- •Match the two parts of word combinations and explain their meaning.
- •Paraphrase the sentences using your active vocabulary.
- •Do you remember which part…
- •Follow-up.
- •Reaching reluctant readers
- •Vocabulary Enrichment
- •Translate the sentences into Russian.
- •Errors and corrective feedback: updated theory and classroom practice
- •Vocabulary Enrichment
- •Read the following definitions and think which type of mistake they refer to:
- •Match the words from the list with their synonyms from below and make up word combinations or sentences with them.
- •Follow-up:
- •Develop the ideas from the text in your own words trying to explain their essence.
- •Imagine some other involving ways of working with mistakes students make in writing or orally.
- •Write a self-analysis about the types of mistakes you / your students make and how you handle them. Be specific.
- •Implications for our Classroom Practice
- •Integrating reading and writing for effective language teaching
- •To teach or not to teach writing in the target language? What answer does the text give? And you?
- •They distinguish the following types of writing. Give your vision of them. Are they described in the text?
- •Match the stages of process-writing (numbers) with the actions (letters). Do you follow the structure proposed here passing all the stages?
- •Vocabulary Enrichment
- •Make sure you can explain the terms from the text:
- •Find equivalents from the list for the following groups of synonyms:
- •Use the following words to fill in the blanks: demanding, inventory, objective, outline, performance, springboard, sufficient, technique, worksheet.
- •Translate the last paragraph of the article into Russian. Compare your variants of translation for accuracy.
- •See the following plan made on the basis of the analysis of text paragraphs. It is jumbled. Restore its order according to the text.
- •Scan the plan for information on the following subtopics. Be ready to develop the points into a speech.
- •Follow-up:
- •Integrating reading and writing for effective language teaching
- •Integrated Reading and Writing Course Objective
- •Metaphoric intelligence and foreign language learning
- •To know if you are right see the following text. Be ready to share and think which intelligences are vital in learning foreign languages and why; and what is metaphoric intelligence?
- •Vocabulary Enrichment
- •Make sure you can explain the following terms:
- •Match the words with their definitions:
- •Use the proper derivative:
- •Translate paragraphs 2 and 3 into Russian. Compare your variants of translation for accuracy.
- •See the plan of the text. Make it complete. Compare your plans. Plan
- •Deep impact storytelling
- •Vocabulary Enrichment
- •Make sure you can explain the following terms:
- •Use the words in brackets in the proper form:
- •Translate from English into Russian:
- •Scan the meaningful parts for the key ideas. Select the sentences from the text, paraphrase complex sentences or summarize ideas in your own words. Compare with another student.
- •Follow up:
- •Introduction
- •Why don’t teachers learn what learners learn? taking the guesswork out with action logging
- •Read the text and identify what “gold mine” the author has discovered.
- •Vocabulary Enrichment
- •Make sure you can explain the following terms:
- •Match the following definitions with the proper words from the list:
- •See the plan of the article. Put a question that may summarize each part.
- •Summarize the ideas of part I and III in as few words as possible. Compare with other students.
- •How many and which activities are mentioned in the article? Scan them for the following information:
- •Select some three activities you like best. Get ready to explain their essence and aims, and say why you find them efficient. Identify the most popular activities.
- •Follow-up:
- •Pronunciation & grammar using video and audio activities
- •Can teaching pronunciation and grammar be fun? Propose as many ways as possible and be ready to clarify your point.
- •Vocabulary Enrichment
- •Make sure you can explain the following terms:
- •Guess the word by its definition:
- •Use the proper derivative:
- •Translate the Conclusion in writing. Compare the translations for the most accurate.
- •Look through the text and find answers to the following questions:
- •Check other fellow-students if they’ve got answers to the questions above.
- •Explain the following sentences from the text or paraphrase:
- •Follow-up:
- •Humanising the coursebook
- •Make sure you can explain the following terms:
- •Match the following definitions with the proper words:
- •Use the proper derivative:
- •Translate the second paragraph of the article into Russian. Compare your variants of translation for accuracy.
- •See the plan of the article and identify how its points and subpoints are interrelated.
- •Put a question to every meaningful part of the text.
- •Answer the questions trying to sum up shortly.
- •Use the plan to answer the questions:
- •Using the plan present the the key ideas of the text orally as shortly as possible.
- •Using the plan select one point which has attracted your special attention and on which you would like to share your views and attitudes.
- •Follow-up:
- •Introduction
- •Adapting authentic materials for language teaching
- •Remember your teaching practice and say:
- •Vocabulary Enrichment
- •Make sure you can explain the following terms from the text:
- •Match the definitions with the proper words:
- •Propose derivatives of the words and make up word combinations:
- •Fill in the following sentences using your active vocabulary:
- •Infrequently Used Words
- •Verbal Complexity
- •Verbal Ambiguity
- •Implicitness
- •Interactive writing in the efl class: a repertoire of tasks
- •What writing strategies can you remember? (e. G.: fluent writing, free writing, etc.) What is meant by “interactive writing”? Find passages in the text that explain its essence.
- •Vocabulary Enrichment
- •Scan the vocabulary for words dealing with a) the Internet; b) reading and writing. Be ready to explain their meanings.
- •Match the words and their groups of synonyms:
- •Use the proper derivatives:
- •The author says the activities are interactive and involve problem-solving. Choose one you liked best and try to prove it.
- •Follow-up:
- •Interactive writing in the efl class: a repertoire of tasks
- •2. Sending a Letter Abroad
- •3. Writing a Letter to the Author of a Story
- •5. Films
- •6. Providing an Alternative Ending
- •7. An Introduction to an Anthology of Short Stories
- •8. Journal Writing
- •9. A Personal Anthology
- •10. The Writing Portfolio
- •Discussion examination: making assessment match
- •Instructional strategy
- •Vocabulary Enrichment
- •Match the definitions with the words from the list:
- •Use the correct derivative:
- •Paraphrase the following using the active vocabulary from the list:
- •Better teaching through provocation
- •Vocabulary Enrichment
- •Make sure you can explain the following terms:
- •Match the following definitions with nouns:
- •Use the proper derivatives:
- •Match the words to make up word combinations and be ready to explain their meanings:
- •Remember the names of the parts of the article. Which parts do you consider vital for the abstract and which not?
- •Scan the key parts of the text for the subtopics. Compare with other students.
- •See which of the parts provides answers to the questions:
- •Propose theses for every subtopic. Present the theses and compare if they are the same with everybody.
- •Explain the following ideas as you see them:
- •Follow-up:
- •Creativity
- •Can you describe what a creative person is like? Why is it necessary to be creative today? Can you give examples illustrating that creativity is required in all fields of life?
- •See the following list of verbs taken from the texts on creativity and decide which of them may be used to describe a creative approach to teaching? And a counterproductive approach?
- •Can you sum up information for each of the columns?
- •Imagine examples illustrating the above columns to show that they do work. Let your group mates guess what column you are trying to illustrate (e. G. A decision, a strategy or environment).
- •Choose a quotation from the text and get ready to comment on it:
- •Identifying and developing creative giftedness
- •Investing in creativity: many happy returns
- •Implications of Phase Theory
- •Implications of Studies of Organizational Climates
- •The general outline of a scientific article
- •Text compression
- •Writing abstracts Approaches to Writing Abstracts
- •Use of Abstracts
- •Types of Abstracts
- •Guidelines for Writing Abstracts
- •Stages of Writing Abstracts
- •Paragraph
- •Unity in paragraphs
- •Continuity in paragraphs
- •Integrity of Paragraphs
- •Some Guidelines for Building Effective Paragraphs
- •Sentences
- •Some Guidelines for Writing Effective Sentences
- •Some Guidelines for Writing Compressed Sentences
- •Self-check questions
- •Chat abbreviations/lingo
- •Chat Faces
- •Chatiquette
- •If they won't write, get them to text. Hamish norbrook gets predictive about the learning opportunities presented by mobile phones
- •Sample of reading log and its structure
- •Self-check test
- •An algorithm of analyzing and interpreting of english-language academic texts
- •Subject index
- •References
- •Интерпретация англоязычного научного текста
- •Interpretation of english-language academic texts Учебно-методическое пособие для студентов языковых специальностей вузов
- •2 25404, Г. Барановичи, ул. Войкова, 21.
Предисловие
Учебно-методическое пособие составлено в соответствии с «Базовой учебной программой» по спецкурсу «Интерпретация англоязычного научного текста» и предполагает работу по следующим темам: «Цели, задачи и предмет курса», «Лексический состав англоязычного научного текста как предмет изучения», «Научная статья – характерные признаки», «Структура научной статьи», «Компрессия информации текста статьи, приемы компрессии», «Реферат статьи и требования к его написанию», «Реферат на основе ряда статей, объединенных тематически».
Пособие включает ряд разделов, работа над которыми направлена на достижение задач, заявленных в базовой программе по спецкурсу:
расширить и углубить познания студентов о проблемах и подходах в современном иноязычном образовании за рубежом (BANA-страны и не только) в учебных заведениях различного типа, установить их отличительные признаки и роль в системе иноязычного образования Беларуси;
приобщить студентов к чтению современных научных публикаций по иноязычной проблематике, отражающих их специализацию (по методической, педагогической, психологической тематике);
формировать стойкую мотивацию к самообразованию по специальности на базе англоязычных источников, отражающих актуальную проблематику иноязычного образования;
формировать психологическую готовность к восприятию и работе с иноязычным научным текстом по специальности;
совершенствовать и развивать навыки поискового, ознакомительного и изучающего чтения на материале текстов статей;
пополнить учебный словарь студентов за счет выявления, изучения и сопоставления понятий родного и изучаемого языка, отражающих методическую, педагогическую и психологическую терминологию; пополнить словарь студентов за счет изучения общенаучной лексики;
выявить и акцентировать неизученные/неизвестные студентам слова-реалии современного иноязычного образования;
формировать умения анализа и реферирования текста-источника (ориентирования в тексте, обобщения, компрессии, оценивания и редактирования) с целью извлечения смыслового содержания и дальнейшей языковой компрессии в текст реферата информативного типа.
В соответствии с логикой изучения спецкурса, пособие открывается с вводных разделов, посвященных следующим темам: «Цели, задачи и предмет курса» (подразумевает актуализацию знаний о специфике научного стиля); «Лексический состав англоязычного научного текста как предмет изучения» (включает набор упражнений тренировочного характера, преследующий цель активизации лексического материала, характерного для научно-методических текстов статей в области иноязычного образования).
Последующие разделы построены на основе содержания научно-методических текстов статей, отобранных из современных электронных научно-методических публицистических изданий: English Teaching Forum Online, The Internet TESL Journal, Humanising Language Teaching, Roeper Review, College Teaching, Educational Leadership, The Technology Teacher. Данные издания, в числе других, выступают в качестве средства хранения зарубежного прогрессивного педагогического опыта и отражают достигнутый уровень развития зарубежной теории и практики иноязычного образования, объективируют современную мировую практику обучения иностранному языку зарубежных преподавателей.
В ходе изучения каждого раздела происходит знакомство с актуальными проблемами иноязычного образования за рубежом (например, с системой взглядов известных за рубежом методистов и педагогов и практическими рекомендациями по решению данных проблем). Так, отобранные в качестве учебного материала статьи развивают следующие темы-проблемы в области иноязычного образования:
ученики как соавторы учебных пособий;
использование мозговой атаки на занятиях по иностранному языку (ИЯ);
развитие умений чтения обучаемых при экстенсивном подходе;
работа над ошибками в обучении ИЯ;
развитие метафорических способностей учащихся при изучении ИЯ;
использование рассказов на занятиях по ИЯ;
использование аудио и видео технологий на занятиях по ИЯ;
пути гуманизации учебника ИЯ;
адаптирование учебных материалов;
развитие интерактивных умений письменной речи учащихся в обучении ИЯ;
экзамен-дискуссия как метод оценки иноязычных умений обучаемых;
использование проблемных вопросов и высказываний в обучении;
развитие творческих умений обучаемых и др.
Каждый раздел включает текст статьи, обязательный лексический материал и комплекс упражнений (предтекстовых, текстовых и послетекстовых).
Предтекстовые упражнения нацелены на организацию вступительных бесед по теме статей, а также на снятие языковых трудностей, тренировку и активизацию лексического материала по конкретному тексту. В качестве примера можно привести следующие задания: make sure you understand the following terms from the text; match the definitions with the proper words; match the two parts of word combinations and explain their meaning; match the words with their synonyms and make up word combinations or sentences with them; odd one out; fill in the blanks with the following words and combinations; paraphrase the sentences using your active vocabulary; translate the sentences into Russian; use the proper derivative; fill in the following sentences using your active vocabulary.
Текстовые упражнения направлены на развитие умений поискового и изучающего чтения, а также умений ориентирования, обобщения и компрессирования содержания текстов статей.
С целью развития умений поискового чтения предложены следующие задания: How many and which activities are mentioned in the article?, Scan the article for the types of activities, Scan the first three parts of the article and see which subtopics they develop, Scan the key parts of the text for the subtopics, Scan the plan for information on the following subtopics, Scan the text and restore its plan, Scan the text for all the types of activities (in their succession), Scan the text to find out…, See which of the parts provides answers to the questions, Do you remember which part…
На развитие умений изучающего чтения нацелены следующие упражнения: Make a map of key terms of the article, Decide which sub-topics are developed in each point of the plan, Match the text subtitles with the ideas they develop, Using the text make a scheme of notions developing the following ideas, See the plan of the article and mark the points which bring meaningful information, Prepare questions on the meaningful points of the plan, paying attention to the subtopics, Look through the text and find answers to the following questions, Scan the meaningful parts for the key sentences, Answer your group mates’ questions using the text or paraphrasing the ideas when necessary.
С целью облегчения ориентирования в научном тексте могут быть использованы следующие задания: Match the text subtitles with the ideas they develop, See the plan of the text and make it complete, See the plan of the article and identify how its points are interrelated, Analyze the plan of the article and see if it is logical and all the components are present, See the following plan and restore its order according to the text, Make a plan of the article taking note of its parts.
Для развития умений обобщения текстовой информации используются следующие упражнения: Answer the questions trying to sum up shortly, Answer your group mates’ questions using the text or paraphrasing the ideas when necessary, Develop the points of the word maps into summarized ideas, Put a question to every meaningful part of the text, Put questions to the text making use of the plan, See the plan of the article and put a question that may summarize each part, Summarize the contents of the table in your own words, Summarize the ideas of part I and III in as few words as possible, To check if you were attentive readers, answer the following questions that aim to summarize the first three parts of the text.
С целью развития умений компрессирования текста статьи предлагаются следующие упражнения: Can you summarize the main ideas of the text in theses making use of the plan?, Work out the theses and get ready to propose the crucial ideas of the article, Propose theses for every subtopic, Present the theses of the text orally, Compare your variants of theses and elaborate them if necessary, Present the theses and compare if they are the same with everybody, Explain the following sentences from the text or paraphrase.
Послетекстовые упражнения разработаны с целью развития умений оценивания текстовой информации в ходе соотнесения с собственным методическим опытом и носят творческий характер (мозговая атака, проблемные вопросы и ситуации, анализ цитат и идиом). Так, для развития умений оценивания текстовой информации, а также качества текстов информативных рефератов, написанных сверстниками на основе текстов статей, предлагаются следующие задания: Analyze the abstracts written by other students on this article and see if they meet the requirements of volume, completeness, logic, no extra or repeated information, no grammar mistakes and are stylistically adequate, Explain the following ideas as you see them, Which parts do you consider vital for the abstract and which not?, Select some three activities you like best and get ready to explain why you find them efficient, Using the plan select one point which has attracted your special attention and on which you would like to share your views and attitudes.
Система упражнений из раздела в раздел несколько усложняется в связи с необходимостью решения различных задач (совершенствование лексических навыков чтения научно-методического текста, развитие умений поискового и изучающего чтения, умений оценивания текстового содержания, обобщения и компрессии текста статьи).
Пособие также включает ряд приложений, направленных на решение следующих задач:
знакомство со спецификой англоязычной научной статьи (The General Outline of a Scientific Article), с приемами компрессии научного текста (Text Compression, Writing Abstracts, Paragraph & Sentence. self-check questions); алгоритмом анализа и интерпритации научного текста (Algorithm of Analyzing and Interpreting of English-language Academic texts).
обеспечение дополнительного иллюстративного материала по содержанию отдельных текстов (Chat Abbreviations / Lingo. Chat Faces. Chatiquette; If they won't write, get them to text. Hamish Norbrook gets predictive about the learning opportunities presented by mobile phones; Sample of a Reading Log and its structure);
организация самоконтроля в отношении изучения научной лексики (Self-Check Test).
Автор надеется, что данное учебно-методическое пособие будет служить в качестве средства подготовки к изучению и анализу исторически сложившегося общественного (социокультурного) и индивидуального педагогического опыта. опыта зарубежных преподавателей в процессе совершенствования профессиональной подготовки будущих преподавателей иностранного языка, способной дополнить педагогическую, методическую подготовку на родном языке и подготовку по специальности.
Учебно-методическое пособие рекомендуется использовать на занятиях по спецкурсу «Интерпретация англоязычного научного текста», а также может быть интегрировано в лекционные и семинарские занятия по методике преподавания иностранных языков и ТСО, педагогике, психологии. Надеемся, что данная книга вызовет интерес у магистрантов, аспирантов, специализирующихся в области профессионально-педагогического иноязычного образования.