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Файл:Английский язык для аспирантов. English for Post-Graduate Students. Учебно-методическое пособие по английскому языку для аспирантов
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МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ
ДОНЕЦКОЙ НАРОДНОЙ РЕСПУБЛИКИ
ГОСУДАРСТВЕННОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО
ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ
«ДОНЕЦКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ УПРАВЛЕНИЯ»
Кафедра иностранных языков
Л. Я. Лычко, Н. А. Новоградская-Морская
Английский язык для аспирантов
English for Post-Graduate Students
учебно-методическое пособие
по английскому языку для аспирантов
Утверждено
Учебно-методическим советом
ГОУ ВПО ДонГУУ
Протокол № 5 от 26.04. 2016
Донецк
2016
УДК 811.111
ББК Ш143.21
Л88
Лычко Л. Я. Английский язык для аспирантов. English for Post-
Graduate Students: учебно-методическое пособие по английскому языку для
аспирантов / Л. Я. Лычко, Н. А. Новоградская-Морская. – Донецк : ДонГУУ,
2016. – 158 с.
Учебно-методическое пособие по английскому языку для аспирантов
«Английский язык для аспирантов. English for Post-graduate Students»
разработано с целью совершенствования подготовки аспирантов к сдаче
экзамена кандидатского минимума по английскому языку.
В учебно-методическое пособие вошли разделы "Research and Study",
"Scientific Writing", "Public Speaking", охватывающие ряд тем научного
исследования, особенностей научного стиля, правил написания аннотации,
особенностей публичного выступления.
Рецензенты: Бессонова О. Л. – д. филол. н., профессор
кафедры английской филологии ГОУ ВПО
ДонНУ
Матвеичева Ю. О. – к. культурологии, доцент
кафедры иностранных языков ГОУ ВПО
ДонГУУ
3
СОДЕРЖАНИЕ
ПРЕДИСЛОВИЕ ......................................................................................................... 4
MODULE 1. RESEARCH AND STUDY ................................................................... 6
UNIT 1.1 DOING RESEARCH ................................................................................... 6
UNIT 1.2 WRITING A SUMMARY ......................................................................... 16
UNIT 1.3 ENGLISH AS A LANGUAGE OF SCIENCE ......................................... 20
MODULE 2. SCIENTIFIC WRITING ....................................................................... 37
UNIT 2.1 WRITING FOR SCIENCE ........................................................................ 37
UNIT 2.2 INTELLECTUAL PROPERTY PROTECTION ....................................... 64
UNIT 2.3 WRITING A SUMMARY ......................................................................... 78
MODULE 3. PUBLIC SPEAKING ............................................................................ 86
UNIT. 3.1. THE ART OF PUBLIC SPEAKING ....................................................... 86
UNIT 3.2 DESCRIBING TRENDS AND RESULTS ............................................... 96
UNIT 3.3 ATTENDING A CONFERENCE ............................................................ 101
APPENDICES ........................................................................................................... 117
СПИСОК ЛИТЕРАТУРЫ ....................................................................................... 157
4
ПРЕДИСЛОВИЕ
Учебно-методическое пособие «Английский язык для аспирантов» ("English
for Post-Graduate Students") предоставляет возможность будущим ученым развить
свою англоязычную коммуникативную компетентность с целью использования
полученных знаний и умений в процессе осуществления научного исследования на
разных его стадиях, таких как подбор иноязычной литературы по специальности,
написание статей, обобщающих научное исследование, участие в международных
конференциях и подготовка выступлений на английском языке.
В пособие вошли аутентичные тексты, включающие статьи из
англоязычных научных журналов, популярных профессионально-направленных
журналов и газет, таких как “The Economist”, “Financial Times”, учебных
материалов издательств “Oxford”, “McMillan”, “Pearson” и других источников, что
способствует дальнейшему углублению умений чтения, говорения и письма,
развивает умения работы с англоязычными первоисточниками, анализа
англоязычных источников, поиска необходимой информации. Особое значение
придается изучению лингвистических особенностей научного стиля, развитию
умений перевода научных текстов, написанию аннотаций и резюме. Много
внимания уделяется подготовке аспирантов к устным высказываниям, отчетам,
публичным выступлениям, презентациям, умениям представить результаты
исследования. Пособие состоит из трех модулей "Research and Study", "Scientific
Writing" и "Public Speaking", каждый из которых включает несколько подтем.
Раздел "Приложения" содержит справочный материал и тексты, которые не вошли
в основную часть пособия. К заданиям предоставляются ключи, что позволяет
аспирантам выполнять задания самостоятельно.
Учебно-методическое пособие рекомендовано для аспирантов, магистров и
всех тех, кто желает развить свои умения в работе с оригинальной научной
литературой и подготовке к публичным выступлениям.
5
1. What do you need English for?
6.Which do you think is better?
- work
- reading all kinds
of materials
- doing research
- holidays
- meeting new
people
- chat lines
- to speak slowly and very accurately
- to speak fluently but making quite a
few mistakes
2. If you need English for research
work which of these areas will you use
it most in?
7. What should the students mainly
do during an English lesson:
- presentations
- meetings
- writing reports
- making reports
- reading scientific
literature
- writing
annotations
- speaking with
people
- to listen carefully to a teacher and
make notes?
- to translate everything said by the
teacher and the group-mates?
- to read and analyze texts?
- to discuss problems?
- to make reports, presentations etc?
3. How long have you been studying
English?
8.When you are having a discussion in
your group should the teacher:
- three years
- five years
- more than five
years
- other (specify)
- interrupt you every time you make a
mistake?
- interrupt you only if you are making
the same mistake?
- never interrupt but note down the
mistakes for explanations later
4. Which area of English do you find
the most difficult, and would like
most to improve?
9. If you are given a course book, do
you expect to:
- speaking
- pronunciation
- grammar
- reading
- vocabulary
- writing
- listening
- do every exercise in the book?
- do most exercises?
- use the book principally as a reference
point?
- whatever the teacher thinks is best?
5. How much of your English lesson
should be spent on the following?
10. How mush homework do you
think you should do and how much
you will really do?
- speaking
- listening
- grammar
- writing
- vocabulary
- an hour or more a
day
- three to six hours
a week
- two hours a week
- none
- other (specify)
Introduction
NEEDS AND REQUIREMENTS ANALYSIS
6
MODULE 1. RESEARCH AND STUDY
UNIT 1.1 DOING RESEARCH
Text 1
There are different points of view on any problem. Read the text about the
importance of research and answer the question in its title.
The Importance of Research. Why We Do Research?
We must first understand what research is. It is another word for gathering
of information. The more information we have the closer we get of making our
own decision. Research is the result of advancing knowledge created in the past.
There are people from all walks of life that contribute to gathering information.
These are ordinary people and extraordinary people. They include teachers,
students, scientists, professors, scholars, business owners, librarians, book-keepers,
writers, politicians and many more unknown out there. These are everyday
citizens we interact with. They all help with the flow information that people use
for self help.
Research is designed to solve a particular existing problem so there is a
much larger audience eager to support research that is likely to be profitable or
solve problems of immediate concern. We also must understand how research
impacts our decision making. Most people make decisions without gathered
information to back them up. Only few do. The problem is most people aren’t
patient enough to put in the effort. Research requires time, effort, and sometimes
money to have the evidence you need to make a sound decision that’s why many
avoid it. The research you do and evidence you gathered will have impact on your
future. Be advised, considered the risks or consequences of making an important
decision with inadequate evidence.
In conclusion research is very vital to our everyday decision making. It is
important to your success as you take on life’s challenges and career decisions
making. But be careful though, because too much research without action on what
you are learning is not good either. The question is how much information is
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enough? How much information can you afford? Information obesity can be
research problem. It is just a piece of advice. Research plus action will most likely
guarantee a successful research.
Exercise 1. Answer the following questions.
1. What is research?
2. What kinds of people help researches with the flow of information?
3. How does research influence decision making?
4. What do you need for the research?
5. Do you agree with the author that information obesity can be a
research problem? Why?
6. What is the secret of successful research?
Exercise 2. Give equivalents of the following word combinations in your
native language:
1. people from all walks of life; 2. to contribute to gathering information;
3. to help with the flow information;3. is likely to be profitable; 4. to solve
problems of immediate concern; 5. to back up the decisions; 6. to be patient
enough to put in the effort; 7. to make a sound decision; 8. to have impact on your
future; 9. take on life’s challenges and career decisions.
Speaking
Exercise 3. Questions about you.
1. Why did you decide to take on research?
2. What is the area of your investigation?
3. Do you think you are patient enough to put your time and effort to a
research project? Give your reasons.
4. How ling is the gathering stage of your research likely to last?
5. Why is it sometimes difficult to cope with the flow of information?
6. What events are likely to have impact on your scientific career?
8
Understanding English
Exercise 4. Translate the sentences paying attention to the words in
bold:
1. He contributed a lot of money, time, and effort to this research. 2.
She always backs him up. I have a lot of facts to back up my theory. 3. Usually,
if you put in maximum effort and produce excellent results, someone in the
company is going to take notice. 4. When you are preparing business writing, there
are priorities of concerns in choosing what to think about and work on. Begin with
the immediate concerns which are aspects of the writing most responsible for the
quality of the document. 5. Sound decision-making requires authority and
willingness to take risks. 6. It is important to take on new challenges and adapt to
changes because nothing ever stays the same, things are always changing which
means unless you can adapt and change too you will be stuck doing the same
things which could then make your life a lot harder than it needs to be. 7. Among
the majority of Americans who said they had a teacher or teachers who had a
“significant, positive impact” on their life growing up, 83 percent said they had
a teacher who helped build their confidence and self-esteem, 79 percent had a
teacher who encouraged them to pursue their dreams, 75 percent said a teacher
served as a mentor or role model and 54 percent said that a teacher helped them
through a tough time. 8. Climate change is likely to be more severe than some
models have implied, according to a new study which investigates the possible
temperature rises and subsequent climatic impacts. 9. Information flows in
different ways in different subject areas. Each of the links below takes you to a
timeline which will show you how information flowed from a sample event,
research study, or artistic creation. 10. “Lack of loyalty is one of the major causes
of failure in every walk of life” (Napoleon Hill, Americam author, 1883-1970).
9
Reading
Text 2
Read the text about different types of research techniques. Say whether
the types of suggested techniques can be combined in one paper.
What Are the Different Types of Research Techniques?
There are two different types of research techniques: scientific and
historical. The purposes of both techniques are to use a logical approach to obtain
information about a specific subject. Research techniques can be applied to a broad
range of issues or areas of research.
Basic research techniques are based on a formal process. The exact order of
the steps depends on the subject and the reason for the research. The eight steps are
the same for both basic and applied research.
The first four steps are: formation of a topic, hypothesis, conceptual
definition and operational definition. The question is generally within the
researcher’s field of expertise. The hypothesis is a theory proposed by the
researcher, which is often phrased as a question. The conceptual and operational
definitions provide the scope and focus for the research.
The next four steps are: gathering data, analysis, testing and conclusion.
The gathering of data, analysis and testing steps are the heart of all research. It is
very important to use reliable sources, perform experiments, and test the
hypothesis thoroughly. If the testing results do not support the hypothesis, the
research is not a failure. On the contrary, these results provide an opportunity to
revisit the hypothesis and new knowledge is gained.
Historical research techniques, or methods, are most commonly used to
review data from the past and draw conclusions that impact on the present or
future. Although commonly used by historians, these techniques are also used by
scientific researchers. Using these techniques, they attempt to identify trends, and
theorize on their causes.
There are six steps in historical research. The first three are: define the
starting date, locate independent verification of basic background information and
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investigate the author. These steps are necessary to confirm the evidence used is
factual, reporting on by multiple sources and that the bias of the author.
The next three steps are to analyze the information, validate against other
sources and measure the creditability of the information. These steps require the
use of multiple sources and a process of questioning all aspects of the information.
This includes using generally accepted knowledge about the time period in
question, historical facts and physical evidence.
The process of historical research requires a significant amount of reading,
translating, researching and discussion. The volume of information required to
support a historical theory is quite substantial. This method is often used by
professionals with an extensive background in a specific subject.
Exercise 5. Answer the following questions:
1. What are the types of research techniques?
2. When are the two basic techniques used?
3. What are the steps of basic research?
4. What are the steps of historical research?
Speaking :
1. Do you formulate the topic of the research as a question? Are there any
principles of formulation the topic of the research?
2. Do you think your research will be scientific, historical or a combination of
both?
3. Why do you need a historical part in your research?
Exercise 6. What is the difference between basic and applied research?
Read the text. Fill in the gaps with the words basic or applied:
(1)… (aka fundamental or pure ) research is driven by a scientist's curiosity
or interest in a scientific question. The main motivation is to expand man's
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