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Файл:Academic English Theoretical and Practical Training of Graduate Students. Учебное пособие по практикуму английского языка для студентов 4 курса
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МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ
РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное автономное образовательное
учреждение высшего образования
«ЮЖНЫЙ ФЕДЕРАЛЬНЫЙ УНИВЕРСИТЕТ»
Т. Ю. Мкртчян
Academic English:
Theoretical and Practical Training
of Graduate Students
Учебное пособие
по практикуму английского языка для студентов 4 курса
Ростов-на-Дону – Таганрог
Издательство Южного федерального университета
2019
2
УДК 811.11
ББК 81.2 Англ. - 922
М57
Печатается по решению кафедры лингвистики и профессиональной
коммуникации Института филологии, журналистики
и межкультурной коммуникации Южного федерального университета
(протокол № 5 от 07.03.2019 г.)
Рецензенты:
доцент кафедры «Мировые языки и культуры» ДГТУ
канд. фил. наук, доцент Т. М. Багдасарян;
доцент кафедры межкультурной коммуникации и методики преподавания
иностранных языков ИФЖиМКК ЮФУ
канд. фил. наук, доцент М. В. Самофалова
Мкртчян, Т. Ю.
М57 Academic English: Theoretical and Practical Training of Graduate
Students : учебное пособие по практикуму английского языка для
студентов 4 курса / Т. Ю. Мкртчян ; Южный федеральный
университет. – Ростов-на-Дону ; Таганрог : Издательство Южного
федерального университета, 2019. – 138 с.
ISBN 978-5-9275-3258-2
Данное учебное пособие предназначено для аудиторной и самостоятельной
работы студентов 4 курса прикладного бакалавриата Института филологии,
журналистики и межкультурной коммуникации, обучающихся по направлению
«45.03.02 Лингвистика», направленность «Перевод и переводоведение».
Пособие направлено на развитие навыков устной и письменной речи. Особое
внимание уделяется развитию навыков академического чтения и письма.
Пособие разработано на компетентностно-модульной основе с интеграцией
существующих программ подготовки бакалавра на основе действующего
Государственного образовательного стандарта высшего образования и
документа «Общеевропейские компетенции владения иностранным языком».
УДК 811.11
ББК 81.2 Англ. -922
ISBN 978-5-9275-3258-2
© Южный федеральный университет, 2019
Мкртчян Т. Ю., 2019
3
ВВЕДЕНИЕ
Данное учебное пособие предназначено для студентов-бакалавров 4
курса ИФЖиМКК, обучающихся по направлениям «Лингвистика» и
«Филология». Пособие написано с опорой на ФГОС ВПО, документ
«Общеевропейские компетенции владения иностранным языком: изучение,
обучение и оценка», аутентичные учебники и словари зарубежных
издательств «Pearson», «Oxford University Press», «Cambridge University
Press». Учебный материал, представленный в пособии, является актуальным
и ориентирован на современные языковые явления. Пособие рассчитано на
применение современных образовательных технологий обучения:
технологии модульного обучения, мультимедийного обучения, сетевые
компьютерные технологии, балльно-рейтинговой системы оценки
результатов и т.д.
Пособие состоит из двух частей: теоретической части (Theoretical
Training) и практической (Practical Training). Теоретическая часть пособия
знакомит студентов со всеми необходимыми им правилами и приемами,
моделями и особенностями академического чтения, письма и говорения,
такими, например, как сочинения, эссе, интерпретация художественного
текста, реферирование и аннотирован ие газетных и научных статей и т.д., а
также с требованиями к основным видам письменных и устных работ.
Практическая часть пособия представлена 3 модулями: Module 1 –
Challenges, Module 2 – Communities, Module 3 – Jokes and Hoaxes.
Модули построены по единой схеме, оснащены тестами рубежного
контроля и заданиями для самостоятельной работы студентов и заданиями
на добор баллов. Корпусная структура каждого модуля посо би я
представлена рядом разнообразных упражнений, направленных на развитие
и совершенствование языковых компетенций по всем видам речевой
деятельности – чтения, говоре ни я , аудирования и письма. Весь
мультимедийный материал, представленный в пособии размещен на сайте
www.tmsfedu.ru и на электронной платформе издательства «Pearson».
4
УЧЕБНАЯ КАРТА
Критерии оценки
оценка
Критерии оценки
Баллы (от вида
работы)
«отлично»
85-100 %
«хорошо»
71-84 %
«удовлетворительно»
60-70%
«неудовлетворительно»
менее 60 %
Виды контрольных мероприятий
Текущий
контроль
Рубежный
контроль
Модуль 1 Challenges
20
15
1.
Работа на практических занятиях
10 2.
Выполнение упражнений
10 3.
Сочинения, тесты
15 Модуль 2 Communities
20
15
1.
Работа на практических занятиях
10 2.
Выполнение упражнений
10
3.
Сочинения, тесты
15
Модуль 3 Jokes and Hoaxes
20
10
1.
Работа на практических занятиях
10 2.
Выполнение упражнений
10 3.
Сочинения, тесты
10 ВСЕГО
60
40
Бонусные
баллы
5
Участие с докладом в неделе
академической активности
5
Выступление с презентацией
ВСЕГО
10
5
SECTION 1. THEORETICAL TRAINING
WHAT IS ACADEMIC ENGLISH?
You may be confident in using English in everyday situations, but the kind
of English you need for study is rather different. It is what is known as 'Academic
English', the type of English you need for reading and understanding your study
materials, writing on academic subjects and for scientific purposes. Academic
English is used to describe an object or situation, a process or how something
works, explain something, express the relationship between ideas, etc. (4, c. 13).
In everyday life the English language may be more complex, but good
academic writers aim to be as clear, precise and simple as possible. They think
about what their readers know already, and aim to guide them towards less familiar
areas and topics.
Peculiarities of Academic Style
The University expects you to express your findings, opinions and
arguments in ‘academic style’. The ability to write in an academic style is
something you develop as part of your university study. It is difficult to give
overall 'rules' on the way to write for a university course, as academic subjects
6
vary in their vocabulary and expressions, the types of text used (for instance
essays, reports, research articles or summaries) and how these texts are structured
and organised. ‘Academic style’ is not only a matter of particular words or
particular grammatical features. It involves how you think, how you reason, and
how you interact with what has already been discovered or argued. It is central to
your studies. Aim to deepen your understanding of what it is, how it works – and
how you can apply it.
But English in written and oral academic tasks has distinctive features, the
more important of which include three peculiarities: objectivity, formality and
precision.
1. Objectivity. The goal of academic writing is to present and evaluate
academic issues and to arrive at a position informed by research, not to present
one’s own personal biases or preferences.
- For this reason, personal pronouns, especially ‘I’, ‘You’ and ‘We’ are often
avoided. However, avoiding ‘I’ does not mean you should merely report
information. Your own evaluation of the material is extremely important, and can
be made objective by the use of evidence or logical argumentation.
- Structures that help to establish an objective ‘distance’ from the topic under
discussion include the use of passive verbs, topic as subject and ‘it’ as an “empty
subject”. Compare the following:
You can demonstrate that global warming is a real phenomenon by studying
changes in Antarctic ice layers. (Informal / subjective)
Changes in Antarctic ice layers demonstrate that global warming is a real
phenomenon (topic as subject)
The reality of Global warming can be demonstrated by studying changes in
Antarctic ice layers (use of passive verb)
It can be argued / demonstrated / that...
7
It is evident / logical / plausible / conceivable that... (the use of ‘it’ as an ‘empty
subject’)
2. Formality. Informal, everyday spoken English relies a lot on the situation
and speakers to supply extra information that completes the message. For
example:
For this experiment, twenty subjects will do.
Using formal, academic English we might write:
For the experiment to be viable, twenty subjects are sufficient.
In the first example, the meaning of ‘do’ is unclear. The meaning of the second
example does not require interpretation or context to be understood, but has only
one meaning.
Intensity or emphasis is created through choice of words, and does not rely on
intonation.
Watch out for emphasis that can only be conveyed through tone of voice by
reading your writing aloud, such of the use of ‘do’ for emphasis. Look at the
following sentences. Which one relies on spoken features?
This treatment does appear to work.
This treatment in fact / indeed / definitely appears effective.
3. Precision: The words you choose need to demonstrate sufficient
analysis of the issues involved. Compare the following two sentences.
Imprecise: Most people didn’t trust the government to do the right thing about
climate change, but it still changed their vote.
Precise: While the majority of survey respondents professed low levels of trust in
government, the link between voting intention, climate change belief, and
climate-related behaviours is strong.
What is wrong about the first example? Informal language in the first example
makes it sound like a personal opinion. Whereas, in the second example, the writer
8
has specified exactly which group of people he or she is referring to, what their
actions were, and the degree of strength of those actions or their outcomes.
However, you do not need to supply exhaustive detail on every matter you write
about. You convey your scholarly judgement by deciding exactly how much detail
is required for your purposes. In the example ‘changed their vote’ might be
sufficient for an essay on the subject of environmental management, where details
of voter behaviour are not central. A politics essay on voter beliefs about climate
change, on the other hand, might require much more detail (7, c.10).
Common Mistakes to Avoid in Academic Style
Avoid the following:
♦
Colloquial terms (such as ‘heaps of ...’) which are only understood locally;
slang (e.g. ‘knock off’), and idioms (e.g. ‘nest egg’ - заначка, ‘snowed under’ –
завален работой) because meanings are often interpreted differently by different
readers.
♦
Some everyday words in English are clearly associated with an informal or
‘chatty’ spoken style. Compare:
Informal word
big
little
tiny
like (adverb)
kind of
kind, sort
thing
good
bad
Possible alternatives
large, great
small, lesser
extremely small
such as e.g. ‘fruit, such as apple and
pears’
somewhat, to an extent, e.g. it was
successful to an extent.
type
object, concept, idea, issue
9
high quality, suitable, effective
inadequate, unsuitable, ineffective
♦
Intensifiers, or expressions that indicate degree (really, so, absolutely; use
extremely, highly, entirely, fully), are also very informal:
Informal intensifiers Possible alternatives
hardly, barely any, not much, not many few
Pretty ’ quite, rather
really very, extremely, highly, especially
lots of, heaps of, plenty of several, considerable, plentiful
a lot of frequently, often, extensively
♦
Informal discourse markers and link words such as besides or by the way
and use incidentally instead.
♦
Vague Verbs. Certain verbs commonly used in spoken language are too vague
for academic writing. Note the many possible meanings of the verb ‘to have’:
‘have a car’ – to possess, to own; ‘have a shower’ to take; ‘have a review’ –
undergo, ‘have a baby’ - bear. Some other vague verbs are: get, keep, do, make,
put. Possible Alternatives: obtain, receive, retrieve, become continue, retain,
maintain, store complete, undertake, act construct, create, complete insert, place,
position, propose.
♦
Unspecified categories: Expressions such as ‘etcetera’, ‘and so on’, ‘and so
forth’, ‘and that kind of thing’ again place too much responsibility on your reader.
Help your reader; name a category into which all your examples fit. For example:
Tariffs, embargoes, and other protectionist laws...
Similes, metaphors, personification and such literary devices...
♦
Phrasal verbs: verbs which require a preposition for meaning such as look out,
get on, live down, are similarly imprecise. A single verb with the same meaning
should be used.
10
♦
Contractions or shortened forms of verbs (e.g. don’t, won’t, can’t) are only
used in spoken contexts. Use full forms of the words.
♦
Abbreviations such as info for information or ads for advertisements.
♦
Set phrases and idioms. For example, ‘I am not going to pay you a penny’
instead of ‘Your fee will not be paid.’
♦
Ellipsis
♦
Rhetorical questions: Asking a question in a research report or essay evades
your responsibility to provide specific information to your reader. Use indirect
questions to specify more exactly the issue under study. Compare the following.
The intervention has been underway for four years now. How successful has it
been? VS Given that the intervention has been underway for four years, it should
be possible to measure its success.
♦
Linking word such as 'and' or 'but' at the beginning of a sentence
♦
The active voice and the first person singular; in a formal letter you should
write: ‘A copy of the receipt will be forwarded to you as soon as possible’ instead
of ‘I will send you a copy of the receipt asap.’
In addition, you should do the following:
1) Employ more tentative rather than assertive language by:
- using possibly and probably in front of verbs and noun phrases: ‘This is possibly
caused by…’ or ‘This is probably the most important factor.’
- using the modal verbs may and might: ‘This may be the most important factor.’
- using appears to and seems to: ‘This appears to be the most important factor.’
- using often and many/much.
2) Use formal vocabulary, for example, discuss rather than talk about
3) Use more formal grammar, for example by:
- using ‘there’ as a subject: ‘There is a serious risk of…’
- using ‘it’ as a subject: ‘It is very difficult to…’
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