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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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Those involved in the trial – all native French speakers – were asked to
distinguish between two similar sounds from different languages. The first was
the 'd' sound found in their own language which is made by placing the tip of the
tongue against the top teeth. The second was a 'd' sound found in Hindi, which is
pronounced in a different way – by curling the tongue upwards towards the roof
of the mouth. Both types of 'd' were followed by the letter 'a', so the participants
heard 'da'.
Researchers tested the speed at which participants could process the
information about the different sounds. People who were successful on this task
were then asked to listen to other acoustically similar sounds.
Some of the fastest learners were able to tell these apart within a few
minutes, while the slowest learners were only able to make random guesses after
twenty minutes of training.
Dr Narly Golestani from UCL's Institute of Cognitive Neuroscience said the
brain's white matter was involved in the efficient processing of sound information.
Its fibres are involved in connecting brain regions together. Fast language learners
had a greater volume, and that may mean they have more or perhaps thicker fibres.
"We are starting to understand that brain shape and structure can be
informative about people's abilities - why people are good at some things and not
others is evident from these scans," she said.
White brain matter is involved in connecting different parts of the brain
together, and greater amounts of this could indicate an increased ability to process
sound.
In faster learners, brain scans showed a greater volume of white matter in
the left auditory region known as Heschl's gyrus, where sound is processed. And
there was a difference in its position in the right brain hemisphere between faster
and slower learners.
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Previous research suggested that having a talent for music was linked to the
structure of grey matter in the brain. This latest research could be used in other
ways. Scientists can start to make predictions regarding whether people will be
good at something or not based on their brain structure or diagnose clinical
problems. (http://news.bbc.co.uk/2/hi/uk_news/education/4883418.stm)
Answer the question:
1) What is different about a polyglot's brain?
2) What do scientists hope to achieve through doing the new research?
3) What did people have to distinguish between during the trial?
4) How did the researchers decide who was a good language learner?
5) What is the function of fibres in the brain's white matter?
6) What can you tell from the brain scans?
SECTION 4. ACADEMIC WRITING
Write an essay on the topic «Evolution of English». How do you think
English will change in the next 200 years? Do you think it will continue to be a
global language? Do you think other languages will become more important? You
may use the suggested beginning and mention some other arguments such as
culture and identity/the type of English spoken by computers/local languages/local
brands of English/English as a mother tongueto prove your opinion.
The number of people around the world who speak English as a second or
foreign language (one fifth of the world population) has now grown to far
outweigh the number of native speakers. As the use of English as a 'lingua franca'
continues to grow and spread around the world, the language itself is also sure to
change – adapt to how its speakers use it. Let's consider the possible changes the
English language might undergo.
According to Professor David Crystal, a world authority in language
change, first of all, English sounds which some speakers find difficult to
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pronounce might disappear. He also believes the vocabulary will certainly change
too.
Another huge influence on the way English will change relates to
technology…
SOMETHING MORE TO READ AND TO DISCUSS
Read the following text. State the part of speech of underlined words and
name constructions in highlighted sentences. Answer the questions after the
text.
Chatting with Chimps
Naturalists have long known that the apes, our nearest relatives in the animal
kingdom, communicate with one another through gestures, sounds and facial
expressions. But only human beings were long believed to be able to use words
and sentences. In 1960s, however, determined researchers set themselves the task
of teaching apes to talk in English.
At first the scientists tried to make the animal speak. But no chimp ever
managed to acquire a vocabulary of more than four words, and these were spoken
with great difficulty, their vocal tracts not being well adapted for producing the
sounds of human speech.
The breakthrough came in 1969, when the Gardeners – a husband-and-wife
team of scientists – realized that chimpanzees don't have the vocal apparatus to be
able to speak like humans, but that they can use gestures easily. As a result, the
Gardeners embarked on an experiment to train a chimpanzee called Washoe to
talk in ASL (American Sign Language), a system of gestures used by the deaf.
The Gardeners brought up Washoe like a child, giving her regular meals and
getting her to brush her teeth before turning in. At first Washoe made meaningless
hand gestures, similar to the meaningless 'babbling' of baby children learning a
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language. But after for years of their dedicated effort Washoe was said to have
learned over 150 ASL signs to communicate her wants and needs.
Washoe not only clearly understood words when she was asked in sign
language to fetch an apple or a banana, or produced simple combinations like
'please, hurry'. Her linguistic abilities went much further. She talked to herself in
sign language when she thought no one was watching: she was often observed
making the sign for 'quiet' as she was creeping stealthily across the yard towards
an area that she had been forbidden to enter. Washoe also learned to swear,
applying the word for 'dirty' to anything or anyone she disliked. She could also
combine the signs on some occasions, such as when she made the signs for 'water'
and 'bird' on seeing a swan on the lake.
The Gardeners went on to assemble a small community of baby chimps that
were constantly in the presence of adults who used sign language among
themselves as well as with the animals. Soon the chimps were reported to have
grown accustomed to talking to one another in sign language.
Linguists and scientists, however, are still very skeptical about the
Gardeners' research. They question whether Washoe can really 'speak' and say that
her 'language use' is simply imitation. They also doubt whether the apes use
languages in a truly human sense, pointing out that the apes rarely put together
more than two words in a sentence and spend most of their time exactly copying
the series of signs made by their teachers (8, c. 150).
Do you agree with the skeptical scientists? What do you think about linguistic
abilities of animals and birds (e.g. talking parrots)?
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SELF-ASSESSMENT TEST ON MODULE 1
(Total – 60 points)
1. Choose the correct word/expression below to complete the text (10 points).
The language, Hawaiian Creole, was invented through necessity. In 1880,
thousands of immigrants from Europe and Asia went to work for the English-
speaking owners of sugar plantations in Hawaii. Among all the other challenges
these immigrants (1), the most (2) was to understand each other, to understand
their bosses, and to understand the Hawaiian people. To these immigrants, other
ethnic groups must have sounded as if they were (3). After a short time, they were
able to (4) some English, but barely enough to communicate. Instead they (5) body
language and a simple code of sounds.
However, things changed fast, and by 1910 a new language had emerged:
Hawaiian Creole. This included words and sounds from other languages, but could
be (6) all of them by its different grammar. Hawaiian Creole, a simple dialect, is
(7) complex structures. With this new easily-understood language, everybody (8)
increased communication.
Many years later, Derek Bickerton studied the origins of Hawaiian Creole. He was
amazed that within one generation, the immigrants had (9) creating a language that
was (10) to all. In fact, in his book Roots of Language, he says that the children
invented the language while playing together.
1 (a) made (b) knew (c) faced
2 (a) daunting (b) definite (c) harsh
3 (a) babbling (b) garbling (c) cramming
4 (a) discuss (b) pick up (c) pick out
5 (a) persisted in (b) appealed to (c) relied on
6 (a) riddled with (b) distinguished from (c) defined by
7 (a) reminds you of (b) stemming from (c) lacking in
8 (a) benefited from (b) benefited (c) mastered
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9 (a) opted for (b) succeeded to (c) succeeded in
10 (a) intelligible (b) unintelligible (c) intelligibly
2. Insert prepositions (16 points):
To cram sth … the book, to be … the ball, to learn a language … a combination
of techniques, to be linked … sth, to know sth … hand, … the top of one’s head,
to switch … horse … motor racing, to head straight … the top, to deal … criticism,
to be riddled … errors, to opt … sth, to bother … pronunciation, to benefit … sth,
to rise … challenges, to stem … sth, to persevere … sth.
3. Make word collocations (6 points):
A) burning
B) daunting
C) garbled
D) sheer
E) random
F) forceful
1) message
2) delight
3) personality
4) guesses
5) challenge
6) ambition
4. Use prefixes to make the words with negative meaning (10 points):
fit –
motivated –
aware –
to estimate –
to fire –
imaginative –
political –
intelligibly –
decisive –
to load –
5. Give synonyms (4 points):
surprisingly quickly/during one night –
to mix/blend (with the community) –
a multilingual person –
to confuse/mix up (languages) –
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6. Give phrasal verbs for the definitions (3 points):
to learn words without consciously studying –
to conquer the world –
to distinguish the sounds –
7. Translate phrases into English (11 points):
следовать за мечтой –
пускать на самотек –
знать вдоль и поперек –
как свои пять пальцев –
почти ничего не знать –
жаждать приключений –
утолить жажду –
обыграть соперника –
путать языки –
лепетать/невнятно говорить –
язык жестов –
Answers on Questionnaaire “Do You Like a Challenger?”
If you ticked mainly ‘a’, then you seem to be very comfortable as you are and you
are not too keen on new challenges. You need to make an effort to get off the sofa.
Go on! Take a risk – it might have a positive effect!
If your answers were mainly ‘b’, it means you love a challenge and you take
advantage of your opportunities. You seem willing to have a go at anything and
everything. So, good luck, but be careful!
Those of you who ticked mainly ‘c’ obviously make a habit of checking everything
before committing yourself. You are super-cautious. Well, you may live a long,
safe life, but a bit of a challenge from time to time won’t do you any harm!
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MODULE II
COMMUNITIES
LEAD-IN
TOPICAL VOCABULARY
1. Write '+' for positive features of communities and '-' for negative aspects.
Which features are most important to you and why? Can you think of any
other points of an ideal community?
1) reasonable cost of living ___
2) cosmopolitan ___
3) good transport infrastructure ___
4) mild climate ___
5) personal freedom ___
6) efficient healthcare system ___
7) high standart of living ___
8) interesting historical monuments ___
9) high crime rate ___
10) high level of unemployment ___
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11) traffic congestion ___
12) a lot of polution
13) racial tension ___
14) no-go areas ___
15) poor cultural life ___
16) vibrant nighlife ___
2. Match words and phrases with their definitions:
1) unspoilt
2) diverse
3) gaze
4) tranquil
5) heart
6) side by side
7) off the beaten track
8) vast
9) run-down
10) stunning
11) charming
12) packed
13) bustling
14) stroll
a) to each other
b) extremely large
c) not damaged in
character/atmosphere
d) walk in a relaxed way
e) energetic and noisy, full of life
f) in areas one doesn't normally go to
(usually outside the city)
g) amazingly beautiful
h) in poor condition, uncared for
i) very busy, crowded
j) having variety
k) very attractive and pleasing
l) look at sth for a long time
m) peaceful
n) the centre
3. Use some words and phrases from Ex. 2 to complete the sentences.
1. The roof is falling off and the windows are broken; the old house looks very
__________.
2. It's hard to find the little villa in the countryside because it's
__________.
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3. You can hardly move during carnival time because the streets are
absolutely _________.
4. There are many different nationalities living there, so the culture is very
__________.
5. My favourite holiday activity is lying on a beach and __________ at stars all
night.
6. The Sahara Desert is 9,100,000 square kilometres. It's absolutely
__________.
7. The town remains __________ even though there are lots of tourists now. It
hasn't changed at all.
8. Huge skyscrapers stand __________ with tiny wooden houses.
9. We are going to spend a __________ few days camping, far from the noisy city.
10. Located in the __________ business street in Beijing, the Beijing Exhibition
Center is geographically very favourable.
4. Complete the text with words from the box (10 points).
traffic ♦ cosmopolitan ♦ rate ♦ vibrant ♦ areas ♦ standard
infrastructure ♦ levels ♦ life ♦ mild
The best thing about my city is the high _____ of living. It’s a thriving
community; there aren’t _____ of unemployment and the crime _____ is low.
Another good thing is the cultural _____. There are lots of art galleries, cinemas
and theatres, and there’s also quite a _____ nightlife with several good
nightclubs and bars. The city is very busy and there is some _____ congestion
duting the day. The transport _____ has improved but a lot of people still use
cars. It’s safe to walk around, though there are one or two no-go _____ in the
suburbs. The _____ climate means you can stroll around and see people in the
streets cafes for ten months of the year. There are people from al over the world
– it’s a very _____ city.
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