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Файл:Практикум по профессионально-ориентированному общению. Профессиональная коммуникация учителя английского языка. Учебное электронное пособие.pdf
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2013
4) Read the ‘Questionnaire’ part of the article and characterize:
a. Review of literature
b. Drafting questionnaire items
c. Critical review
d. Further drafting and review
e. Piloting
f. Preparing the final version
g. administration
5) Read the article again and answer the following questions:
a. How was the data analysis done?
b. What’s the ethical dimension of the work?
c. What’s the profile of respondents like?
d. Enumerate the research questions. Choose one to comment on the
answers.
e. What’s the overall result given in the summary?
f. What are the limitations of the research?
g. What kind of professional development phase did the project have?
Discussion Point: Learner Autonomy
Work in groups and
respond to the research questions
discuss the answers
discuss the implementation of learner autonomy in state
schools, language centres and universities.
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1.5. Problems of Russian and foreign term systems correlation
Lead In
What do you know about the job of a terminology manager? Read the following
newsletter entry and give the definition of the job and provide the skills and
responsibilities description.
“Everyone whose responsibilities involve the documentation, translation, extraction,
analysis and standardization of terminology is usually called a terminologist or
terminology manager. The work often involves coordination of databases, technical
documentation, translation and localization. If left unmanaged, terminology can
become inconsistent leading to translations that contain competing definitions, this
lack of consistency means that translations cannot be re-used. The job description of
a terminology manager today is light years away from a decade or two ago. Far gone
are the days when a terminologist was a hardly noticed person in a remote corner of
an organization, whose duties were restricted to keeping the organization’s termbank
up to date with new entries retrieved from growing piles of documents. Admittedly,
this is still part of the job. But today it is much more of a management position:
management of all workflow and technology that assist the organization’s
communication, knowledge and risk management. The terminologist has become a
vital element in the quality assurance process. Even traditionally conservative
institutions are opening up to this trend. The terminology manager today is more
influential than ever before. The skills description for the certification of terminology
managers is currently being developed by the International Network for Terminology
(TermNet). It equally emphasizes communication and team working skills, the
knowledge about standards and legal issues side by side with the “classical”
theoretical and practical terminology management and processing skills. But even the
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latter require constant learning to keep pace with the rapid development and
improvement of tools and methods.”
(the abstract is from ‘Improving Terminology Management Skills’ by Anja Drame
and Klaus-Dirk Schmitz, http://www.gala-global.org/articles/i
mproving-terminology-
management-skills-0)
Read again and say, why it is important to manage terminology.
1) When you are planning your career and consider getting an international
qualification or going to an international conference and publish an article you
should be well aware of and prepared to the fact that Russian and English term
systems in applied linguistics do not fully coincide, neither more nor less than
in any other sphere or in any other language. Below is the introduction to an
article about terminology dealing problem. Read and list the aspects
mentioned.
Päivi Pasanen
University of Helsinki
EXTRACTING TERMINOLOGICAL INFORMATION FROM TEXTS
Abstract
This paper discusses the methodology of extracting information from texts from a
theoretical point of view as well as from the perspective of a terminologist or a
translator. The paper first deals with certain term extraction methods and an empirical
study of term extraction. As the result of the study, the need to further develop term
extraction methods is emphasized. The latter part of the paper discusses identification
of other terminological information, e.g. definitions and concept relations. It is argued
that terms and other terminological information must be extracted together and,
consequently, a combined model is proposed. The paper is based on my doctoral
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thesis (Pasanen 2009), which discusses some methods for extracting terminological
information from Finnish and Russian texts in the subject domain of maritime safety.
1 INTRODUCTION
In the modern world, the number of specialized texts is growing rapidly in every
specialized domain. Due to the information boom, manual information management
is becoming impossible. Therefore, all possible methods to manage information
automatically or semi-automatically need to be employed. Terminology work in the
Wüsterian tradition has been oriented towards standardization. The methods applied
in compiling normative glossaries are well established and widely used. The
development of methods for descriptive terminology work has started recently and
new methods have been introduced. However, the research has mainly been English
language oriented. Therefore, there are no satisfactory language-independent methods
for extracting terminological information from texts. The purpose of this paper is to
discuss the methodology of extracting information from texts from a theoretical point
of view and, consequently, to form the basis for a further improvement of the
methods currently used for the extraction of terminologically relevant information.
The basic concept in our study is the concept of terminological information. The
concept terminological information can be defined as all the information connected
with a concept and expressed lexically in texts of the specialized domain in question,
i.e. terms and term-like designations, definitions and lexical or semantic hints
referring to the concept relations. The study was based on the assumptions that, first,
the terminological information necessary for descriptive terminology work is
included in specialized texts and that, second, at least some of it can be extracted by
using information extraction tools. There are designations of concepts belonging to a
specialized domain in the texts. In addition, there is information about characteristics
and concept relations. This paper first deals with an empirical study of certain term
extraction methods. These are manual term identification and semi-automatic term
extraction, the latter of which was carried out by using three commercial computer
programs. Section 2 of this paper presents the main results of the term extraction
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study. Section 3 discusses the use of certain words, phrases or other means which can
be read as markers of terminological information in texts. Some researchers call these
markers knowledge probes. This part of the study originated from the observation
that authors use certain words or phrases to emphasize terminological information.
Also, the fact that the principle of using such means is language independent
encouraged us to study them further. In our study, the research material consisted of
electronically readable specialized texts in the subject domain of maritime safety. A
textbook, conference papers, research reports and articles from professional journals
in Finnish and in Russian were included. In section 4, the results of the study are
summarized.
____________________________________________________________________
Journal of the International Institute for Terminology Research Journal Vol. 21
(2010)
2) Imagine that you consider getting an international qualification or going to an
international conference and publish an article. Say how you would get
prepared to face and overcome difficulties triggered by Russian and English
language teaching term systems correlation issues.
Discussion Point: Term Systems Correlation and Communicative Failure
1. Analyse the correlated term systems offered in the glossary compiled on the
basis of ‘A Handbook of English-Russian Terminology for Language
Teaching’ by Kolesnikova I.L., Dolgina O.A
2. Discuss the problems that you think arise during the correlation of these two
term systems.
3. Discuss possible ways to avoid misunderstanding and repair a communicative
failure in professional communication in English.
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Glossary
Language teaching: methods and approaches
General concepts
Approach
Method
Principle
Language teaching approaches – подходы к преподаванию иностранных языков
Behaviourism / Behaviourist approach
Cognitivism / Cognitive approach
Humanistic approach
Communicative approach
Learner-centered approach
Whole language approach / Gestalt style /
Подход к обучению
Метод преподавания
Принцип обучения
Бихевиоризм
Когнитивный подход
Гуманистический подход
Коммуникативный подход
Личностно-ориентированный подход
Глобальный подход, гештальт-стиль,
Global learning / Holistic approach / Top-
down approach
Product-oriented approach
Process-oriented approach
Deductive approach
Inductive Approach
Structural approach / Grammatical approach
Lexical approach
Eclecticism
Integrated approach
Comprehension approach
изучения языка «сверху вниз»
Подход к обучению, ориентированный на
продукт
Дедуктивный подход
Индуктивный подход
Структурный подход
Лексический подход
Эклектический подход
Интегрированный подход
Аудитивный подход (имитирующий
процесс овладения родным языком)
Language teaching methods – методы преподавания иностранных языков
89
Grammar-translation method
Direct method
Audiolingualism / Audiolingual method /
Mim-mem method
Audiovisual method / Structural-global method
Situational language teaching (SLT) / The oral
approach
Natural method
Natural approach
Communicative method / Communicative
language teaching
Грамматико-переводной метод
Прямой метод
Аудиолингвальный метод
Аудиовизуальный метод
Устный (ситуативный) метод обучения
Натуральный метод
Натуральный подход Крашена
Коммуникативный метод
Fringe / Alternative methods- нетрадиционные (альтернативные) методы
Community language learning (CLL) /
Counselling learning
Suggestopedia / Losanov method
The silent way
Total physical response (TPR)
New developments in language teaching – обзор современных зарубежных методов
Computer assisted language learning (CALL)
Consciousness-raising approach (CRA)
Метод «общины» / (метод «советника»)
Суггестопедический метод (метод Лозанова)
Метод «тихого» обучения
Метод опоры на физические действия
Обучение ИЯ с помощью компьютера
Сознательно-ориентированный подход
Data-driven learning (DDL)
Task based learning (TBL)
Обучение с помощью баз данных
Метод коммуникативных заданий
90