Кто читает:: Школа иностранных языков

Статус:: Курс обязательный

Когда читается:: 4-й курс, 1-3 модуль

Преподаватели

Лукошус Оксана Геннадьевна

Марцева Татьяна Александровна

Михеева Наталья Дмитриевна

Осипов Даниил Владимирович

Родоманченко Аида Сергеевна

Себрюк Анна Набиевна

Снеткова Светлана Сергеевна

Чермошенцева Ксения Александровна

Чернецова Екатерина Владимировна

Full Syllabus

Abstract

The course will equip students with linguistic and extralinguistic tools and strategies that will make them effective communicators in the field of their specialisation at the proficiency level of communicative competence. Students will master instruments of discourse analysis and apply them to the study of professional discourse. They will use artificial intelligence tools and generative models for natural language processing, text creation and analysis. Students will create multimodal content of individual pragmatic value. The course project will require students to plan and conduct a workshop or a coaching session related to their specialisation.

Learning Objectives

to develop understanding of professional discourse
to use artificial intelligence tools and generative models for professional purposes
to plan and manage professional events and communicative channels

Expected Learning Outcomes

students will conduct discourse analysis of specialised texts at four levels
students will use AI instruments and generative models for discourse analysis
students will use AI and other digital tools for text analysis, enhancement and creation
students will present a professional case and its solution based on the analysis of professional literature
students will create, pilot and present a multimodal product
students will plan and conduct an interactive professional event
students will complete a glossary of professional terms

Course Contents

Discourse Analysis
Creating Multimodal Content
Planning and Conducting an Interactive Event

Assessment Elements

Class Participation and Homework Completion 1
Active participation and engagement will be required in this course. All students are expected to have read the assigned material PRIOR to the class meetings. At random times throughout the course, students will be called upon to present to the entire class a brief overview of the main issues discussed in the readings or to share the “results” of their homework assignment. Before some of the seminars, tests/quizzes will evaluate students’ understanding of the required Key Texts. It is up to the instructor to decide whether to give a quiz or not; students will not be warned about it in advance, so they should do their reading beforehand. Written quizzes are compulsory for everyone who is in class at that moment. If a 5-minute quiz is used as a written form of checking home assignments, a student who is late is not permitted to write the quiz. A student who is absent is not permitted to do it either.
Class Participation and Homework Completion 2
Professional Case
Students suggest a solution of a professional case based on the analysis of professional literature.
Multimodal Product
Students create, manage and present a multimodal product such as a podcast, a VK group, a TG channel. The topic should relate to their specialisation.
Professional Event
The students plan and conduct a professional event such as a training session, a workshop, a presentation.
Тест
The number and formats of assessments may vary. This may be a short response, an MCQ or any other type of test. A dictation on terminology can also be included.

Interim Assessment

2024/2025 3rd module
0.2 * Class Participation and Homework Completion 1 + 0.1 * Class Participation and Homework Completion 2 + 0.25 * Multimodal Product + 0.2 * Professional Case + 0.2 * Professional Event + 0.05 * Тест

Bibliography

Recommended Core Bibliography

Baker, P., & Ellece, S. (2011). Key Terms in Discourse Analysis. New York, N.Y.: Continuum. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=350269
Johnstone, B. (2017). Discourse Analysis (Vol. Third edition). Hoboken, NJ: Wiley-Blackwell. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1647576

Recommended Additional Bibliography

Beard, C., & Wilson, J. P. (2013). Experiential Learning : A Handbook for Education, Training and Coaching: Vol. 3rd ed. Kogan Page.
Jewitt, C., Bezemer, J. J., & O’Halloran, K. L. (2016). Introducing Multimodality. London: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1204264
Teun A. Van Dijk. (2001). Principles of Critical Discourse Analysis.

Authors

SEBRYUK ANNA NABIEVNA
Bogolepova Svetlana Viktorovna
RODOMANCHENKO AIDA SERGEEVNA

Бакалаврская программа «Иностранные языки и межкультурная коммуникация»

Discourse of Professional Communication