2022/2023

Английский язык для специальных целей. Социальные науки - 1

Лучший по критерию «Полезность курса для расширения кругозора и разностороннего развития»

Статус: Факультатив

Кто читает: Школа иностранных языков

Когда читается: 1, 2 модуль

Охват аудитории: для своего кампуса

Преподаватели: Жаворонкова Анна Робертовна, Рудаковская Вера Александровна

Язык: английский

Кредиты: 3

Контактные часы: 48

Course Syllabus

Abstract

The discipline refers to the variable educational tracks offered to students of the curricula for bachelor's and master's degree at choice while mastering the optional course of English in accordance with the Concept of Development of English-language Communicative Competence of HSE Students. English is an intrinsic part of the process of study. Most texts and articles dedicated to the topics lying within the scope of Social sciences are written in English, most conferences are held in this language. Thus, the aim of the course “English for Specific Purposes. Social Studies -1” is to allow students to undertake an in-depth learning of the language of specialization: to be able to read, understand, analyze and write in academic language to provide the students with a tool for cognition and, thus, progress. For successful accomplishment of the course the students should have a B2 level of linguistic competence. The course “English for Specific Purposes. Social Studies -1” is dedicated to a comprehensive insight into the key issues in the given field. Students will look into the peculiar and wide-ranging world of words and their synonyms so as they will accumulate a sufficient amount of vocabulary and terminology necessary for further development in a professional sphere. Students will learn the essentials of writing a summary or a compression, practise working on rendering, participate in heated in-class discussions and prepare a speech dedicated to a relevant topic - a mini project in a presentation form at the end of the semester.

Learning Objectives

• The aim of the course is: • to form the skill and abilities of academic and professional communication, by developing oral and written skills, necessary for further education in bachelor’s, master’s and research activities in a given area; • to develop the ability to understand and analyze data, and work with sufficient amounts of information in a foreign language; • to form a large pool of active vocabulary and terminological knowledge in the specified area in the target language; • to develop cognitive skills using authentic material as resources in classroom and independent work; • to form socio-cultural awareness in the range of the indicated level of communicative competence.

Expected Learning Outcomes

• Listening: • will improve understanding of dialogues and polylogues on both familiar and unfamiliar topics • will develop understanding of lectures and learning context • will develop skills of using basic listening techniques (predicting, understanding main ideas and details) • will form skills of note-taking
• Reading: •will develop an understanding of specialised complex longer texts*/articles and reports concerned with contemporary problems (CEFR);• straightforward and specialised texts • will form an understanding of text structure • will develop skills of using basic reading techniques skimming and scanning (predicting, understanding main ideas, understanding details)
• Speaking: • will improve strategies of a dialogue on general, and academic topics (active listening, questioning, responding to questions, emphasizing, discussion strategies) and Monologue (informative/descriptive/reasoning/argumentative speech) • will enhance Presentation skills
• Writing: • will develop the understanding of how to Summarize the information • will enhance Essay-writing strategies (opinion/ discussion essay) • will form an understanding of E-mail structure (business correspondence); and CV.
• • (the students) will enhance their language and communicative skills
• • will advance in their socio-linguistic and discourse competence
• • will be able to render the text from Russian into English
• • will be able to work effectively with authentic materials written in English or audible ones
• • will be able to write a summary of the text emphasizing the key points
• • will become confident users of academic language (oral and written) useful for further progress in scholastic and scientific field
• • will enhance Presentation skills (informative/descriptive/argumentative/persuasive speech) All in all, the study activities will benefit students in a number of ways:
• • will have the competence to produce and present a result of/ report on their quasi-scientific inquiry conducted in English
• • will have the skill to find, select and give a brief analysis of the useful data, and present a fully developed argumentation- oral ( discussions\reports) and written
• • will improve their socio-cultural competence
• • will learn about the specifics of terminology used in the given area
• • will obtain additional sophisticated knowledge in the sphere of social science
• • will raise awareness of the context meaning of words and synonyms from the academic word list

Course Contents

• 1. Social science: sociology, anthropology, psychology, political science as social sciences: a) disciplines lying within the sphere of social science; b) acquaintance with the methods of social sciences; c) educated common sense; stereotypes; common sense beliefs vs research findings
• 2. Social science and society: a) socialization and the types of groups; b) groups and organizations c) bureaucratic structures d) education- the hidden curriculum
• 3. Cultural transmission and social integration: a) the hidden curriculum b) education and cultural transmission; c) the correspondence principle and the reproduction of inequality d) credentialism

Assessment Elements

• Presentation assessment criteria and parameters
  PRESENTATION ASSESSMENT CRITERIA If the content of the presentation does not relate to the topic- “0” for the whole presentation. Task Response 3 points – the student fully addresses all parts of the task: the presentation corresponds to the chosen topic; it is clearly divided into introduction, main body and conclusion, all content points are covered; introduction contains the purpose and the plan of the presentation, each part of the main body has an explicit pattern of organisation (illustration, cause and effect, comparison, definition, etc.); conclusion includes both summary and the final statement; presentation contains appropriate references in APA style in speech and slides; various coherence devices are used; 2 points – the student addresses all parts of the task although some parts may be more fully covered than others: the presentation partially corresponds to the topic, it is clearly divided into introduction, main body and conclusion and the parts of the presentation are connected with linking devices; presentation contains appropriate references in APA style in speech and slides; 1 point – the student responds to the task only in a minimal way or the answer is tangential, the format may be inappropriate: the presentation partially corresponds to the chosen topic, not all the content points are covered it is not clearly divided into introduction, main body and conclusion; presentation is free from logical fallacies; Language 3 points –the speaker uses an appropriate amount of academic vocabulary, terminology is relevant to the subject, synonyms are used to avoid repetitions, pronunciation and speech flow are natural, occasional vocabulary and grammar mistakes in speech causing no difficulties for the audience; texts on slides have no vocabulary and grammar mistakes; the speaker naturally fills in the pauses 2 points –the speaker complies with academic register, the speech is characterized by fluency and adequate pace; the speaker does not use collocations, omits vocabulary and grammar mistakes that sometimes cause difficulties for the audience, and/or there are 1-2 vocabulary and/or grammar mistakes on slides; the speaker naturally fills in the pauses 1 point –the speaker demonstrates limited language resource; the vocabulary and grammar are generally appropriate with a few non-impeding inaccuracies; the speaker fills in the pauses with effort Manner of Delivery 2 points – the presenter speaks with confidence maintaining a certain level of dynamics and keeping an appropriate posture and body language, maintains the adequate level of eye contact, uses stress, intonation and pausing appropriately; the presentation is given without reading off the slides or paper within the given time limit; the presenter makes 1-2 pronunciation mistakes in words of common use causing no difficulties for the audience, when answering questions; the speaker interacts with ease and responds appropriately 1 point –the presenter makes 3-4 pronunciation mistakes causing difficulties for the audience and/or the presenter uses stress, intonation and pausing with limited control causing some difficulties for the audience; the presentation is given without reading off the slides or paper, when answering questions; the speaker interacts with effort or responds inappropriately; the speaker delivers the content within the given time limit; Visual Aids 2 points –the visuals are prepared in a certain style consistent throughout the presentation and well readable (font, color); each visual has a heading relevant to the overall theme of the presentation, conforming to the academic register; each visual contains only key words and phrases without complete sentences;has an adequate balance of graphic and verbal information 1 point –the visuals are well readable (font, color), contain both complete sentences and key words and phrases,has a disbalance of graphic and verbal information;
• Oral assessment
  Students are required to actively participate in discussions on a regular basis,and to present a monologues. In-class activity_Oral answer_cannot be retaken
• Written assessment
  SUMMARY ASSESSMENT CRITERIA (max 10 points) Recommended word count – 150 Task Response (max 3 points) 3 points – the student fully addresses all parts of the task: writes a summary which covers all the key points and contains a valid topic sentence in each paragraph, clearly focuses on the main idea/problem of the text, includes crucial supporting information, all the main points are summarised; presents a relevant conclusion; the main points are effectively paraphrased; the reader has been fully informed about the content and the purpose of the original source;2 points – the student addresses all parts of the task although some parts may be more fully covered than others: the student writes a summary which covers most of the key points; little supporting information is provided; all the main points are summarised; the student presents relevant main ideas but some may be inadequately developed/unclear (the author’s ideas are partially reflected); sufficiently paraphrases the main points;1 point – the student responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate: the student writes a summary which covers very few key points; the supporting information is incomplete; the topic sentence is insufficient; a personal opinion is included; the main points are inadequately paraphrased; the student uses some words from the text to express the main idea; 0 points – the student does not adequately address any part of the task: there is no topic sentence and/or no supporting information, and/or the author’s ideas are not reflected; the student repeats the word combinations from the text to express the ideas; a personal opinion is included; there is no conclusion at all or not all the main points are summarised. Coherence and Cohesion (max 2 points) 2 points – the student writes a clearly structured summary on a given text, uses a variety of linking devices which connect the ideas appropriately, uses paragraphing sufficiently; the ideas are logically organised; the student relays the information; 1 point – the student writes a poorly structured summary, uses a limited number of linking devices, does not use paragraphing sufficiently; the ideas are not always logically organised; cohesive devices are inadequate and/or repetitive; the student analyses the information; 0 points – the student does not organise information and ideas logically, fails to use linking devices appropriately or repeats them; cohesive devices do not indicate a logical relationship between the ideas. Lexical Resource and Register (max 2 points) 2 points – the student uses a wide range of vocabulary, including some advanced lexical items, uses synonyms, changes the word class and the word order; there may be one inaccuracy in spelling, word formation or word choice; 1 point – the student uses a sufficient range of vocabulary, but may make 1 mistake in spelling, word formation or word choice; 0 points - the student only uses basic vocabulary, with very limited control of spelling, word formation or word choice, errors are numerous and impede understanding, the original expressions are copied from the text. Grammatical Range and Accuracy (max 2 points) 2 points – the student uses a wide range of grammar structures without mistakes; 1 point – the student uses a variety of grammar structures but may make 1 mistake; 0 points – the student uses basic grammar structures or a limited range of structures and/or makes more than 2 grammar mistakes, some of which impede understanding. Level/track specific criteria (max 1 point) 1 point – the student uses the active vocabulary specific to the topic;presents knowledge beyond the scope covered in class; 0 points – the student does not use the active vocabulary specific to the topic.
• Independent work assessment - 10% LMS+15% Presentations
  Independent work= Students acitivity in LMS-10%- and their presentations-15%. Presentations are individually prepared project on a given topic. The list of topics is connected to the material covered in class. However, students need to independently search for adequate and relevant material, and present it in class following all the guidelines for academic presentations. The following are the general assessment criteria for the presentation: Structure (the appropriate number of sections-breadth and width of the topic) and Layout (introduction; feedforward; main body; feedback; conclusion)+Coherence (logical order)-20% +Relevance (whether the content is appropriate to the topic, everything is clarified) and Explicitness (the purpose is clear, the ideas and details included are relevant, definitions given, and supported, the relationships-cause and effect- are indicated)/20% + Critical thinking (analysis and evaluation, justification of viewpoint)-20% / +Language, style and grammar- 20% /+Delivery -20% For specifics, please, go to Criterial for assessment block --> Additional: LMS Assessment criteria- the tasks in the LMS are assessed according to the following Band scale = % of work completed and overall progress: (Band score = % of work accomplished according to the requirements): 10=100 - 96% 9=95 - 91% 8=90 - 86% 7=85 - 78% 6=77 - 71% 5=70 - 61% 4=60 - 51% 3=50 - 36% 2=35 - 21% 1=20 - 1 % 0% plagiarism; or no work handed in or the student was absent
• Oral assessment
  DISCUSSION ASSESSMENT CRITERIA (max 10 points) Task Response (max 3 points) 3 points – the student fully addresses all parts of the task: the student presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas; content corresponds to the topic of the discussion; the student takes an active part in the discussion; the student’s contribution makes the discussion more effective; 2 points – the student addresses all parts of the task although some parts may be more fully covered than others: the student presents a relevant position although the conclusions may be unclear or repetitive; content corresponds to the topic of the discussion; the student takes an active part in the discussion, not always hears the thoughts and ideas of other students, sometimes dominates the discussion; 1 point – the student responds to the task only in a minimal way or the answer is tangential: presents some ideas but they may be repetitive, irrelevant or not well supported (attitude is not expressed, and/or the arguments are not fully developed or extended); content is partially relevant to the topic; the student does not take an active part in the discussion, rarely shares ideas; 0 points – the student does not adequately address any part of the task; the student is rather passive, does not share any ideas, does not express a clear position; the student presents few ideas, which are largely undeveloped or irrelevant. Coherence and Cohesion (max 2 points) 2 points – the student applies logic when organising ideas, effectively uses a wide range of cohesive devices, introductory constructions, makes the points clearly but briefly, encourages others to speak by inviting them to give their opinions; 1 point – the student applies logic when organising ideas, but there might be an occasional breach in logic, cohesive devices are inadequate, repetitive, under- or overused; 0 points – the student does not apply logic when organising ideas, there are no linking devices, introductory constructions and/or they are used inappropriately. Lexical Resource and Register (max 2 points) 2 points – the student uses a wide range of appropriate vocabulary attempting to use some advanced lexical items, phrases useful for the discussion development; 1 point – the student uses appropriate but limited vocabulary; phrasal verbs and/or collocations are used inappropriately; 0 points – the student’s vocabulary is too limited to comment on the topic, numerous mistakes impede understanding, active vocabulary is not used or used inappropriately. Grammatical Range and Accuracy (max 2 points) 2 points – the student uses a wide range of grammar structures; 1 point – the student uses basic grammar structures and may make occasional mistakes which do not impede communication; 0 points – the student makes numerous grammar mistakes which impede communication. Fluency, pronunciation (max 1 point) 1 point – the student’s speech is smooth and fluent; there might be some minor pronunciation mistakes but they don’t impede communication; intonation is appropriate; all sounds are articulated clearly; 0 points – the speech is slow; it takes the student time to find words; he/she fumbles the words and ideas and/or makes numerous pronunciation mistakes which impede communication; intonation is not appropriate; some sounds are articulated indistinctly.
• Final assessment
  Grade final formula: (L + W) : 2 = 10 Listening (L) Listen to the audio file twice. 1. After you have listened to the file once, in questions 1-5 choose the correct answer (A, B or C) Example: The philosophy of water has taught the author... A) to promote his own glory and success. B) to promote the glory and success of others. C) not to promote glory and success. 2. After you have listened to the file twice, fill in the gaps in questions 6-10 using words or numbers from the text. Example: When it comes across an obstacle, water /_____________/ in a peaceful way. Max. 10 points (1 point for every correct answer) Duration of audio file:5-7 minutes. Duration of the Listening part of the exam: no more than 20 minutes. Writing (W) Write a summary of the following text (text range: BE, AE, GE, ESP). Max. 10 points. Recommended word count: 10-30% of the total word count of the text. Duration of Writing exam part: no more than 50 minutes.
• Presentation assessment criteria and parameters
  Presentations are individually prepared project on a given topic. The list of topics is connected to the material covered in class. However, students need to independently search for adequate and relevant material, and present it in class following all the guidelines for academic presentations. The following are the general assessment criteria for the presentation: Structure (the appropriate number of sections-breadth and width of the topic) and Layout (introduction; feedforward; main body; feedback; conclusion)+Coherence (logical order)-20% +Relevance (whether the content is appropriate to the topic, everything is clarified) and Explicitness (the purpose is clear, the ideas and details included are relevant, definitions given, and supported, the relationships-cause and effect- are indicated)/20% + Critical thinking (analysis and evaluation, justification of viewpoint)-20% / +Language, style and grammar- 20% /+Delivery -20% For specifics, please, go to Criterial for assessment block -->

Interim Assessment

• 2022/2023 2nd module
  Written Assessment (WA) * 0.25 + Oral Assessment (OA) * 0.2 + Student Independent Work Assessment (IWA) * 0.25 + Final Assessment * 0.3

Bibliography

Recommended Core Bibliography

• Academic encounters : reading, study skills, and writing: life in society: student's book, Brown, K., 2002
• Кузьменкова, Ю. Б.  Английский язык для социологов (A2). English for Social Studies : учебник и практикум для вузов / Ю. Б. Кузьменкова, А. Р. Жаворонкова. — Москва : Издательство Юрайт, 2021. — 333 с. — (Высшее образование). — ISBN 978-5-534-05307-4. — Текст : электронный // Образовательная платформа Юрайт [сайт]. — URL: https://urait.ru/bcode/468564 (дата обращения: 28.08.2023).
• Кузьменкова, Ю. Б.  Английский язык для специалистов по социальной работе : учебник и практикум для среднего профессионального образования / Ю. Б. Кузьменкова, А. Р. Жаворонкова. — Москва : Издательство Юрайт, 2021. — 333 с. — (Профессиональное образование). — ISBN 978-5-534-03172-0. — Текст : электронный // Образовательная платформа Юрайт [сайт]. — URL: https://urait.ru/bcode/471390 (дата обращения: 28.08.2023).

Recommended Additional Bibliography

• Booth, T. (2018). English for Everyone : English Vocabulary Builder (Vol. First American edition). New York, New York: DK. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1636939
• Downing, A. (2015). English Grammar : A University Course (Vol. Third edition). London: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=929043
• Dugan, C. (2011). Academic Vocabulary : 25 Content-area Lessons. Huntington Beach, CA: Shell Education. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=663234
• Wyatt, R. (2004). Check Your English Vocabulary for FCE + : All You Need to Pass Your Exams (Vol. 2nd ed). London: A&C Black Business Information and Development. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=217359