2024/2025
Английский язык для специальных академических целей. Лингвистика - 3
Статус:
Факультатив
Кто читает:
Школа иностранных языков
Когда читается:
1-3 модуль
Охват аудитории:
для своего кампуса
Язык:
английский
Кредиты:
3
Course Syllabus
Abstract
“English for Specific Academic Purposes. General Linguistics -3” is an elective course intended for second-year students training for linguistics majors. The aims of the course are (1) to develop academic English competence through familiarizing students with academic written and oral production in English, and (2) to advance HSE students’ research skills in the area of their specialization, i.e. linguistics. The course focuses on core tasks relevant to basic professional purposes, such as working out the main points of an academic text or lecture; presenting the summary of the information received, taking into consideration the positions of all contributors to the area in focus; and extending one’s own scope of English communicative competence and professional vocabulary in the area of linguistics and linguistic studies as a means to develop academic writing and listening skills. Students will be expected to produce critical, analytical or evaluative texts in speech and writing throughout the course. The syllabus covers concepts and key vocabulary necessary for discussing linguistics as well as words and phrases commonly used in academic English. Finally, the course highlights the skills and academic norms required for participation in linguistic seminars and tutorials in the English language, on the one hand, and in international academic events, on the other. As a result, students are expected to present their group and individual projects orally and in writing throughout the course.
Learning Objectives
- The course is aimed at developing BA Theoretical and Computational Linguistics students’ professional intercultural communicative competence (PICC) that is referred to as the “integrative ability of solving professional tasks with the help of foreign language” . Development of the PICC, as an integrative goal of this course, ensures plunging students as active participants into the process of solving a variety of professionally-oriented tasks with the help of the English language that model a broad diverse social and (quasi-) professional context of their future career paths.
- provides an opportunity to discover various genres, formats, strategies, purposes and means of learning and narrating about the Theoretical and Computational Linguistics, as well as describing and interpreting art works of different styles and periods, creating and presenting linguistic projects in English using Information and Communications technology (ICT);
- gives a chance to work with different sources and types of information for finding new solutions to the existing problems and designing innovative creative and personally meaningful research, educational and professional projects related to their future professional field;
- practices analytical and critical thinking skills;
- enables to reflect on their own and their team work and experience;
- develops problem solving skills and creativity.
Expected Learning Outcomes
- extracting, organizing and completing the information according to the given task using the strategies of predicting, prioritizing, identifying the general and specific (detailed), key and additional info, recognizing relevant/irrelevant, major and supporting facts, opinions, arguments etc., differentiating between narration, description and reasoning;
- Listening: Understanding dialogues and polylogues on both familiar and unfamiliar topics; Understanding lectures; Using basic listening techniques (predicting, understanding main ideas and details); Note-taking.
- o extract, organize and complete the information according to the given task using the strategies of predicting, prioritizing, identifying the general and specific (detailed), key and additional info, recognizing relevant/irrelevant, major and supporting facts, opinions, arguments etc., differentiating between narration, description and reasoning;
- Reading: Understanding specialised complex longer texts*/articles and reports concerned with contemporary problems (CEFR); Understanding text structure; Using basic reading techniques, skimming & scanning (predicting, understanding main ideas, understanding details). *can use a dictionary occasionally to confirm his/her interpretation of terminology
- Reading: Understanding specialised complex longer texts*/articles and reports concerned with contemporary problems (CEFR); Understanding text structure; Using basic reading techniques, skimming & scanning (predicting, understanding main ideas, understanding details). *can use a dictionary occasionally to confirm his/her interpretation of terminology
- Speaking: Dialogue on general topics (active listening, questioning, responding to questions, emphasizing); Monologue: descriptive/informative/reasoning
- Speaking: Dialogue on general topics (active listening, questioning, responding to questions, emphasizing); Monologue: descriptive/informative/reasoning.
- to extract, organize and complete the information according to the given task using the strategies of predicting, prioritizing, identifying the general and specific (detailed), key and additional info, recognizing relevant/irrelevant, major and supporting facts, opinions, arguments etc., differentiating between narration, description and reasoning;
- to formulate and express the ideas based on the analysis of the facts / concepts / ideas / opinions etc. about linguistics in oral and written form;
- to formulate and express the ideas based on the analysis of the facts / concepts / ideas / opinions etc. about linguistics in oral and written form;
- to integrate smartly the learned theories, concepts, terms and definitions from the professional context into the speech
- to work with ideas and concepts related to the field of linguistics individually and in a team using the brainstorming, formulating, refining, adapting, arguing, debating, supporting, transforming etc. strategies;
- to work with sources and different types of information about linguistics: - searching and finding relevant info; - identifying, analyzing and evaluating the sources (including e-sources);
- Writing: Summary; Essay (opinion, discussion); E-mail (business correspondence); CV
- Writing: Summary; Essay (opinion, discussion); E-mail (business correspondence); CV.
Course Contents
- The Big To-Do-List: Identifying Challenges for 21st Century Linguistics
- Basic concepts of language
- Is linguistics a science?
- Building Complex Knowledge with Language and Imagination
- What is language? Human language vs. animal communication systems
Interim Assessment
- 2024/2025 3rd module0.3 * Final assessment + 0.25 * Independent asssessment + 0.08 * Oral assessment + 0.08 * Oral assessment + 0.09 * Oral assessment + 0.2 * Written assessment
Bibliography
Recommended Core Bibliography
- Barón Birchenall, L. (2016). Animal Communication and Human Language: An overview.
- Chomsky, N. (2000). New Horizons in the Study of Language and Mind. Cambridge University Press.
- James McGilvray. (2014). Chomsky : Language, Mind and Politics: Vol. Second edition. Polity.
- Oxford EAP : a course in English for academic purposes : upper-intermediate / B2, Chazal de, E., 2020
- Thibodeau, P., Gehring, K., Tesny, E., Flusberg, S., Fausey, C., & Boroditsky, L. (2014). Metaphor and Causal Reasoning.
Recommended Additional Bibliography
- Barnes, H. (2017). Linguistics : Past, Present and Future Perspectives. Hauppauge, New York: Nova Science Publishers, Inc. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1530916
- Christelle Gillioz, & Sandrine Zufferey. (2020). Introduction to Experimental Linguistics. Wiley-ISTE.
- Pika, S., Wilkinson, R., Kendrick, K., & Vernes, S. (2018). Taking turns: Bridging the gap between human and animal communication.
- Pullum, G. K. (2018). Linguistics : Why It Matters. Cambridge, UK: Polity. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1910481
- Toskos Dils, A., & Boroditsky, L. (2013). The visual motion aftereffect from mental imagery depends on speed.