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Бакалавриат 2017/2018

Язык для специальных целей (лингвистика)

Направление: 45.03.02. Лингвистика
Когда читается: 2-й курс, 1-4 модуль
Формат изучения: Full time
Язык: английский
Кредиты: 6

Course Syllabus

Abstract

The course ‘English for Language and Linguistics’ is intended for second-year students who are training for the following majors: linguistics, cultural studies, translation and interpreting, teaching methods, philology. In order to master the discipline, students have to: • have achieved the intermediate level of the English language (B1+ / IELTS 5-6 / Int); • be able to use (the) foreign language as a tool to obtain information from foreign sources for educational and self-development purposes; • have a general idea about socio-cultural peculiarities of the country/ies of the foreign language; • be able to communicate efficiently and interact in the process of collaboration, taking in consideration positions of other counterparts; • be able to use major skills of cognitive, research and project activity; • be able to use ICT means for educational purposes. The course ‘English for Language and Linguistics’ is elective for second-year students of National Research University Higher School of Economics. It is designed for students who plan to take a course in the field of language and linguistics entirely or partly in English. The principal aims of the course are to teach students to cope with input texts, i.e., listening and reading, to extend professional vocabulary in the area of linguistics and linguistic studies as well as to develop academic writing skills. The students will be expected to produce output texts in speech and writing throughout the course. The syllabus puts emphasis on key vocabulary for language and linguistics and on words and phrases commonly used in academic English. It covers key facts and concepts of both language and linguistics development and focuses on the skills that will enable students to get the most out of lectures and written texts. Finally, it presents the skills required to take part in seminars and tutorials and to produce essay assignments.
Learning Objectives

Learning Objectives

  • The principal objectives of the course are: • the formation of foreign language communicative competencies, including sub-competencies: - Linguistic competence (lexical items and grammar rules knowledge); - Sociolinguistic competence (skills of using and interpretation of linguistic forms according to the situation/context); - Discursive competence (skills of understanding and logical composing of certain statements for the purpose of notional communication); - Strategic competence (skills of using verbal and nonverbal strategies for compensation of lack of knowledge; - Sociocultural competency (certain degree of sociocultural context knowledge); - Social competence (willing and readiness to cooperate with others, skills of situations control). • the formation of academic and professional skills by means of (the) foreign language.
Expected Learning Outcomes

Expected Learning Outcomes

  • to know key terms and notions from the area of linguistics
  • to know basic information about the historical development of linguistics as a science
  • to know various theories of language acquisition
  • to be able to give a talk on the role of technology in linguistics and language teaching
  • to know the key terms and notions from the areas of sociolinguistics and cross-cultural communication
  • to know the basics of the history of English and its spread
  • to know general teaching methodologies
  • to know the key terms and notions from the area of translation and interpretation
  • to be able to give a talk on a branch of linguistics
  • to be able to make a summary of written texts
  • to be able to assess the results of their own/ their partner’s work according to the given criteria
  • to know most prominent linguists and linguistic schools
  • to be able to give a talk on language acquisition and language learning
  • to be able to use key vocabulary in spoken and written discourse
  • to be able to write a paragraph
  • to be able to participate in discussion
  • to be able to make a presentation on regional verities of English
  • to be able to participate in discussion/ debate
  • to be able to write an essay
  • to be able to assess the results of their own/ their partner’s work according to the given criteria;
  • to be able to give a structured talk on a given topic
Course Contents

Course Contents

  • Developments in Linguistics
    Topical vocabulary Unit2 (see Appendix); branches of linguistics; most prominent linguists and linguistic schools; Topics for discussion: Does the language shape the way we think? We wouldn't be able to acquire a language if we didn't have an acquisition device in our brain.
  • Language Learning and Acquisition
    Topical vocabulary Unit3 (see Appendix); general rules of stress in polysyllabic words; intelligence types and study types; listening and note-taking systems; linguists and linguistic schools Topics for discussion: Children learn languages more effectively than adults. Learning styles: a helpful insight or a fake?
  • Language and Technology
    Topical vocabulary Unit4 (see Appendix); acronyms and abbreviations; general rules of suffixation; the use of technology in linguistics and language teaching; criteria of on-line sources reliability; Topics for discussion: Computer-assisted learning and teaching: an unavoidable evil? Machine translation will soon substitute human translation. Virtual Learning Environments are the future of education.
  • The Spread of English
    Topical vocabulary Unit6 (see Appendix); reasons and ways of the spread of English; essay types and their structure; positive and negative consequences of English as a global language; Topics for discussion: Endangered languages should be saved. Discuss the statement. What are the advantages and disadvantages of using an international language. Which English should be taught at school today?
  • English Language Teaching
    Topical vocabulary Unit7 (see Appendix); paraphrasing techniques on different levels (word, sentence, paragraph); language teaching approaches; what is communicative competence; Topics for discussion: Task-Based Learning: more than just a task. Communicative Language Teaching: principles and practice. The Audiolingual Method vs the Communicative Approach. Current approaches to language teaching.
  • Translating and Interpreting
    Topical vocabulary Unit8 (see Appendix); career prospects in translation and interpreting; the use of technology in translation and interpreting; Topics for discussion: The future of translation is machine translation.
  • What is Linguistics?
    Topical vocabulary Unit1 (see Appendix); general rules of word-formation (basic suffixes and prefixes); linguistic terms: linguistics, language, interference, stress, pitch, speech, parts of speech, branch; directions in modern linguistics; various methods of note-taking; Topics for discussion: Why study linguistics?
  • Language and Society
    Topical vocabulary Unit5 (see Appendix); stance markers for oral and written speech, methods used in sociolinguistics; key variables of idiolect; Topics for discussion: Research methods in sociolinguistics.
Assessment Elements

Assessment Elements

  • non-blocking written
  • non-blocking oral
  • non-blocking class
  • non-blocking test
  • non-blocking exam
Interim Assessment

Interim Assessment

  • Interim assessment (3 module)
    0.2 * class + 0.2 * exam + 0.2 * oral + 0.2 * test + 0.2 * written
Bibliography

Bibliography

Recommended Core Bibliography

  • Herbst, T., & Walter de Gruyter & Co. (2010). English Linguistics : A Coursebook for Students of English. Berlin: De Gruyter Mouton. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=390973

Recommended Additional Bibliography

  • Kaplan R. B. (ed.) The Oxford handbook of applied linguistics. – Oxford University Press, 2010.