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Обычная версия сайта
Бакалавриат 2020/2021

Иностранный язык (испанский)

Лучший по критерию «Полезность курса для Вашей будущей карьеры»
Лучший по критерию «Полезность курса для расширения кругозора и разностороннего развития»
Лучший по критерию «Новизна полученных знаний»
Направление: 41.03.05. Международные отношения
Когда читается: 4-й курс, 1-3 модуль
Формат изучения: без онлайн-курса
Язык: английский
Кредиты: 8

Course Syllabus

Abstract

The program, built on the principle of integrating the teaching of the Spanish language for the formation of research skills, the Spanish language for special purposes, the Spanish language for business communication, provides for the development of the necessary academic skills. Along with the linguistic and speech skills proper, which form the basis of communicative competence, academic skills in various types of speech activity are gradually formed, primarily the skills to work with the structure of oral and written text. The entire course of students' language training is conditionally divided into two stages - the initial stage (I - II courses) and the advanced stage of training (III-IV courses). The stages are distinguished by the complexity of the materials (from simple to complex) and the ratio of the general literary language (dominates at the initial stage) and the professional language for special purposes (prevails at an advanced stage). Both stages are inextricably linked and subordinated to the common goal of achieving the final program requirements.
Learning Objectives

Learning Objectives

  • The purpose of the “Spanish Language” course at an advanced stage (4 year of study) is the development of general cultural competence, the formation and development of intercultural foreign-language professionally-oriented communicative competence.
  • Foreign-language professional-communicative competence is the willingness and ability to carry out foreign-language communication in the context of intercultural professional communication (B2-C1 level on the Common European Framework of Reference, CEFR). The achievement of communicative competence in the range of these levels underlies the implementation of the principle of academic mobility in the global educational space, provides the opportunity to master any educational programs and educational disciplines in a foreign language, both within the framework of direct full-time interaction with teachers and with application of remote technologies.
  • The ultimate goal is students to pass the Spanish language exam, the format of which complies with the requirements and structure of the international exams Diplomas de Español como Lengua Extranjera (DELE) and Servicio International de Evaluación de la Lengua Española (SIELE).
  • Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in their field of specialization.
  • Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
  • Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Expected Learning Outcomes

Expected Learning Outcomes

  • Comprensión lectora: reading with pros and cons Comprensión auditiva: listening to an expert interview with understanding of specific information Expresión oral: Participate in a discussion to work out a solution to a problem.
  • Comprensión lectora: transmit content, the main idea of what you read based on text Comprensión auditiva: to perceive (with varying degrees of completeness and accuracy) the statements of interlocutors in the process of communication in audio recordings Expresión oral: conversation in the scope of the topic covered without communicatively significant lexico-grammatical and phonetic errors, demonstrating adequate speech behavior and etiquette
  • Comprensión lectora: fully and accurately understand the content of an unfamiliar text, built on the passed lexical and grammatical material Comprensión auditiva: perceive dialogical speech in audio recordings when presented twice Expresión oral: in a dialogue show a reaction to the partner’s remarks and carry out self-correction
  • Comprensión lectora: read texts with a selective understanding of relevant or relevant information. Comprensión auditiva: perceive monologue speech in audio recordings at an average pace of speech Expresión oral: a summary of what is read. The pace of speech is close to the average heat of speech in the native language.
  • Comprensión lectora: read texts with a focus on facts and events, highlighting the theme and main idea of the text Comprensión auditiva: listening to an expert interview with understanding of specific information Expresión oral: participating in a discussion to find a solution to a problem.
  • Comprensión lectora: state the content of the reading without communicatively significant lexical and grammatical errors Comprensión auditiva: perceive and process various information in accordance with the intended purpose Expresión oral: in a dialogue show a reaction to the partner’s remarks and carry out self-correction
  • Comprensión lectora: selective reading and summarization Comprensión auditiva: based on the information listened, enter the missing information, give a short answer Expresión oral: speak briefly about facts and events using value judgments
  • Comprensión lectora: analytical reading and abstracting Comprensión auditiva: make multiple choices based on the information you listen to Expresión oral: start, support and end a conversation, express wishes, thank, politely ask again, express consent / refusal
  • Comprensión lectora: read authentic texts with full understanding based on their information processing (language guesses, word-formation analysis, use of a bilingual dictionary). Comprensión auditiva: perceive information obtained from audiovisual sources Expresión oral: dialogue of etiquette character, dialogue-inquiry, dialogue-motivation to action.
  • Comprensión lectora: make a message in connection with the information read Comprensión auditiva: perceive monologue speech in audio recordings at an average pace of speech Expresión oral: the ability to communicate verbally to meet the challenges of interpersonal and intercultural interaction
Course Contents

Course Contents

  • 1.1. El alma de un pueblo. Componentes y elementos de una fiesta popular. Expresiones coloquiales con las nacionalidades. 1.2. España: La infraestructura natural de la economía española. Fundamentos de la economía española. Influencia de os fenómenos meteorológicos en la economía. América Latina: Argentina. Fundamentos de la economía argentina. Rasgos culturales del hombre y la mujer de negocios en Argentina.
  • 2.1. El clima cambiante. Climatología y fenómenos meteorológicos. El clima de los países hispanos. Zonas climáticas. El uso de -se. Las perífrasis verbales. 2.2. España: Pnorama de la población. Sectores de población. Sectores laborales. Perfil de la población española. Futuro del nuevo empleo. Gerontología profesional. América Latina: Uruguay. Fundamentos de la economía uruguaya. El liderazgo, el estatus y el estilo de comunicación.
  • 3.1. Los intercambios de estudiantes. La universidad, las becas y los intercambios. Universidades hispanas de mayor prestigio. Intercambios universitarios. Aunque con indicativo y subjuntivo. 3.2. España: El sector agropecuario. Agricultura y ganadería; el vino y el aceite. América Latina: Chile. Fundamentos de la economía chilena. Aspectos socioculturales de Chile.
  • 4.1.Tengo mis derechos. Derechos y deberes cívicos. Premios Nobel a la Paz hispanos. Oraciones temporales en futuro. 4.2. España:El sector pesquero. La capita europea de la pesca. América Latina: Brasil. Fundamentos de la economía brasileña. La organización, la gestión del tiempo y las reuniones en la empresa.
  • 5.1. Destino, el mundo hispano. Lugares de interes turístico. Lugares Patrimonio de la Humanidad hispanos. Oraciones temporales en futuro. 5.2. España:El sector industrial y la construcción. Las constructoras y las fábricas. PYMEs, empresas multinacionales y transnacionales. América Latina: Perú. Fundamentos de la economía peruana. Rasgos culturales del negociador peruano.
  • 6.1.La televisión hispana. Programas de televisión. Los verbos sentimiento y juicio. Expresiones coloquiales con formas de mirar y oír. 6.2. España:Tipos de sociedades. Paralelos y contrastes societarios entre dos países. América Latina: Colombia. Fundamentos de la economía colombiana. Rasgos culturales del negociador colombiano.
  • 7.1. Tendencias del arte hispano moderno. Obras y artistas hispanos contemporáneos. Personas de la historia hispana. Oraciones relativas y relativos. Oraciones de finales y uso de por y para. 7.2. . España: El sistema financiero. La Banca española. Las instituciones crediticias españolas. América Latina: Venezuela. Fundamentos de la economía venezolana. Rasgos culturales del negociador venezolano.
  • 8.1. ¿Qué me pasa, doctor? Tipos de medicinas y terapias. Oraciones modales. Ser, estar,parecer con indicativo y subjuntivo. 8.2. España: El sector turístico.Turismo nacional y paradores. Transportes e infraestructuras. Iberia y RENFE. América Latina: México. Fundamentos de la economía mexicana. Rasgos culturales del hombre y la mujer de negocios en México
  • 9.1. El mundo laboral. Encontrar el trabajo. Empresas españolas. Documentos para encontrar trabajo. 9.2. España: Comercio interior, comercio exterior e inversiones. El comercio y la distribución en España, el sector exterior y las inversiones. Cualidades, valores y estilo de negociación de los directivos españoles. América Latina: Cuba y Panamá. Fundamentos de la economía cubana y panameña.
  • 10.1. Puro teatro. el teatro y los epectáculos. Festivales de teatro. La música hispana. Estilo indirecto en pasado. 10.2. España: Las empresas españolas y sus dificultades en Latinoamérica. La franquicia. América Latina: La integración económica en América Latina. El papel económico de los hispanohablantes en Estados Unidos.
Assessment Elements

Assessment Elements

  • non-blocking лексико-грамматический тест
  • non-blocking устная и письменная форма экзамена
    The final exam consists of two parts: written and oral. The written test is performed in Socrative and Zoom simultaneously, the oral part is held in Zoom. The student is required to have a stable Internet connection and a working webcam.
  • non-blocking лексико-грамматический тест
  • non-blocking устная и письменная форма экзамена
    The final exam consists of two parts: written and oral. The written test is performed in Socrative and Zoom simultaneously, the oral part is held in Zoom. The student is required to have a stable Internet connection and a working webcam.
Interim Assessment

Interim Assessment

  • Interim assessment (2 module)
    O final = 0.2*o.c.e. + 0.2*w.c.e. + 0.1*att. + 0.1*ind.work + 0.4w.ex.
  • Interim assessment (3 module)
    O final = 0.2*o.c.e. + 0.2*w.c.e. + 0.1*att. + 0.1*ind.work + 0.4w.ex.
Bibliography

Bibliography

Recommended Core Bibliography

  • Center for Applied Linguistics, W. D. C. for L. E. and R. (1989). Selected Elementary and Secondary Spanish Language Materials: Language Arts. CLEAR Annotated Bibliography Series. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED311697
  • Centre for Information on Language Teaching, L. (England). (1969). Spanish Recorded and Audio-Visual Materials. Centre for Information on Language Teaching. Teaching Materials 3. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED038069
  • Orozco, R., & Thoms, J. J. (2014). The future tense in Spanish L2 textbooks. Spanish in Context, 11(1), 27–49. https://doi.org/10.1075/sic.11.1.02oro

Recommended Additional Bibliography

  • Jorge Marcelo Ayzum Echeverría. (2015). The Spanish Language textbook in Chile and Cuba. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.194CF83F