2021/2022

Английский язык для специальных целей. Социальные науки - 3

Статус: Факультатив

Кто читает: Школа иностранных языков

Когда читается: 1-3 модуль

Охват аудитории: для всех кампусов НИУ ВШЭ

Преподаватели: Жаворонкова Анна Робертовна

Язык: английский

Кредиты: 3

Контактные часы: 52

Course Syllabus

Abstract

Today knowledge of the English language has become an essential key for future researchers to gain access and participate in the contemporary world of scientific discourse. Most articles dedicated to the topics which form the basis of Social sciences are written in English; most conferences, panel discussions, forums are held in this language. The aim of the course - English for Specific purposes - Social Studies 3 - is to teach students how to master the English language for use in further educational and professional spheres by drawing on multiple topics connected with sociology, political science, psychology and other related fields; consequently, providing the students with a tool for self-enlightenment. The discipline English for Social Studies, Year II, is dedicated to developing cognitive skills using authentic materials as resources in the classroom, engaging students in discussions, and independent work in the form of projects and presentations. The course has an aim to enhance critical thinking and to foster socio-cultural awareness in the range of the indicated level of communicative competence. Thus, brushing up the oral and written skills, necessary for further education in the Bachelor’s, Master’s and research activities in a given area. For the successful completion of the course the students are required to have at least a B2 level of English (CEFR).

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 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 develop the ability to understand and analyze data, and work with sufficient amounts of information in a foreign language;
• • to form socio-cultural awareness in the range of the indicated level of communicative competence.

Expected Learning Outcomes

• 1.Reading: will develop an understanding of specialized complex longer texts*/articles and reports concerned with contemporary problems (CEFR)• will form an understanding of text structure • will develop skills of using basic reading techniques skimming and scanning (predicting, understanding main ideas, understanding details)*can use a dictionary occasionally to confirm his/her interpretation of terminology
• 2. Listening: will develop understanding dialogues and polylogues on both familiar and unfamiliar topics; lectures and academic/ professional presentations which are linguistically complex • will develop skills of using basic listening techniques (predicting, understanding main ideas and details); аollowing extended speech and complex lines of arguments • will form skills of note-taking
• 3. Writing: (can write clear, well-structured texts on a variety of subjects expanding points of view, developing arguments, synthesizing and evaluating information, can evaluate different ideas or solutions to a problem): Summary Essay: opinion, discussion Report\ a critical review; CV
• 4. Speaking: will improve strategies of a dialogue on general, academic and professional topics (active listening, questioning, responding to questions, emphasizing, discussion strategies); Debates (debate on abstract, complex topics) and Monologue: descriptive/informative/reasoning Presentation (can give reasons in support or against a particular point of view, give the advantages and disadvantages of various opinions).
• The student will have the competence to produce and present a result of/ report on their quasi-scientific inquiry conducted in English • will advance in their socio-linguistic and discourse competence • will be able to work effectively with authentic materials written in English or audible ones • 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
• The student will raise awareness of the context meaning of words and synonyms from the academic word list/the specifics of terminology used in the given area • will be able to work effectively with authentic materials written in English or audible ones • 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
• The study activities will benefit students in a number of ways: • (the students) will enhance their language and communicative skills and will obtain additional sophisticated knowledge in the sphere of social science

Course Contents

• Course Content The course lasts 3 modules and contains 3 core blocks: 1. Marriage and Family: new world- new forms: a) Distinction between the notions of family and marriage; forms of marriage and family b) acquaintance with family routines and family rituals; c) traditional family; the decline of the traditional family; change in gender roles; d) Intermarriage
• 2. Deviance: a) Abnormal behaviour; the 4 Ds of Abnormal behaviour; b) Norm and deviance; c) Causes of deviant behavior based on different theories and from various perspectives; d) Deviant behavior choices; e) Violence.
• 3. Collective Behaviour and Conflicts a) Collective Behaviour; Crowd, Public and Mass; b) Myths of Crowd Psychology; c) The Why and How of Crowd Behaviours; d) Theories on Crowd Behaviours; Types of Crowds; e) Resource Mobilization and Collective Action; Social movements f) Conflict Theory; Basic Sources of Conflict; g) Internal and External Conflict.

Assessment Elements

• Final Assessment
  The final test can be retaken if a student missed it for a valid reason. The absence must be documented (e.g. doctor’s confirmation). Note: The common mathematical rounding is applied to students' final scores. Retaking a Final Assessment is conducted in accordance with part XVI «Procedures for Retaking Examinations» of the Regulations for Interim and Ongoing Assessments of Students at National Research University Higher School of Economics. The retake is conducted in the same format as the original examination. Retaking exams: till the 15th of October 2022.
• Independent work assessment
  Visual Aids (max 2 points): 2 points – the visuals are prepared in a certain style consistent throughout the presentation and well readable (font, colour); each visual has a heading relevant to the overall theme of the presentation, conforming to the academic register; each visual contains only keywords and phrases without complete sentences; presentation as a whole has an adequate balance of graphic and verbal information; 1 point – the visuals are well readable (font, colour), contain both complete sentences and keywords and phrases, a presentation has a disbalance of graphic and verbal information; 0 points – the visuals are not well readable, and do not conform to the academic register. Presentations are assessed on the following: Structure (the appropriate number of sections-breadth and width of the topic) and Layout (introduction; feedforward; main body; feedback; conclusion) Coherence (logical order)+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) +Critical thinking (analysis and evaluation, justification of viewpoint)-20% Language, style and grammar+Delivery Additional: LMS Assessment criteria- the tasks in the LMS are assessed according to the following: Band score = % of work completed 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=0% plagiarism; or no work handed in or the student was absent / For reading and Listening tests - the answers given should have correct spelling/ Presentations are individually prepared project on a given topic.
• Oral assessment
  in-class oral activity-> 10-point grading scale Content of the answer assessment 1 The topic knowledge is absent. Does not participate in a discussion. Cannot complete any related to the theme tasks. 2-3 The student struggles to produce an answer which can be considered as adequate. Cannot explain any terminology. The basic concepts are totally confused. Does not participate in a discussion. Does not have topical lexical resource. Has not completed the task on synonyms. 4-5 The answers given are generally correct, however are not full- a number of essential details are omitted and /or the answer has irrelevant information. The logic of the answer is confusing and has inadequacies. Has vague understanding of terminology. Demonstrates weak participation in a discussion. The lexical units are used incorrectly, phonetic, grammar and stylistic mistakes are present (no more than 5-6). Has not fully completed the task on synonyms. 6-7 The answers given are correct and\or adequately expanded, however there has been a minor shift to irrelevant information. The answer is mostly logical. Demonstrates an attempt to participate in a discussion by commenting on the colleagues’ answers. Terminology and the lexical units are used with minor mistakes, however these do not impede communication. Has completed the task on synonyms but with some stylistic inadequacies. Phonetic, grammar and stylistic mistakes are present (no more than 3-4). 8-9 The answers given are explicit and fully expanded. The answer is mostly logical. Actively participates in a discussion, comments on the colleagues’ answers. Shows good command of terminology. The lexical units are used with variety, with minor slips. Has completed the task on synonyms, understands stylistic peculiarities and \or has full capacity to apply these units. Phonetic, grammar and stylistic mistakes are absent. 10 The answers given are explicitly clear, logical and fully expanded. The knowledge demonstrated goes beyond the scope of material covered. Actively participates in a discussion, gives valid comments on the colleagues’ answers. Shows excellent command of terminology by applying the knowledge to extend the answer. The lexical units are used with variety, with minor slips. Has completed the task on synonyms, has mastered stylistic peculiarities to have full capacity to apply these units. Phonetic, grammar and stylistic mistakes are absent.
• Written assessment
  REVIEW ASSESSMENT CRITERIA (max 10 points) Recommended word count – 250-300 Task Response (max 3 points) 3 points – the student fully addresses all parts of the task (writes a title and a catchy introduction which identifies the reviewed item, gives a complete and fair description of the item, makes valid recommendations in conclusion); presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas (presents a thorough discussion); 2 points – the student addresses all parts of the task although some parts may be more fully covered than others (writes a title and a relevant introduction, gives a narrow description, makes valid recommendations in conclusion); presents a relevant position although the conclusions may be unclear or repetitive; presents relevant main ideas but some may be inadequately developed/unclear; 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 does not write a title but writes an introduction, gives a short description of the item, makes invalid recommendations in conclusion; the student presents a position but it is unclear; presents some main ideas but they are difficult to identify and may be repetitive, irrelevant or not well supported; 0 points – the student does not adequately address any part of the task: the student does not write an introduction, presents undetailed arguments, neither presents the personal impression nor the verdict; does not express a clear position; presents few ideas which are largely undeveloped or irrelevant. Coherence and Cohesion (max 2 points) 2 points – the student writes a clearly structured objective review on the item, uses a variety of linking devices which connect the ideas appropriately, organises information in a logical order, uses paragraphing sufficiently; 1 point – the student writes a poorly structured review, uses a limited number of linking devices, does not use paragraphing sufficiently; 0 points – the student does not organise information and ideas logically, fails to use linking devices appropriately or repeats them. Lexical Resource and Register (max 2 points) 2 points – the student uses a wide range of vocabulary specific to this topic without repetitions, makes 1 lexical or spelling mistake, the review is written in the appropriate register; 1 point – the student uses a limited range of vocabulary, fails to use active vocabulary items, makes 2 lexical or spelling mistakes, the student uses the appropriate register; 0 points – the student uses basic vocabulary, makes 3 or more lexical / spelling mistakes, the student uses an inappropriate register. Grammatical Range and Accuracy (max 2 points) 2 points – the student uses a variety of complex grammar structures and makes 1 grammar mistake; 1 point – the student uses basic grammar structures and makes 2 grammar mistakes; 0 points – the student makes numerous grammar mistakes which impede understanding. Level/track specific criteria (max 1 point) 1 point – the student shows knowledge beyond the limits of the materials studied in class, proposes a critical assessment of the material under study; 0 points – the student does not show knowledge beyond the limits of the materials studied in class; critical assessment of the material under study is poorly made or absent.

Interim Assessment

• 2021/2022 3rd module
  0.25 * Independent work assessment + 0.3 * Final Assessment + 0.2 * Oral assessment + 0.25 * Written assessment

Bibliography

Recommended Core Bibliography

• 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
• Кузьменкова Ю.Б., Жаворонкова А.Р. - АНГЛИЙСКИЙ ЯЗЫК ДЛЯ СПЕЦИАЛИСТОВ ПО СОЦИАЛЬНОЙ РАБОТЕ. Учебник и практикум для СПО - М.:Издательство Юрайт - 2016 - 333с. - ISBN: 978-5-9916-8775-1 - Текст электронный // ЭБС ЮРАЙТ - URL: https://urait.ru/book/angliyskiy-yazyk-dlya-specialistov-po-socialnoy-rabote-395082
• Кузьменкова Ю.Б., Жаворонкова А.Р. - АНГЛИЙСКИЙ ЯЗЫК ДЛЯ СПЕЦИАЛИСТОВ ПО СОЦИАЛЬНОЙ РАБОТЕ. Учебник и практикум для СПО - М.:Издательство Юрайт - 2018 - 333с. - ISBN: 978-5-534-03172-0 - Текст электронный // ЭБС ЮРАЙТ - URL: https://urait.ru/book/angliyskiy-yazyk-dlya-specialistov-po-socialnoy-rabote-414852

Recommended Additional Bibliography

• Academic project presentations. Student's workbook: Презентация научных проектов на английском языке : Учеб. пособие для вузов, Кузьменкова, Ю.Б., 2009
• Английский язык : учебник и практикум для прикладного бакалавриата, Кузьменкова Ю.Б., НИУ ВШЭ, 2016