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Regular version of the site
Bachelor 2020/2021

Foreign Language (Spanish)

Category 'Best Course for Career Development'
Category 'Best Course for Broadening Horizons and Diversity of Knowledge and Skills'
Category 'Best Course for New Knowledge and Skills'
Area of studies: International Relations
When: 1 year, 1-4 module
Mode of studies: offline
Open to: students of one campus
Instructors: Панченко Екатерина Юрьевна, Арабаджян Александра Завеновна, Панченко Екатерина Юрьевна, Yevgeny Bocharov, Irina Selivanova, Irina Viktorovna Smirnova
Language: English
ECTS credits: 6

Course Syllabus

Abstract

The purpose of the course "Spanish language" at the initial stage (1 course 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 (level A1-A2 on the Common European Framework of Reference, CEFR). Compliance with international standards is realized through the use of the international exam format for conducting intermediate and final certification of students: Diplomas de Español como Lengua Extranjera (DELE) and Servicio Internacional de Evaluación de la Lengua Española (SIELE). The achievement of communicative competence in the range of these levels lies at the heart of the implementation of the principle of academic mobility in the global educational environment, 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 the use of distance technologies. The methodological basis for constructing the program is the principle of integrability, reflecting goals in relation to foreign languages. Foreign language learning is aimed at the comprehensive development of the communicative, cognitive, informational, sociocultural, professional and general cultural competencies of students. Teaching foreign language communication includes teaching oral and written communication in a foreign language as a compulsory component. The combination of these models in the structure of training of future specialists creates a high motivational level associated with the practicality of professional, cognitive and communicative needs of students. The structure of the Spanish language training course ensures the continuity of goals and objectives at each stage of training. An interdisciplinary approach was used to identify issues, ensuring the integration of topics and situations. In the course of the discipline, the 1st course presents the aspect of EG (Español General) - Spanish for general purposes (general literary language), reflecting generally accepted patterns of language use. In the framework of this aspect, the academic skills necessary for the implementation of educational and professional tasks are formed. Academic skills in all types of speech activity (listening, reading, speaking and writing) are distinguished taking into account the nature of materials in textbooks and analysis of situations of potential future academic and professional activities of students.
Learning Objectives

Learning Objectives

  • copying the text and writing down its key words, key collocations, key sentences as required by the communicative task; compiling glossaries; making the plan of the text in question;
  • Developing skills of reading to oneself and skills of understanding simple authentic texts of various genres and register: reading for gist; reading for details; reading for complete comprehension of the text.
  • In direct communication: understanding what has been said by the professor and other students; providing verbal or non-verbal feedback to what has been said.
  • Developing conversational skills: initiating and maintaining small talk, giving instructions / orders, conducting interviews; initiating and maintaining conversations that feature various types of dialogues (small talk, instructions / orders, interviews).
Expected Learning Outcomes

Expected Learning Outcomes

  • Writing. Writing Skills Development.
  • Listening. Listening comprehension of teacher and student speech and verbal / non-verbal reaction to what they hear.
  • Language skills. Phonetic, lexical and grammatical side of speech.
  • Reading. The development of the ability to read to oneself and understand simple authentic texts of different genres and styles with different depths of penetration into their contents, depending on the communicative task.
  • Speaking: the development of communicative skills of dialogic speech.
Course Contents

Course Contents

  • Greetings. Acquaintance. Cities, countries, languages.
  • A story about yourself. My family. Leisure and hobbies.
  • The daily routine. Weekly planning.
  • Hotel. Orienteering in the city. Sights.
  • Food and drinks. Food preferences. In the restaurant.
  • The working day. Items in the office. Departments at the company.
  • Travelling at home and abroad.
  • Life in the city. Types of residence. Flat.
  • Visit to the doctor.
  • Holidays.
  • Education. Education system.
  • Money and shopping.
Assessment Elements

Assessment Elements

  • non-blocking Oral control, written control, attestation, independent work, winter/summer exam
    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 Exam
    The exam will be conducted via Zoom (oral part) in specified period of session.
Interim Assessment

Interim Assessment

  • Interim assessment (2 module)
    O interim = 0.2*o.c.e. + 0.2*w.c.e. + 0.1*att. + 0.1*ind.work + 0.4w.ex.
  • Interim assessment (4 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

  • La traducción funcional en los libros didácticos de español del pnld 2012 ; Functional translation in spanish textbooks of PNDL 2012. (2019). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.7FE5EA08

Recommended Additional Bibliography

  • Juan de Dios Villanueva Roa, & Victoria Rodrigo. (2018). Reading in Spanish language textbooks for immigrants. Doblele, (1), 82. https://doi.org/10.5565/rev/doblele.42
  • Mugüerza, P. (2012). A1. Ejemplos comentados. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsrac&AN=edsrac.253506
  • Nebrija, A. de. (1517). Reglas de ortographia en la lengua castellana. [Alcala de henares : por Arnao guille[n] de brocar]. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsred&AN=edsred.10366.118580