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ESP 1 (English for Academic Purposes)

Workload

CATEGORY LOAD
Contact Time 102 h.
Independent Hours 102 h.
Total 204 h.
ECTS 6 points

Contact Time

Contact time is made up of:

3 seminars (1 hour 20 minutes) x 17 weeks Starting Week 1

Pre Requisite Study

General English 3 or exam in the format of FCE Post Requisite Study

Post Requisite Study

ESP2

2. THE NATURE AND AIMS OF THE MODULE

English for Specific Purposes 1 (ESP 1) prepares students in basic study skill techniques in writing different types of scientific documentation and preparation for formal education in an English environment. The module focuses on academic reading, writing, speaking and listening. Learning ESP is based on General English. Along with Business English and Intercultural Communication modules, it helps to improve the level of English for the students to be able to act successfully at the international level. ESP1 has been created to meet the students’ requirements in many skills that might be needed to be successful in English tertiary education (education after high school or post-secondary education). English for Specific Purposes 1 entails training students, usually in a Higher Education setting, to use language appropriately for study and to enhance collaboration among researches via good command of English. It therefore is a challenging and multi-faceted area within the wider field of English language learning and teaching (ELT). In common with all language teaching, ESP1 tutors teach vocabulary, pronunciation, grammar and the four language skills — reading, writing, speaking and listening, but try to tie these to the academic needs of students.

In this context, the major aims of this module are:

1) to introduce different standard documentation formats;

2) to refine the style and accuracy of writing;

3) to teach to summarize in written or oral forms;

4) to teach to present results of academic work and research in a written form and a form of oral presentation;

5) to develop critical thinking.

On completion of this module the student should be aware of:

1) writing different standard documentation of different formats;

2) writing accurately in relevant style;

3) summarizing in written or oral form;

4) presenting results of academic work and research in a written form.

After studying this module, the student should be able to:

– evaluate critically disparate sources of information, both academic (e.g. lectures, books) and experimental, and collate, select, apply the information to a specific issue or situation;

– identify a research question or hypothesis, choose appropriate research methods, and interpret own and other people’s data and see the implications for a hypothesis or question;

– seek and retrieve relevant information from a variety of sources (e.g. library, journals, WWW);

– use independent time management skills, initiative, and different approaches to working autonomously to meet assignment and dissertation targets;

– use feedback and support from peers, lecturers and supervisor to meet targets and improve over the year.

3. TEACHING AND LEARNING

The module ESP1 provides for an original learning experience combining traditional modes of (tutor-centred) delivery with active learning exercises and resource-based learning. A flexible method is adopted throughout the course encouraging the learners to take responsibility for their learning and to use their existing skills and experience as the basis of new learning. Activities are thus designed so as to ensure maximum focus on the learner rather than simple focus on subject and/or a tutor. Seminars, class discussions and active learning exercises will all be utilised.

Class participation is central to the course. At this level, you are expected to respect four key principles of involvement:

1) Preparation: read the assigned material prior to class. Lectures and class discussion will assume this background. Each session has a set reading, which should be studied in advance, and an active learning exercise for which you should also prepare. You will find some questions have been generated to assist your reading and task-work. You should develop some notes in relation to these questions and bring them with you to class. Developing and organizing effective academic writing is also supposed to be out-of-class assignments.

2) Presence: be in class. Not being present will affect your learning process, as well as your ability to add your personal thoughts and insights to the group discussion.

3) Promptness: be on time. Late arrivals disrupt the discussion process, because you may raise a point made earlier in the discussion, thus forcing the whole class to backtrack, or you may withhold an insightful comment for fear that it has been already made.

4) Participation: play an active role in class discussion. The quality of class participation will be valued more than the quantity. However, your learning, and that of all your classmates, will be best facilitated by participation in class discussion. Therefore try to get involved in every class session and use the active learning exercises (as allocated) to impress your learning. If you have any personal concerns about your performance in the classroom, make an appointment with one of your tutors and we will work together to address these concerns.

A full schedule of classes and activities is provided later in this booklet. Timetable details will be issued by your tutors on the Server DO

4. ASSESSMENT

Module assessment is by

– current work in the form of written papers (annotated bibliography, scientific proposals), collection of the portfolio of evidence is obligatory.

Format & Basics

The assessment is held during the whole module and is based on the rating system. The maximum number of points is 100 (Writing an annotated bibliography - 30%, Writing a scientific proposals – 30%, Presentation – 30%, Portfolios of evidence – 10%).

According to the number of points the grade will be given:

100% - 80% - A (Excellent)

79% - 65% - B (Good)

64%-51% - C (Satisfactory)

Sample Paper

Sample papers are available via the module folder on the Server DO.

Assessment Criteria are based on:

a) students’ knowledge standard documentation in different formats and their ability to write accurately in relevant style

b) students’ knowledge of academic vocabulary and their ability to use it properly in academic and professional situations.

c) the students’ ability to write and do presentations of academic work and research.

5. RESOURCES

The module team has put together a series of key readings from academic journals and on-line publications. These are available as the Internet references or PDF files.

Background reading lists are also provided for each theme/seminar.

Useful Textbooks

Bloor, M & St John, M J (1988) Project writing: The marriage of process and product. In P. C. Robinson (Ed.)

Blue, GM (1993) Language, learning and success: Studying through English. London: Macmillan

Comfort, J. (2000, 4th impression). Effective Presentation. Oxford University Press

Cox, K. K. and Hill, D. (2007) English for Academic Purposes. Pearson, Longman

Flowerdew, J (1994) Academic listening: Research perspectives. Cambridge: Cambridge University Press.

Harris, Leonhard B. (2002) Discoveries in Academic Writing, Heinle & Heinle, a division of Thomson Learning

Hutchinson, T & Waters, A (1987) English for specific purposes. Cambridge: Cambridge University Press.

Jordan, R. R. (1999, 11th impression, 2007) Academic Writing Course. Study Skills in English. Pearson Education Ltd., Longman

Jordan, R R (1997) English for academic purposes. Cambridge: Cambridge University Press

Robinson, P (1991) ESP today: A practitioner's guide. London: Prentice Hall.

Rozakis, L. (1999) Schaum’s Quick Guide to Writing Great Research Papers, McGraw-Hill

Swales, J M & Feak, C B (2000). English in today's research world. Ann Arbor: University of Michigan Press.

Journals & news magazines/papers

NewScientist

Web-based resources

http://www.nottingham.ac.uk/%7Ealzsh3/acvocab/index.htm#sublists

http://cla.univ-fcomte.fr/english/sites/academic.htm

http://www.newscientist.com

http://www.betteratenglish.com/category/levels/advanced/

http://www.studentservices.uwa.edu.au/ss/learning/studying_smarter/workshops/research_skills_workshops

http://www.isetl.org/ijtlhe/pdf/IJTLHE14.pdf

6. SEMINAR PROGRAMME

UNITS PRINCIPAL THEMES HOURS
Unit 1
What is science?
Principles of Effective academic reading 4
Academic audience (formal and informal language) 2
Getting & presenting essential information 4
Discussing the principles of effective academic writing, listening 3
Grammar Review: parts of speech 2

Unit 2
Science to life: between the lines
More principles of Effective academic reading Critical reading 4
Writing skill: topic & illustrating sentences 4
Academic Listening skills: defining the main ideas 2
Grammar Review: sentence structure, avoiding common mistakes in sentence structure 4
Unit 3
Order of importance
Key-words & main ideas. Working with scientific lexis 4
Writing skill: coherence 4
Writing & speaking fundamentals 2
Academic Listening: the principals of note-taking 2
Grammar Review: punctuation 2
Unit 4 Matter of perspectives Discussing important ideas about scientific ethics 4
Facts and opinions 2
Writing & reading skills: applying comparison and contrast, exemplification, description, classification, definition 4
Academic Listening: taking lecture notes 2
Grammar Review: clear forceful sentences 2
Unit 5
Research misconduct
Research Misconduct 4
Reading skills for academic study, taking notes 2
Writing an abstract 4
Academic Listening: taking lecture notes 2
Grammar Review: rhetorical functions in academic speaking 2
Unit 6
Finding meaning in literature
Effective guides in the treatment of data 2
Avoiding Plagiarism 4
Writing and presenting an annotated bibliography 4
Academic Listening: taking lecture notes 2
Grammar Review: citation, applying paraphrasing and summarizing 2
Unit 7
Preparing a research article
Responding to Suspected Violations of Professional Standards 4
Finding, keeping and disseminating information 2
Discussing how to deal with scientific articles 4
Presenting the material: general techniques for a formal oral presentation 4

ENGLISH FOR SPECIFIC PURPOSES (ESP 2)

ESP is a goal directed discipline, as students are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. ESP covers subjects varying from computer science to aviation.

Main aim

In this context, the major aim of this module is to teach students the practical usage of the English language in the field of a specialty for active communication in the situations of professional communication. Students will acquire English as they work with materials which they find interesting and relevant and which they can use in their professional work or further studies.

On completion of this module students should be aware of:

- different types of lecture organization;

- proper organization of materials and results of research work;

-. appropriate description of experiments or other aspects of academic work and research in appropriate English.

After studying this module, students should be able to:

- work independently with special literature of the professional direction in foreign language with the purpose to receive and to use further professional information;

- write an annotation to the report, reports on professional topics, thesis of the reports, reports to the scientific conferences;

- improve the ability of public speech (talk, report, presentation) in the main communicative situations of professional interaction;

- conduct and report empirical research (e.g. use of data gathering instruments like observation, tests or questionnaires, simple data analysis).

Pre Requisite Study

English for academic purposes

Topic areas

Engineering

Students should be able to speak about modern trends in Mechanical Engineering, describe smart materials, and discuss jobs in engineering using appropriate English.

Gases, liquids and solid

Students should be able to describe, using a kinetic-molecular model, the solid, liquid and gaseous states, melting, vaporization and vapour pressure; explain qualitatively, in terms of intermolecular forces and molecular size, and the limitations of ideality at very high pressures and very low temperatures.

Technical plant (design, inventions, process control, safety at work)

Students should be able to discuss safety rules at work; describe different types of Technical plants and process control.

Technical documentation

Students will be acquainted with the general structure and principles of organization of different manuals and documents of devices, tools, installations in engineering and science.

Effective technologies in solving ecological problems

Students should be able to discuss ecological problems and effective technologies of their solution.

Visiting a plant (firm)

Students should be able to meet an overseas visitor at the plant, explain a business plan of his staying, and discuss innovative processes and methods in modern production; describe the specific features of working with modern materials, using unique techniques.

Modern technologies in industry and production

Students should be able to discuss main trends in innovative technologies in the sphere of science, production, space, aviation.

Space

Students should be able to describe airspace machinery, rocket engines; discuss modern trends in Aviation, space tourism and its future development.

Assessment

Module assessment is by

1) writing a full article (30 %)

2) writing an abstract (20 %)

3) making an oral presentation (20 %)

4) 3 computer-based and online testing, including cloze, multiple choice tests (20 %)

5) Portfolios of evidence, participation in individual and or group projects (10 %)

Format & Basics

The assessment is held during the whole module and is based on the rating system. According to the number of points the grade will be given:

100% - 80% - A (Excellent)

79% - 65% - B (Good)

64%-51% - C (Satisfactory)

 

The Modules Team

The ESP1 & ESP2 modules are delivered by a team of tutors from the Department of Foreign Languages for Technical Students.

The team consists of:

  • Savelyeva Marina Victorovna, Head of the Department of Foreign Languages for Technical Students, Associate Professor This e-mail address is being protected from spambots. You need JavaScript enabled to view it
  • Maslova Olga Vikentyevna, Associate Professor of Foreign Languages for Technical Students, This e-mail address is being protected from spambots. You need JavaScript enabled to view it
  • Strekaleva Tatiana Vladimirovna, Associate Professor of Foreign Languages for Technical Students, This e-mail address is being protected from spambots. You need JavaScript enabled to view it
  • Tkachuk Alla Nikolaevna, Senior Teacher of Foreign Languages for Technical Students This e-mail address is being protected from spambots. You need JavaScript enabled to view it

Marina Savelyeva is the module leader.

 

 

 Siberian State Aerospace University

 

VII -th International

Scientific

Methodological

Practical Conference

 

"Modern trends in foreign languages teaching  

at higher education institutions"

with edited volume publication

Krasnoyarsk, Russian Federation

14 of May, 2013

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