UNIT 5 METHODS OF SOCIOLOGICAL RESEARCH
Discuss the following questions:
What do sociologists use in order to carry out scientific research?
With the help of what do they conduct research?
What methods of sociological research do you know?
Text 1
Social Barometer
Ex. 1 What are the sociological methods like? Match the definitions:
| 1. A test | a) a comprehensive or general view; a critical, detailed, and formal inspection; a report incorporating the results of such an inspection; |
| 2. A questionnaire | b) examining the people’s general point of view; |
| 3. An interview | c) a conversation with or questioning of a person, usually conducted for television, radio, or a newspaper; |
| 4. A survey | d) a method, practice, or examination designed |
to test a person or thing;
5. A public opinion poll e) a set of questions to be chosen by people or to be answered in their individual way.
Ex. 2. Read the following text and check your answers:
A great part of sociological research consists of quantitative experimenting. The system of techniques used for that purpose is that of statistical methods. These methods are necessary to examine the data, analyze them and draw certain conclusions. The results of the sociological survey are published then.
Sociological research is usually conducted by a working group under the supervision of the leading sociologists of the All-Ukrainian Centre for the Study of Public Opinion. The public opinion poll is a criterion of the current social life within the society. It is the so-called social barometer of the country. In fact our fast-moving life makes it necessary to analyze things. So it is useful to examine the results of sociological surveys.
The public opinion poll is carried out nationwide or in some definite regions, cities, institutions. It may be verbal in the form of an interview. But more often the opinion poll is conducted by means of tests or questionnaires. The questionnaires contain some items to be chosen by the subjects. In other cases the questionnaires present a set of questions to be answered by the respondents in their individual way. The respondents may express their own opinions verbally or in writing. The assessments may be optimistic, pessimistic, dramatic, positive, negative. They expose and reassess our ideals and values.
The polls are very popular nowadays throughout the country. In general, they are directed to assess current social and political situation, political figures, the most important events, economic perspectives, our losses and gains and so on. All data are given in percentages.
|
|
|
Ex. 3. Answer the following questions:
1. What methods are the basic tools in every sociological research?
2. Who conducts sociological research?
3. What is considered to be a social barometer?
4. Where is the public opinion poll carried out?
5. In what form may it be conducted?
6. What are the questionnaires like?
7. How do the respondents express their opinions?
8. What do assessments expose?
9. What is the aim of the polls?
10. How is all data given?
Ex. 4. Find in the text the facts to prove that:
1. Statistical methods are a useful tool in sociological research.
2. Public opinion poll is a social barometer.
3. It is carried out in different forms.
4. The respondents may react differently.
Ex. 5. Find in the text and read out the sentences which contain verbs used in Passive Voice. Then find the sentences with the verbs in Active Voice. Count the sentences. Which of them outnumber? Why do you think it is so?
WORD STUDY
Ex. 1. Memorize the following words and word-combinations:
| sociological research | public opinion |
| the polled | to assess |
| sociological survey | public opinion poll |
| respondent | assessment |
| to reassess to conduct a poll | to carry out a poll |
Ex. 2. Use them in your description of some sociological survey. Ex. 3. Fill in the blanks with the necessary words:
To conduct, conclusions, to examine, poll, to assess, assessments
1. Statistical methods are used to analyze the data and draw... .
2. The opinion... is carried out nationwide.
3. Leading sociologists... a poll all over the country.
4. The polls are directed to... social and political situation.
5. The respondents give their... verbally and in writing.
6. Sociologists carefully... the obtained data.
Ex. 4. Complete the following sentences:
1. The public opinion poll is a criterion of... .
2. It is the so-called... .
3. The poll is carried out... .
4. It may be verbal in the form of... .
5. The opinion poll is conducted by means of... .
6. The polls are directed to... .
|
|
|
7. The poll data are given in... .
ORAL SPEECH PRACTICE
Ex. 1. Ask your groupmates:
– why the statistical methods are used for the sociological survey;
– under whose supervision sociological research is conducted;
– why it is useful to conduct a public opinion poll;
– by what means the poll is carried out;
– who the respondents are;
– if the polls are popular in this country.
Ex. 2. Divide the text into four logical parts.
Ex. 3. Speak on the main points of the text.
Ex. 4. Discuss in the group the following problems:
1. Opinion polls are useful and necessary.
2. They reflect the true picture of the situation.
3. You would like to carry out such a poll.
4. You would like to act as a respondent.
Ex. 5. Try to make up your own questionnaire and offer it to your groupmates. Choose any of the topics that is both of social and your concern. Here are a few examples:
– types of families in Grodno region;
– types of fathers in Grodno region;
– should young people get married if they are financially depend-ent on their parents;
– nowadays food has become easier to prepare. Has this changeimproved the way people live?
– Should cloning of people be permitted?
– Should death penalty be abolished?
– Should the youngsters be given more freedom and independenceof their parents?
– Should men and women share the same household chores?– Other topics.
Ex. 6. Look through the fresh newspapers and find there some information on the latest polls. Be ready to comment on it.
Text 2
A. The Methods of Sociological Research
Ex. 1. Read the first paragraph of the text and answer the following questions:
1. What is a method? How many of them are there?
2. Can one method be suitable for any kind of research?
3. Can there be any ideal methods?
Four research methods are widely employed in sociological investigation. A method is a strategy for carrying out research in a systematic way – comparable to a blueprint used in building or a recipe in cooking. The four methods discussed here are all expressions of the logic of science. They differ, however, in the specific ways in which observations are made and in the kinds of questions they help us answer. No method is in an absolute sense better or worse than any other; each has characteristic strengths and weaknesses so that any method is particularly suited for certain kinds of research.
|
|
|
Experiments
1. What is an experiment?
2. How is it conducted?
The logic of science is clearly expressed in the experiment – a method that seeks to specify a cause-and-effect relationship among variables. Experimental research, in other words, is explanatory in character, attempting to show what factors in the social world cause change to occur in other factors. Experiments are typically based on the text of a specific hypothesis – a theoretical statement of a relationship between independent and dependent variables. The goal of an experiment is to find out whether or not the hypothesis is supported by empirical evidence. Thus an experiment involves three steps: (1) the dependent variable is measured; (2) the dependent variable is exposed to the effects of the independent variable; (3) the dependent variable is measured again to see what (if any) change has taken place.
Survey Research
1. What is survey research?
2. In what cases can this method be adequate?
3. Where can we apply this method?
4. What is the first stage in carrying out a survey?
5. What techniques are used to conduct a survey?
A survey is a method of contacting individuals in order to obtain responses to a series of items or questions; it is the most widely used of all research methods in sociology. Surveys are particularly useful when we are seeking answers to specific questions, especially when what we want to know cannot be observed directly, such as the political preferences and religious beliefs of individuals, patterns of sexual attraction, or the private lives of married couples. Because surveys typically involve the number of different variables, they (like experiments) are appropriate for conducting explanatory research, in which we attempt to specify the relationship among several variables, seeking correlations or even causal links among them. Surveys are also commonly used in descriptive research, in which a sociologist attempts to describe some category of people with regard to one or more variables of interest.
|
|
|
Questionnaires and Interviews
1. What is a questionnaire?
2. Which type of the questionnaire is it easier to analyze for theresearcher?
3. How can a sociologist carry out research without contacting therespondents personally?
4. What is the advantage of an interview in comparison to a selfadministered survey?
Selecting the subjects who will be contacted is only the first step in carrying out a survey. Also required is a specific way to ask questions and record answers. Two commonly used techniques are questionnaires and interviews.
A questionnaire is a series of questions or items to which all subjects are asked to respond. In most cases, the respondent is provided with possible responses to each item, so that the process of answering only involves selecting the best response (the format is similar to multiple-choice examination questions). Analyzing the results of the survey is easy because the possible responses have been limited by the researcher. A questionnaire that provides a set of responses to the subject has a closed-ended format.
In some cases, however, a researcher might want to let a subject respond in an entirely free way. In an open-ended format the subjects are able to express their responses however they wish, which allows subtle shades of opinion to come through. Of course, the researcher later has to make sense out of what can be a bewildering array of answers.
How to present the questions to subjects is a major decision for every study that uses a questionnaire. Most often, a questionnaire is mailed to respondents who are asked to complete the form and then return it to the researcher, usually also by mail. This technique is called a self-administered survey. When subjects respond to such questionnaires, no researcher is present, of course; so the questionnaire must be prepared in an attractive way, with clear instructions and questions that are easy to understand. In self-administered surveys, it is especially important to pretest the questionnaire with a small group of people before sending it to all subjects in the study. The small investment of time and money involved can help prevent the costly problem of finding out too late – that instructions or questions were not clear to respondents.
Researchers may also use the interview (sometimes called an interview-survey), which is a questionnaire administered personally to the subject by the researcher. Interviews are especially useful if the items have an open-ended format because the researcher can ask follow-up questions, both to probe a bit more deeply and to clarify the subject’s responses. The researcher must be careful not to influence a subject’s responses, however; sometimes even raising an eyebrow as someone begins to answer a question can be enough to change a response. The advantage of an interview is that a subject is more likely to complete a questionnaire in the presence of a researcher. One disadvantage is that tracking people down is often a difficult job, and more than one attempt may be necessary. Another is that if all subjects do not live in the same area, the costs of conducting research in this way can become extremely high.
Ex. 2. Enumerate all methods of sociological research. What method do you consider to be the most productive? Give your reasons.
Ex. 3. Answer the following questions:
1. What is defined by a method?
2. What kind of method is an experiment?
3. What are experiments based on?
4. How would you define a hypothesis?
5. What is the goal of an experiment?
6. What steps does an experiment involve?
7. Where is it better to conduct an experiment?
8. In what way would you characterize a survey?
9. What research may be conducted by means of a survey?
10. What is a questionnaire?
11. What kinds of questionnaires may there be?
12. What is the difference between these two types?
13. How may a questionnaire be presented?
14. What is meant by a self-administered survey?
15. What are the advantages and disadvantages of an interview?
Ex. 4. Have a seminar on Methods of Sociological Research. Distribute the questions among your groupmates and characterize each method of sociological research.
Ex. 5. Make up dialogues connected with the things concerning the methods of sociological research you have learned so far. The conversation may take place between:
ü a professor and (a) student(s) (the professor is giving a lecture,the student(s) is (are) asking questions, the professor is answering);
ü two (three or a group of) students preparing for a seminar;
ü two students one of whom was absent from the previous classwhere the methods of sociological research were being studied.
Note. Questions in exercise 3 can help you. There are also some useful phrases:
Can you instruct me on …?
What are the advantages (disadvantages) of this method?
What exactly does it mean?
Well, you see …
I tell you … And what’s more, …
You know, …
WORD STUDY
Ex. 1. Find in the text English equivalents for:
Проводить исследования; в абсолютном смысле; лучше или хуже; сильные стороны и слабые; переменная; с учетом; испытуемые; во многих случаях; набор ответов; совершенно свободно; ставящий в тупик; по почте; слишком поздно; преимущество; недостаток.
Ex. 2. Arrange the following words into the pairs of synonyms:
| research | to carry out |
| method | especially |
| to conduct | typically |
| to vary | to select |
| definite | technique |
| particularly | certain |
| cause | to take place |
| to occur | effect |
| generally | investigation |
| aim | to differ |
| result | reason |
| to choose | goal |
| important | significant |
Ex. 3. Translate the following sentences into Russian with:
in relation to
with regard to
with respect to
1. He treated this phenomenon in relation to the extreme environmental conditions.
2. They decided to change the experimental procedure with regard to the new circumstances.
3. They examined the given problem with respect to a new approach.
4. He didn’t know anything at all in relation to her point of view.
5. He was very attentive with regard to her position.
6. With respect to his theory of cognition the issue was of certaininterest.
7. He was quite right in relation to his treatment of their methodsof inquiry.
8. They investigated human attitudes with regard to nonverbal communication.
9. The problem arose only with respect to his way of observation.
10. She made an interesting report in relation to the new data.
Ex. 4. Make up sentences with: To carry out – a research
... an experiment
... a public opinion poll
... an investigation
... a survey
... an inquiry
Ex. 5. Develop the following situations:
1. One day you were preparing for an experiment with a group ofsubjects. But suddenly you find out that your questionnaires disappeared. What is your reaction? In what way would you conduct an inquiry?
2. You are asked to carry out a public opinion poll. What wouldyou start with?
3. What would you recommend to the beginners in carrying out an interview?
B. Problems That Worry the British Youth
Ex. 1. Scan through the following text and say what sociological methods have been used to carry out research.
Young people in Britain are concerned most about getting a job, about nuclear war and weapons and аbout famine and world poverty. But around a quarter of those interviewed said nothing much concerned them at all.
These are the main findings from a national sample оf 10-17 year old young people interviewed in October, 1991 and asked two main questions: which of the problems facing this country today worries you most. They were also asked what other problems they thought important.
Of national problems, unemployment is the most widely felt, followed closely by nuclear weapons and war. Third are crime and violence. These were the only widespread concerns, although many other problems were mentioned by fewer young people.
Age was a major influence on what worried youngsters. For instance, there was a dramatic rise in concern about unemployment as respondents got older.
Worries about nuclear questions also increased with age while younger people were more bothered about violence and crime. Famine and poverty were more likely to be mentioned by 10-11 year-olds than l6-17year-olds.
Young people, especially as they grow older, appear to share many, if not all, of the concerns of their parents.
Young people are also worried by issues as diverse as the Channel Tunnel and the spread of litter, overpopulation and acid rain.
Ex. 2. Answer the questions:
1. How many young people aren’t concerned about anything?
2. How old were the young people interviewed in October, 91?
3. What national problem worries young people most of all?
4. Other problems were also mentioned by the interviewed, weren’tthey?
5. What was a major influence on what worries youngsters?
6. Were younger people more bothered about violence and crimeor about unemployment?
7. What were older children worried about?
8. Do young people share any concerns of their parents?
C. Types of Dads
Ex. 1. Scan through the following text and say what sociological methods have been used to carry out research.
One of the most extensive surveys of fathers has now shown that, far from the stereotype, most men would like to share childcare duties with their partners or wives.
The survey made by the Equal Opportunities Commission shows a modern type of father: the New Dad. He takes part in day-to-day childcare and does not mind helping with the vacuuming and washing-up – if only when his partner asks him to. The EOC interviewed sixty-four fathers and their partners about their home and work life. Most fathers agreed that it was important to ‘be there’ for their children for key events such as school sports day, their first appearance in the school play and for at least one meal a day. Many agreed that parenting classes would be a good way to give them more confidence around the home.
Based on the survey results, four types of fathers were defined, from the traditional type of dad to the perfect New Dad, who is as much involved in taking care of the children as the mother. The survey found that the majority of men were somewhere between these two types.
In the first category comes Enforcer Dad, the old-fashioned disciplinarian who does not see himself as involved in the day-to-day care of his children. He sees his responsibilities as setting clear limits for them and being a role model. Most fathers do not see this as their only role. The two biggest categories are Entertainer Dad and Useful Dad. Entertainer Dad is at his best keeping his children laughing while his partner gets on with household chores and arranging the children’s school and extra activities. Useful Dad is willing to help out around the house, even though he expects the mother to be the team leader in all things domestic.
Finally, and probably every woman’s dream, is Fully Involved Dad. He is equally engaged in running the home and the family, and sees the role of the father and the mother as practically identical. Fully Involved Dads adjust their work arrangements to their partners’ professional duties. “I do have definite childcare commitments”, said one father in this category. “There are certain times or occasions where it is non-negotiable and I just leave the office on time”.
Julie Mellor, chairwoman of the EOC, said that fathers were still not given enough flexibility at work and mothers would feel fully supported only if employers treated (and paid) both sexes equally. “Mums and dads should be able to choose how they want to share the responsibilities of bringing up children and working outside the home”, she said. “But until we have equal pay, decent childcare and more opportunities to work flexible hours, many fathers will continue to find it hard to be there for their children and many women will continue to be disadvantaged at work. This is not necessarily the best solution for parents, children or employers. Equality at work or home depends on both mums’ and dads’ family responsibilities being acknowledges”, Mellor said.
Ex. 2. Answer the questions:
1. Why would many fathers like to go to parenting classes? (sothey can be more confident in dealing with domestic issues)
2. How do Enforcer Dads view their role in childcare? (they teachtheir children discipline by setting an example for them)
3. How do Fully Involved Dads view their find time to share childcare responsibilities with their partners? (they fit their work commitments to their partner’s arrangements)
4. What does Julie Mellor think employers should do? (provideboth parents with equal pay and flexible working hours)
D. The City-As-School
Ex. 1. Scan through the following text and say what sociological methods have been used to carry out research.
The City-as-School idea is not new but the New York programme is generally recognized as being the most successful of its kind.
Three hundred and fifty high school students between 15 and 18 attend the City-as-School: it’s a school without walls and its ‘classroom’ is the city itself. Students spend their days in the theatres, museums, government offices and businesses of New York in a programme of part-time apprenticeships that are individually tailored to their interests and needs.
Pam Bruno, 16, for example, spends part of her time in the City Council press office, finding out about New York politics as she helps prepare press releases and assists in the running of the office. Another day is spent at New York University where she takes first year courses in sociology and main themes in contemporary world history. She also works for a Women’s Centre, travelling about the city interviewing women in business for a report that’s soon to be published. Yet another day is spent at a television casting agency, learning what show business is all about.
Students are accepted into City-as-School after an interview, the only academic requirement is two years of basic mathematics and science at a high school.
Credits are given, for satisfactory completion of each assignment, so that the students stand as good a chance of getting into an American college as their counterparts in ordinary high schools. In fact it was shown recently that 80-85 per cent of CAS graduates are going on to college without problems.
As might be expected, many of the CAS students are young people who, for one reason or another, were unhappy with conventional education. Pam Bruno dropped out of the conventional system because she was bored: “I felt stifled by an educational system that didn’t seem to care about me. I was just a number”.
The New York City-as-School is viewed as a useful alternative way of dealing with these final and often troublesome school years. There are, however, still some lingering doubts as to whether this kind of life experience can totally replace the academic development acquired in a classroom.
Ex. 2. Answer the questions:
1. What kind of lessons do the students have in this school?
2. What kind of exams do you have to take to be accepted into thisschool?
3. Where do the students spend their days?
4. How are they assessed?
5. Do the students face any problems while continuing their education?
6. Do all the students in New York attend such schools?
7. At what age do schoolchildren attend the CAS?
Text 3
A. Questionnaires in a Small Scale Research
Do you remember what a questionnaire is?
What two formats of a questionnaire are there? What are they like?
Which is easier to analyze for the researcher? What is a self-administered survey?
Pre-text Activities
Ex. 1. Study the following pairs of derivatives:
N + al Ž Adj
use – usual difference – differential nation – national person – personal fact – factual situation – situational
Ex. 2. Choose the correct word:
1. Did you (use, usual) to have a computer in your childhood?
2. What is the (difference, differential) between these two sentences?
3. Such global decisions cannot be taken just on a (nation, national) level.
4. What kind of (person, personal) is your sister?
5. What is your (person, personal) attitude to this (situation, situational)?
6. Are you confident that respondents have easy access to the (fact, factual) information required?
Ex. 3. Form adjectives according to the model:
Model: un + Adj Ž Adj
ambiguous – unambiguous
attractive – reasonable – aware – willing – important –
Ex. 4. Match the English words and expressions with their Russian equivalents:
Adult, to advance, to avoid, brevity, brief, certification, chi-square, circumstance, clarity, coding system, (to) complete, confident, data, to draft, a draft, to encourage, feed back, grid, guideline, layout, leading question, to measure, measurement, opinion question, to patronize, to phrase, pilot studies, piloting, questionnaire, to rank, rate, reliability, (to) reply, to require, to reveal, sample, scale, straightforward, target, thorough, validity.
Директива, руководящая к действию, указание; измерять; хиквадрат; требовать; обратная связь; разрабатывать проект, составлять черновой вариант; покровительствовать, потакать; взрослый; краткий; проект, черновик; вопрос, цель которого выяснить мнение; избегать; ясность; продвигаться; наводящий вопрос; надежность; измерение; ответ, отвечать; поощрять, стимулировать; пилотажные исследования; анкета, анкетный опрос; норма, курс; таблица; полный, заполнять; формулировать; классифицировать; цель; обнаруживать; краткость; шкала, масштаб; получение свидетельства; выборка, образец; планировка, расположение; проведение пилотажных исследований; прямой; валидность, действительность; система кодировки; уверенный; тщательный; данные; обстоятельство.
Ex. 5. Read the text and say how you can draft questions for a questionnaire properly:
Work with a questionnaire is central in an everyday practice of a sociologist. So it is no wonder that students of sociology should study how to draft questions, how to frame questions, what for and how to carry out piloting just as the rules of interpreting the data. All these questions will be under consideration here.
The main demands for a questionnaire are the following.
A questionnaire should be attractive to look at, brief, easy to understand, reasonably quick to complete. These features encourage respondents to complete it and so provide you with the information you need. Two main areas of designing questionnaires are: drafting questions and overall design and layout.
Guidelines for Drafting Questions
1. LANGUAGE LEVEL. Questions have to be phrased in a waythat matches the vocabulary of your respondents. You need to be careful, however, not to patronize your respondents by using language which is too simple. A questionnaire for pupils should be piloted with pupils.
2. CLARITY. Questions should be clear and unambiguous. Categories of response should be clear, too. It is important that the difference among categories is obvious to the respondent. Each category should be complete in itself as in “Yes”, “No” where respondents are being asked to say whether or not they have done something. For example: “Have you ever taught in a secondary school?” – “Yes/no”. Piloting for checking the clarity is also necessary.
3. OPINION QUESTIONS. Be clear about the factual basis behind opinion. Opinion questions are difficult because there are usually many aspects to an opinion. There are no easy solutions. Be careful about wording and be aware of the limitations of answers.
4. FACTUAL INFORMATION QUESTIONS. Are you confidentthat respondents have easy access to the factual information required? We wouldn’t use a questionnaire to ask about events more than a year or so in the past for adults, far less for children. Are you also confident that respondents will be willing to provide factual information? Ask yourself whether information about the personal circumstances of your respondent, adult or child, is essential.
5. LEADING QUESTIONS. These should be avoided. A leadingquestion is one which points the respondent to a certain answer such as
“National testing is a complete waste of time, isn’t it?”
6. In SUMMARY, the main things to take into account before beginning to draft questions are: brevity, language level, need for clear questions and categories, knowledge base of opinions, ease of respondent’s access to factual information, need for information about personal characteristics, avoidance of leading questions.
Text-based Activities
Ex. 1. Find in the text the sentences which give information about:
1) the characteristics of a questionnaire;
2) the definition of a leading question;
3) checking the clarity of questions;
4) how should questionnaires be designed;
5) time limitation for questions;
6) the qualities of questions in a questionnaire.
Ex. 2. Answer the following questions:
1. Should a questionnaire be quick to complete?
2. What are the main areas of designing a questionnaire?
3. Is piloting necessary for checking clarity or brevity?
4. Why are opinion questions considered to be difficult?
5. Do respondents always have easy access to the factual information required?
6. What do leading questions point to?
7. What is knowledge base of opinions important for?
Ex. 3. Mark the statements that are true:
1. A questionnaire should be reasonably quick to complete.
2. The overall design and layout of the questionnaire are of noimportance.
3. Respondents-pupils should be piloted with pupils.
4. The difference in the categories should not be obvious to therespondents.
5. Beginning to draft a questionnaire you should take into accountbrevity, language, avoidance of leading questions.
6. Respondents are always willing to provide factual information.
7. Personal circumstances of a respondent are unimportant.Follow-Up
Ex. 1. Insert the necessary preposition:
1. Questionnaires provide specialists ... the information they need.
2. Sociologists must be aware ... the limitations of answers.
3. Respondents do not always have an easy access ... the factualinformation.
4. A questionnaire should be attractive to look ... .
5. Each category should be complete ... itself.
Ex. 2. Insert the correct word from those listed below:
Limitations, phrased, essential, unambiguous, encourage, clarity.
1. Questions have to be ... so that to match the vocabulary of therespondents.
2. These features... the respondents to fill the questionnaire.
3. Piloting for checking the ... is also necessary.
4. Ask yourself if the information about the respondent is ... .
5. Questions should be clear and ... .
6. Be aware of the ... of answers.
Ex. 3. Use these words and word combinations in the sentences of your own:
Encourage, overall design, categories of response, layout, factual information, leading question, wording, complete a questionnaire, to draft questions, national testing.
Ex. 4. Make a short summary of the text. B.
Ex. 1. Do the following questionnaire and say which guidelines have been used and which of them have been distorted (if any):
How ambitious are you?
1. In ten years do you hope to:
a) be married with a family?
b) have an interesting but not very well-paid job?
c) have a well-paid job that isn’t very interesting?
2. In twenty years’ time do you hope to
a) have enough money to pay your bills?
b) have quite a lot of money
c) have a lot of money?
3. Here is a list often jobs. Which would you like to do? Put 1 nextto your favourite, 2 next to your next favourite, etc. nurse builder
accountant journalist teacher artist
politician engineer
policeman/woman
actor/actress/pop star
4. Is improving your standard of living important to you?
5. Do you think people who have money should help people whodon’t have money?
6. How old do you want to be when you have children?
a) 18 – 22 c) 27 – 30
b) 23 – 26 d) over 30
7. When you are playing a game, do you always want to win?
8. Can you tell a white lie?
9. Do you think that rich people are happier and more interestingthan other people?
10. Do you work hard because you want to be successful?
11. If you have a job to do, do you do it immediately, or do youwait until the last moment?
12. Would you like to have more money than your parents?
13. Do you agree with the philosophy ‘Every man for himself’?
14. Do you like hard work?
15. Which of the following is most important to you?love happiness money health
Answers
1. a) 0 b) 5 c) 10
2. a) 0 b) 5 c) 10
3. 0 nurse/artist first
2 builder/policeman or policewoman/teacher/journalist first
5 engineer/actor/actress/pop star first
10 politician/accountant first
4. Yes 10 No 0
5. Yes 0 No 10
6. a) 0 b) 2 c) 5 d) 10
7. Yes 10 No 0
8. Yes 10 No 0
9. Yes 10 No 0
10. Yes 10 No 0
11. Immediately 10 Last moment 0
12. Yes 10 No 0
13. Yes 10 No 0
14. Yes 10 No 0
15. Love 0 Happiness 5 Money 10 Health 0
Your score
0 – 50 You aren’t very ambitious! You’re happy with a quiet life.
50 – 100 You’re quite ambitious, but you don’t want to work too hard!
Over 100 You’re very ambitious! Good luck, and try to be nice to people ...
Text 4
A. Types of Questions
What two areas of designing questionnaires are there?
What are the main guidelines for drafting questions?
What are the main demands for the layout (design) of a questionnaire?
Ex. 1. Match the synonyms:
response to reply important open question respondent closed question open-ended format answer
closed-ended format essential to respond the one who replies
Ex. 2. Make up sentences with the above mentioned words.
Ex. 3. Scan through the text and say what types of questions there are:
An open question does not suggest categories of response, leaving respondents free to answer in a way that seems most appropriate to them. Example: “What did you like best about the course? Please write in ___________________________________”.
A closed question suggests categories of response. Example: “What did you like best about the course? (Tick one box only.)
ü teaching methods
ü content
ü meeting others in similar situationsü certification
ü hospitality”.
Ranked responses[35] are another possibility. An example here is: “What did you like best about the course? (Put ‘1’ against the thing you like best, ‘2’ against the next and so on to ‘5’ against the thing you like least).
ü teaching methods
ü content
ü meeting others in similar situationsü certification
ü hospitality”.
Scaled responses[36] are the most obvious way of collecting opinions. Below you can see an example of this type of responses: “How would you rate this course? (Please tick one box only.)
ü excellent
ü good
ü averageü poor
ü very poor”.
You can use a variety of ways of scaling. The way used above is to take the idea of ‘goodness’ and provide intervals of goodness from excellent to very poor. Another approach is to present a statement and ask whether respondents agree with it. Here there is an example: “Teachers are badly paid. (Tick the appropriate box.)
ü agree
ü don’t know
ü disagree
ü strongly disagree”.
Using scaled responses enables you to count how many people express certain views. You can then make a straightforward analysis which reveals how many people think a course is excellent or how many people strongly agree that teachers are badly paid. In using a scaled response in this way, you are not saying, for example, that the interval between ‘good’ and ‘average’ is the same as the one between ‘average’ and ‘poor’. Such considerations are necessary in order to measure attitudes. This is quite a different business.
Ex. 4. Divide into groups of four: ask your groupmates the same questions as there are in the text. Report the results of the interview to the whole group. Discuss the outcome together.
Ex. 5. Make up similar questions on the topic that interests you.
Do not interrogate your groupmates at this stage. B.
Ex. 1. Identify the types of questions in the following research:
How much do you like being with people?
1. Last time you had friends over, was it:
a. Because you find them entertaining and interesting?
b. Because they like you?
c. Because you thought you had to?
2. When you are on holiday, do уou:
a. Usually make friends easily?
b. Prefer to spend time alone?
c. Want to make friends, but find it difficult?
3. You have arranged to meet a friend but are very tired. When you are unable to phone him/her, do you?
a. Not turn up, hoping that he/she will understand?
b. Turn up and try to enjoy yourself?
c. Turn up but go home early?
4. How long do you keep your friends?
a. Years, usually.
b. It varies; with something in common, it can be for years.
c. Not long; you usually find new friends.
5. Do you usually make friends:
a. Through people you already know?
b. In many different ways?
c. Only after a long time and with some difficulty?
6. What kind of person do you choose for a friend?
a. Someone who makes you happy.
b. Someone who is reliable.
c. Someone who is interested in you.
7. Which statement describes you best?
a. I usually make people laugh.
b. I usually make people think.
c. People feel relaxed with me.
8. If you are asked to join in a game or sing at a party, do you:
a. Make an excuse to get out of it?
b. Join in with pleasure?
c. Join in?
9. Which statement is true for you?
a. I like to say pleasant things about my friends.
b. I’m very honest; I sometimes have to say unpleasant thingsabout them.
c. I do not praise or criticize my friends.
10. Do you find that:
a. You can get on well only with people who have the same inte-rests?
b. Generally you can get on with almost anyone?
c. Sometimes you try to get on with someone who is unfriendly?
Now answer the questionnaire.
How much do you like being with people? Here is the answer key.
1 a:3 b:2 c:l
2 a:3 b:2 c:l
3 a:l b:3 c:2
4 a:3 b:2 c:l
5 a:2 b:3 c:l
6 a:3 b:2 c:l
7 a:2 b:l c:3
8 a:2 b:3 c:l
9 a:3 b:l c:2
10 a:l b:3 c:2
If your total score is:
26 – 30, you like people very much and enjoy life.
21 – 25, you are friendly, but sometimes like to be alone. 15 – 20, you probably like to spend a lot of time alone.
Ex. 2. Identify the types of questions in the following research:
Expressing your feelings
Below is a questionnaire that tries to find out how emotional you are. Do the questionnaire, then check your score and how to interpret it. Compare your answers.
How emotional are you?
Are you uptight or are yon loose, cool and ready to let it all hang out? Complete the questionnaire below to find out. Just write “yes” or “no” answers.
1. Do you feel guilty if you cry in public?
2. Do you think that crying is a sign of weakness?
3. Do you think that men and boys should be encouraged to hidetheir tears?
4. Do you feel embarrassed if you find yourself crying while watching a film or reading a book?
5. Would you try to hold back your tears if you are attending afuneral?
6. Would you distrust a politician who shed tears in public?
7. Do you think that tears are an unnecessary expression of emotion?
8. Would you allow someone to comfort you if you were foundcrying?
9. Do you get embarrassed if you see grown men crying?
10. Would you pretend that you had something in your eye if youwere unexpectedly found crying?
11. Do you always try to hide your anger?
12. Do you always hide your disappointment?
13. Do you ever lose your temper?
14. Has your temper ever got you into trouble?
15. Do you believe that it does you good to get rid of your anger?
16. Do you tend to brood about things which have made you angry?
17. Do you get cross quite easily?
18. Do you touch someone you love at least once a day?
19. Do you enjoy physical signs of affection?
20. Do you ever get broody when you see small babies?
21. Would you happily hold hands in public with someone youcared for?
22. Do you enjoy being massaged?
23. Do you regularly tell those whom you love how you feel?
24. Have you ever had a pet of which you were very fond?
25. Do you enjoy being kissed and hugged by people you love?
26. Do you ever laugh out loud when you are watching funny films?
27. Do you ever tap your feet while listening to music?
28. Do you often have the last dap at concert, sports events and the like?
29. Do you ever shout encouragement to sports or TV heroes?
30. Can you remember when you last really laughed and enjoyed
yourself?
Check your score
1 yes 0 no 1
2 yes 0 no 1
3 yes 0 no 1
4 yes 0 no 1
5 yes 0 no 1
6 yes 0 no 1
7 yes 0 no 1
8 yes 1 no 0
9 yes 0 no 1
10 yes 0 no 1 11 yes 0 no 1
12 yes 0 no 1
13 yes 1 no 0
14 yes 1 no 0
15 yes 1 no 0
Total =
Interpret your score
16 yes 0 no 1
17 yes 1 no 0
18 yes 1 no 0
19 yes 1 no 0
20 yes 1 no 0
21 yes 1 no 0
22 yes 1 no 0
23 yes 1 no 0
24 yes 1 no 0
25 yes 1 no 0
26 yes 1 no 0
27 yes 1 no 0
28 yes 1 no 0
29 yes 1 no 0
30 yes 1 no 0
If you scored between 17 and 30, your attitude towards your emotions is a healthy one. You aren’t ashamed to let your emotions show occasionally, and you will undoubtedly be much healthier because of this attitude.
If you scored between 8 and 16, you know how to let your emotions show but you still find it difficult to do so as often as you should. You should be prepared to let your emotions out more often. When you feel sad, let yourself cry. When you feel angry, let your anger show. When you feel happy, allow a smile to cross your face. Allowing your emotions out in this way will do wonders for your physical and mental health.
If you scored 7 or less, you are definitely very uptight. You really do need to let your emotions hang out a little. There really isn’t anything wrong in allowing people to know how you feel. The more you struggle to retain your natural impulses, the more likely it is that those impulses will damage your health.
What are you like?
Your thoughts
• Do you agree with what the questionnaire told you about your-self?
• Are questionnaires like this a reliable way of finding out aboutyourself?
• Is it better to express rather than suppress your emotions?
• Do men find it harder to express their emotions than women?
Text 5
Using the Questionnaire
Which of the questionnaire(s) you have come across so far is (are) the most appropriate to your mind?
Ex. 1. Read the paragraph and say what else is very essential while compiling a questionnaire:
There should be said a warning word against shortcuts and false economies. In particular we are to stress the following:
– the importance of small-scale piloting when we use people whowill be sympathetic but critical;
– the need to re-draft questions, because nobody gets it absolutelyright first time;
– the need to think about how the questionnaire will be adminis-tered, bearing in mind that you want standardized responses, that is you want to do what you can to standardize the conditions in which the respondent will read and reply to your questions.
Piloting
Ex. 2. Read the text and be ready to say what the gist of piloting is:
Piloting is to be done for testing the questionnaire to be sure that it is good, correct, and efficient. There are good reasons why piloting is important. By the time you and your colleagues have lived with the questionnaire for some weeks you have come to know exactly what you mean by every question. It is very difficult for someone so closely involved to imagine how respondents might interpret it differently, when they encounter it for the first time. It is only when the returns come in that you may realize that some respondents have misunderstood what was meant. Once the questionnaire has been sent out it is out of your control, and little can be done to put things right unless by dropping some questions from the analysis. Having to drop some respondents altogether, you risk distorting the sample.
So small-scale piloting is essential. It involves questioning a person first, and then talking about the questionnaire with him or her. This has several purposes. You want to find out how long the questionnaire takes to answer and if there are any parts of it that can be reduced. You are also to see if the wording is clear and terms are familiar. Together with this it is important to know whether the questions seem to be important for a respondent and whether he or she interprets them as you expect. Finally, it is necessary to know if it is easy for respondents to express their answers to their satisfaction, and for researchers to interpret them correctly.
In choosing people for the piloting the aim is to get the maximum of useful feedback. Avoid anyone who was involved in preparing the questionnaire or who has ‘inside knowledge’ of it. Also avoid anyone to whom it will be sent in the study itself. Ideally, you want people who are members of your target population but not of your sample.
In piloting, it is best to work with people individually, making sure there is plenty of time for this. Encourage them to mention any point at which they have difficulty but do not offer help. Time them, and ask for their general impressions when they have finished. Then go through each question in turn, checking what they thought it meant and what they meant by their response. If they had any problems, discuss how the questions might be improved, making notes on the spot.
How much piloting is there to be? The general idea is to keep on until you think you have learned all that you can, or need, to know. After re-drafting, you should pilot again with fresh people.
Ex. 3. Answer the questions:
1. What is piloting to be done for?
2. Why is piloting important?
3. What does small-scale piloting involve?
4. What kind of people should be chosen for piloting?
5. How many times should piloting be done?
Ex. 4. Complete the following sentences:
1. Small-scale piloting is ... .
2. It involves ... .
3. Piloting is to be done for ... .
4. It is also necessary because you ... .
5. While choosing people for the piloting avoid ... .
6. After re-drafting, you ... .
7. You should pilot as many times as ... .
Ex. 5. Give advice to a person who has already made up his or her questionnaire but hasn’t given it to the respondents of his or her concern yet. Begin as follows:
If you have already made up your questionnaire, you should test it to be sure that it is good ... .
Ex. 6. Do piloting: make use of the questions you made up at the previous stage. Test a small group of your colleagues and re-draft the questions if you need. Repeat the procedure as many times as it is necessary.
Ex. 7. Make up your own full-fledged questionnaire and offer it to the respondents of your concern.
Text 6 Interpreting the Data Ex. 1. Match the synonyms:
| straightforward | a response | ||
| thorough | beforehand | ||
| a grid | a type | ||
| in advance | careful | ||
| a sample | to calculate | ||
| a question | simple | ||
| an answer | a problem | ||
| a kind | a table | ||
| to ask | findings | ||
| to count | to interrogate | ||
| results | a pattern | ||
Ex. 2. Translate the following words with the prefix over-:
Overproduction, to overestimate, overcharge, to overcook.
Ex. 3. Read the text and say what a sociologist should do while interpreting the data:
While speaking about the main stages in analyzing data we are to say that there are four simple and straightforward steps you can take to make your description of the data thorough and systematic. They are:
1) prepare a grid;
2) design a simple coding system;
3) check the validity and reliability of your coding system for openquestions by asking another person to code a sample of the data;
4) know in advance how you are going to code a sample of thedata, code “don’t know” and “no data” differently.
Once all your data is entered on the grid, it is a simple matter to count up the different kinds of answers to your original questions on the questionnaire. At this stage of description remember: you need to be disciplined and careful to avoid overinterpretation. Here are some suggestions that may help:
ü do not read anything into the data that is not literally there;
ü when in doubt look at the question you actually asked;
ü don’t infer anything about the motives of respondents for givinga particular answer;
ü don’t treat people’s opinions about something as if they were at-tributes of the thing itself. (If people prefer raspberry yoghurt to plain, that tells you something about the people not the yoghurt. Next week the people may have changed their mind even though the yoghurt is no different.);
ü remember that you are not involved in measuring anything, mere-ly counting the number of responses in different categories;
ü calculate responses in terms of numbers who answered the ques-tion not in terms of the total sample;
ü a simple statistical test such as chi-square can tell you if yourfindings are significant;
ü be prepared for a hypothesis to be disproved. You can be wrong;
ü think about the implications of your data. Answer the “so what?”question.
Ex. 4. Answer the questions on the text:
1. What are the main steps in interpreting the data?
2. How to avoid over-interpretation?
Ex. 5 Try to interpret the grid containing the answers of the respondents in the correct way:
Some students were interrogated about the college course. They were to put ‘1’ against the thing they liked best, ‘2’ against the next and so on to ‘5’ against the thing they liked least. Here is the grid presenting their assessment:
| teaching methods | 2 | 1 | 2 | 3 | 4 | 2 | 3 | 1 | 3 | 3 | 3 |
| content | 3 | 3 | 3 | 2 | 2 | 1 | 2 | 3 | 1 | 2 | 2 |
| meeting others in similar situations | 1 | 2 | 1 | 1 | 1 | 5 | 1 | 2 | 2 | 1 | 1 |
| certification | 5 | 5 | 5 | 4 | 3 | 3 | 5 | 5 | 4 | 5 | 5 |
| hospitality | 4 | 4 | 4 | 5 | 5 | 4 | 4 | 4 | 5 | 4 | 4 |
Ex. 6. Be ready to interpret the answers you have got and present the findings to your groupmates.
... people have been interviewed/questioned/polled. The polled were asked by means of questionnaires (interviews, tests, etc.). The questionnaire contained some items to be chosen by the subjects – had a close-ended format (presented a set of questions to be answered by the respondents in their individual way – had an open-ended format / it was a self-administered survey). The following types of questions were used in the questionnaire: open questions, closed questions (scaled or ranked responses).
... % answered in the affirmative (‘yes’).
... % replied in the negative (‘no’).
The reasons are various.
First of all, ... .
Secondly, ... .
Thirdly, ... .
And at last, ... .
We think/are of opinion that ... . Let’s draw conclusions.
Text 7
Smashing stereotypes
Ex. 1. Discuss the following questions with another student:
1. Who is the safest driver?
2. Who is the most dangerous driver?
3. Who is most likely to drink and drive?
In a study titled “Male and Female Drivers: How different are they?” Professor Frank McKenna of the University of Reading looked at the accident risk between men and women. He found that men drive faster, commit more driving violations, and are more inclined to drink and drive. They look for thrills behind the wheel, while women seek independence. And, although anecdotal evidence might suggest otherwise, women are not starting to drive as aggressively as men.
The question of whether, as drivers, women differ from men is important, because it could affect insurance premiums, which are closely geared to accident statistics.
Despite the increase in women drivers, McKenna’s researchers found no evidence that this is changing accident patterns. It seems that age is far more important than gender in the car. It is the biggest single factor in accident patterns, and, while inexperienced new drivers of both sexes are more likely to be involved in accidents, the study found striking new evidence to confirm that young men drive less safely than any other group.
The survey shows that men and women aged 17 to 20 are most likely to be involved in bend accidents – men almost twice as often – but the difference decreases as drivers mature.
Nearly half of all accidents involving young men and one-third of those involving young women take place when it is dark. Again, there is a steady decrease in such accidents as drivers grow older, but gender differences remain significant until drivers reach the age of 55.
Although there is little difference between men and women in the distance they keep from the car in front, there are differences across age groups. Young drivers show less regard for the danger of following more closely, and young men are likely to ‘close the gap’ as an aggressive signal to the driver in front to speed up or get out of the way.
Men consistently choose higher speeds than women of the same age and driving experience. “This could be because men seek a thrill when they drive”, says McKenna. “Speed choice is one of the most important causes of accidents. But breaking the speed limits is regarded by men as a minor offence”.
Contrary to public belief, young drivers, as a group, are more likely to avoid drinking alcohol if they are driving, while men in the 30 to 50 age group admitted to drinking the most alcohol before driving.
Men are most likely to nod off, probably because they are willing to drive for longer periods without a break – driver fatigue is a significant factor in accidents.
According to Andrew Howard, of the Automobile Association, “We have to combat the group that speeds for thrills. The key is how men are brought up to look at the car. It is this which needs to be addressed”.
Ex. 2. Answer the questions below.
1. What is women’s motivation for driving?
2. Which group of drivers has grown in number in recent years?
3. What is the most significant factor in accident patterns?
4. After what age do men and women drive equally safely at night?Ex. 3. Classify the following statements as applying to
A. men in general В. young men in particular С. both young men and young women
Example Answer
They are the most likely to have accidents while driving. В
1. They may follow another car closely to make the driver go faster.
2. They are more likely to have accidents due to tiredness.
3. They are the least likely to drink and drive.
4. Driving gives them a feeling of excitement.
5. They are the most likely to have accidents on bends.
Ex. 4. Do the following statements agree with the information in the reading passage?
Write:
TRUE if the statement agrees with the information FALSE if the statement contradicts the information
NOT GIVEN if there is no information
1. There is a common belief that women are becoming more aggressive drivers.
2. The results of the study may influence the cost of motor insurance.
3. Young women are most likely to have accidents when driving atnight.
4. Men do not consider it very serious to exceed the speed limit.
5. Women are more prone to accidents at junctions than men.
Ex. 5. Work in pairs to discuss one or more of the following mini topics. Try to think of reasons for and against each point of view.
1. The world would be a better place without cars.
2. We should build more motorways.
3. Basic driving skills should be taught at school.
4. The minimum age for driving should be 25.
Test Translation
1. Метод – это стратегия проведения систематическихисследований.
2. Ни один метод в абсолютном смысле слова не являетсялучше или хуже любого другого.
3. У каждого метода есть свои сильные и слабые стороны.
4. Эксперимент – это метод, стремящийся установить причинно-следственные связи между переменными.
5. Они рассматривали данную проблему, принимая во внимание новый подход.
6. Некоторые анкеты содержат пункты, которые испытуемымпредстоит выбрать.
7. В других случаях анкеты представляют собой набор вопросов, на которые респонденты отвечают сами.
8. Опрос общественного мнения проводится по всей странеили в некоторых определенных областях, городах, институтах.
9. Пилотажные исследования проводятся для того, чтобыубедиться в том, что ваша анкета составлена должным образом.
10. Анализируя полученные данные, вначале подготовьтетаблицу, изобретите простую систему кодировки, затем проверьте ее надежность, попросив другого человека расшифровать выборку данных.
Here is the list of words you have learnt in unit 5:
| sociological research test questionnaire sociological survey interview public opinion public opinion poll to carry out to conduct the polled a subject respondent a response a set of responses to assess assessment to reassess to examine strengths weaknesses in relation to with regard to with respect to advantage disadvantage adult to advance to avoid brevity brief certification chi-square circumstance clarity coding system | (to) complete confident data to draft a draft to encourage feed back grid guideline layout leading question to measure measurement opinion question to patronize to phrase pilot studies piloting questionnaire to rank rate reliability (to) reply to require to reveal sample scale straightforward target thorough validity to reply essential |
GRAMMAR EXERCISES
The Infinitive. The Gerund. The participle A.
Ex. 1. Write what the following words/phrases are followed by: to -infinitive (T.I.) or I bare infinitive (B.I.)
| 1) could + 2) agree + 3) let + 4) must + 5) want + 6) learn + 7) decide + 8) promise + | 9) make sb + 10) seem + 11) expect + 12) can’t + 13) it is nice + 14) hope + 15) may + 16) advise + |
Ex. 2. Fill in the gaps with one of the verbs the list in the correct form.
climb, help, go, open, buy, post, stay, wash, ask
1. I think I will ...buy... some flowers for my mother.
2. Bill went to the post office ...some letter.
3. Let me ... you with your homework.
4. I want ... a mountain before I’m thirty.
5. We must ... the car today. It’s very dirty.
6. He’s too young ... in the house alone.
7. I don’t know how ... the windows in this room.
8. I couldn’t ... on holiday last summer.
9. Can I ... you a question, please?
10. They made her ... the money out of the safe.
Ex. 3. Rephrase the following, as in the example.
1. You must help me.
I want you to help me.
2. They mustn’t leave now
I don’t want______________________
3. She must eat her dinner.
I want__________________________ 4. He must visit Aunt Linda. I want__________________________
5. You mustn’t talk to strangers.
I don’t want______________________
6. Fiona mustn’t go on holiday by herself. I don’t want______________________ 7. They must do their homework now. I want___________________________ 8. You must go to bed now.
I want___________________________
Ex. 4. Put the verbs in brackets into the correct form of the infinitive.
Dear Emma, I’m writing (1)...to invite... (invite) you to my birthday party next Saturday. As you know, I’ll be sixteen, so this is going to be a very special occasion for me. I’ve invited almost all оf my friends and I really hope they’ll all be able (2) ... (come). Could I (3) ... (ask) you (4) ...(help) me with the preparations, though?
I would like (5) ... (decorate) the house with white and pink flowers, but I’m afraid I won’t (6) ... (have) time to do everything by myself. I’ve also decided (7) ... (make) my own cake and I’ll certainly need your help with that!
Please write back soon and let me (8) ... (know) if you can make it. Best wishes, Sandra
Ex. 5. Put the verbs in brackets into the correct infinitive form or the -ing form.
1. I would like...to go... (go) out tonight.
2. He hates (play) cards.
3. She is too excited (sleep).
4. You must (get up) early in the morning.
5. I regret (spend) so much money last weekend.
6. They go (run) every Tuesday evening.
7. I saw Helen (wash) the dishes. It took her only ten minutes.
8. I started (learn) French two years ago.
9. He was very pleased (see) her again.
10. The dentist advised him (stop) eating sweets.
Ex. 6. Translate the sentences from English into Russian, paying special attention to the function of the participle in the sentence.
I. 1. The boy playing in the garden is my sister’s son. 2. You can get the book recommended in the library. 3. He asked her to go on with her story, promising not to interrupt her again. 4. Receiving no letters from her father, she called him. 5. He left the office at three o’clock, saying he would be back at five. 6. She stood leaning against the wall. 7. He lay on the sofa reading a newspaper. 8. Seeing her he raised his hat. 9. Having signed the letter the manager asked the secretary to send it off at once. 10. Informed of the arrival of the ship, they sent a car to the port. 11. Having lived in that town all his life, he knew it very well. 12. Having arranged everything, he went home on the 10.30 train.
13. Having been well prepared for the interview, he could answer all the questions. 14. Being checked with great care, the report didn’t contain any errors. 15. These machines will be sent to the plant being constructed in this region. 16. Having been advised by the doctor to go to the south, she decided to spend her leave in Sochi. 17. Being told of his arrival, I went to see him. 18. Having been three times seriously wounded, he was no longer fit for active service.
II. 1. A person bringing good news is always welcome. 2. While skating yesterday, he fell and hurt himself. 3. She showed the travellers into the room reserved for them. 4. When writing an essay we must use new words and phrases. 5. The leaves lying on the ground reminded us of autumn. 6. Books read in childhood seem like old friends. 7. The answer received from her greatly surprised us. 8. There are many wonderful books describing the life of people in the North. 9. Being a great book-lover, he spent a lot of money on books. 10. The figures mentioned in his article were published in “Izvestia”. 11. Receiving the telegram, he rang the manager up. B.
Ex. 1. Use the correct form of the infinitive in brackets.
1. I hope (to see) you soon. 2. We expect (to be) back in two days. 3. He expected (to help) by friends. 4. I am glad (to do) all the homework yesterday. 5. I am sorry (to break) my pen. 6. I hate (to bother) you, but the students are still waiting (to give) books for their work.
7. He used every opportunity (to appear) in public: he was so anxious (to talk) about. 8. Is there anything, else (to tell) her? I believe she deserves (to know) the state of her sick brother. 9. He began writing books not because he wanted (to earn) a living. 10. The woman pretended (to ad) and (not to hear) the bell. 11. Perhaps it would upset her (to tell) the truth of the matter. 12. The only sound (to hear) was the snoring of grandfather in the bedroom.
Ex. 2. Use the appropriate form of the infinitive.
1. He made me (to do) it all over again. 2. He made her (to repeat) the message. 3. Would you like me (to go) now? 4. They won’t let us (to leave) the Customs till our luggage as been examined. 5. He wouldn’t let my baby (to play) with his gold watch. 6. Please let me (to know) your decision as soon as possible. 7. He made us (to wait) for hours. 8. I let him (to go) early as he wanted to meet his wife. 9. I’d like him (to go) to a University but I can’t make him (to go). 10. He tried to make me (to believe) that he was my stepbrother. 11. Before he let us (to go) he made us (to promise) not to tell anybody what we had seen. 12. I advised him (to ask) the bus-conductor to tell him where to get off. 13. That is too heavy for one person (to carry); let me (to help) you. 14. The teacher advised us (to use) dictionaries. 15. Her father doesn’t allow here (to go) to the cinema alone. 16. Who told the nurse (to give) the sick man this medicine? 17. The old man doesn’t like his grandchildren (to make) a lot of noise when they are playing. 18. The gardener won’t let the children (to pick) the flowers.
Ex. 3. Fill in the blanks with prepositions where necessary.
1. She only succeeded... blocking the way. 2. She showed no indention... leavening. 3. There is no point... staying. 4. He did not object... being examined. 5. I was not used...driving a big car through crowded streets. 6. She was surprisingly clever... finding out things 7. How can I prevent her... going there? 8. I was thinking at the time... selling the place. 9. I can find that out... asking. 10. After all I’m personally responsible... bringing you back safe and sound. 11. They positively insisted... visiting all the rooms. 12. What are your reasons to accuse her... taking the papers? 13. Everything depends... being on the spot.
14. I thanked him again... lending me the car.
Ex. 4. Put the verbs in brackets into the correct infinitive form or the -ing form.
1. A. Are you busy...reading... (read)?
B. Yes, but I don’t mind (help) you. What do you want?
A. Do you know the answer to this question?
B. Yes. Look, I’ll show you how (do) it yourself.
2. A. I’ve decided (get) a part-time job.
B. Really? What kind of job do you want (find)?
A. Well, I really enjoy: (look after) animals, so I wouldn’t mind (work) in a pet shop.
3. A. The police caught the man who burgled my house last month.B. Really? How did they manage (catch) him?
A. I don’t know, but he admitted (steal) things in our neighbour-hood.
B. Well, I’m happy (hear) that the thief was caught.
4. A. Let’s (go) to the ice-rink at the weekend.B. You know I hate (ice-skate).
A. But you’ve only tried it once. Anyway, you love (roller-skate).
It’s the same thing.
B. That’s different.
5. A. Dad, Lucy has started (have) riding lessons. Will you let me (go)riding too?
B. Do you really want (go)?
A. Yes, I’d (love) to.
B. Well, I’ll talk to your mother and, if she agrees,
A. I’m sure we can (arrange) some lessons for you. Thanks Dad.
6. A. Did you know that Scott is going to ask Laura (marry) him?B. Really? How do you know that?
A. I saw them (look) at engagement rings in a jewellery shop.
B. Oh, that’s interesting.
7. A. Are you looking forward to (go) on holiday?B. Yes, I’m busy (plan) my week.
A. I suggest (visit) the museums and art galleries. They’re fasci-nating.
B. That’s a good idea. Actually, I wanted (ask) you what the townis like before I decide what (do).
Ex. 5. Translate the following participles.
1) разбитая чашка; 2) проигранная игра; 3) разорванный конверт; 4) проигравшая команда; 5) проигрывающая команда; 6) кипяченая вода; 7) кипящая вода; 8) забытый метод; 9) человек, забывший (раньше); 10) лающая собака; 11) испытанный метод; 12) жареная рыба; 13) жарящаяся рыба; 14) вспрыгнувший на стол кот; 15) прыгающая собака; 16) украденная тема; 17) смеющийся голос; 18) смеявшаяся девушка; 19) выбранная тема; 20) печеный картофель; 21) потерянный шанс; 22) найденное решение; 23) выигравший спортсмен; 24) написанное письмо.
Ex. 6. Correct the mistakes.
1. I’m not too tall to reach the top cupboard 2. He is enough fast to win the race.
3. I’m old enough travelling alone.
4. You must to get up now.
5. She suggested to go to the cinema on Friday night
6. He promised sending me a postcard..
7. It’s no use to try to change her mind.
8. She knocked before to open the door.
9. He is tired enough to come to the party.
10. I am poor enough to buy a new sports car.C.
Ex. 1. Use the appropriate form of the infinitive.
1. I hate (to bother) you, but the man is still waiting (to give) a definite answer. 2. He hated (to brother) with trifling matters when he had many more important questions (to decide) 3. She would never miss a chance (to show) her efficiency, she was so anxious (to like) and (to praise). 4. The idea was too complicated (to express) in just one paragraph. 5. Is there anything else (to tell) him? I believe he deserves (to know) how the matter stands and (to tell) all about it. 6. He took to writing not (to earn) a living but a name. All he wanted was (to read) and not (to forget) 7. How fortunate he is (to travel) all over the world and (to see) so much of it. 8. The girl pretended (to read) a book and not to notice) me. 9. It seems (to rain) ever since we came here. 10. It is so thoughtful of you (to book) the tickets well in advance 11. Perhaps it would bother him (to speak) about the quarrel. 12. The only sound (to hear) was the ticking of the grandfather clock downstairs. 13. The third key remained (to test) 14. She we probably angry (to reprimand) in front of me. 15. She sat there trying to pretend she did not want (to dance) and was quite pleased (to sit) there and (to watch) the fun. 16. She was sorry (to be out when I called and promised (to be) wait for me downstairs after the office hours 17. She said she would love (to come) and was simply delighted (to ask) for a date. 18. I offered (to carry) her case but she was afraid (to let) it out of her hand. 19. Let's go and see the place. You will be son later (to miss) it.
Ex. 2. Insert the infinitive in the appropriate form and translate the sentences into Russian.
1. Mr. Abbot, was the first... the silence (to break) 2. The next patient... was a nice girl in her early teens (to examine) 3. Honesty is the first principle... when working with us (to observe). 4. He complained that he was always the last... (to inform) 5. I am the last man... a question of the kind (to ask). 6. They were among the last... (to arrive). 7. He found that he was the only one... the discrepancy (to notice) 8. If there is to be a vacancy I would like to be the one... the job (to offer) 9. These houses were among the few... after a great fire (to survive). 10. Who was the youngest chess player... the title of Ali-Union Champion? (to win). 11. The Shakespeare Memoirs Theatre players were the second British comраnу ... the Soviet Union (to visit). 12. The Nurem berg trial was the biggest international trial... ever ...(to hold).
Ex. 3. Fill in the blanks with prepositions where necessary.
1. Jones insisted... shaking hands. 2. I take all the blame ...not seeing further than my nose. 3. Unfortunately I haven’t succeeded... making much impression on you. 4. He made a point... never sounding disappointed. 5. His mission had very little to do... winning the war 6. He had never had much difficulty ... getting jobs. The trouble had always been... keeping. them. 7. She thanked him ... taking her out. 8. He did not object... seeing Francis. 9. I shall look forward... seeing your book. 10. I thought... taking a trip up the Scandinavian сost. 11. Jack hesitated, then decided... talking. 12. I told him that we were about to be turned out of our flat ... it not paying the rent. 13. Quite late, when he was on the point ...going upstairs the door bell rang. 14. He put the note under a saucer on the table to keep it... blowing away.
Ex. 4. Translate the sentences with infinitive:
1. To use language is a human activity.
2. To do something, and to know just what you are doing, are notthe same things.
3. To answer these questions requires a general theory of human life.
4. To think at all it is necessary to abstract.
5. In order to explain this we have to study the facts of the case.
6. So as to understand development we must understand the distinction between quantitative change and qualitative change.
7. To discover the truth, we must start from personal experience.
8. The use of language owes its origin to social production, sinceto carry on social production people must speak to one another.
9. In order to understand things so as to change them we muststudy them.
10. To know everything is to know nothing.
11. To think dialectically is to think concretely.
12. It is often difficult to avoid a metaphysical way of thinking.
13. The purpose of this book is to provide a clear understanding ofhis theory.
14. Many scholars agree nowadays that metaphysics is somethingto be avoided.
15. The only evidence to be accepted is that to be tested by experience.
16. That is the true conclusion to be made.
17. Research to be carried out now is of great importance.
18. The problem to be solved is under discussion now.
19. The position to be taken by this scientist is rather strange.
20. The discovery to be made will be of certain value.
21. Psychologists begin to view a man as an active creature.
22. To predict a person's behaviour one must take into consideration sociological factors as well.
23. The aim of this lecture is to determine the ties of sociologywith other disciplines.
24. We have some right to suppose that in this case we are dealingwith a specific aspect of transformation of cognitive abilities.
25. The sociologists try to find stable principles of man's behaviour.
26. To understand this method one must know something about itsspecific principles.
27. He proceeded to carry out careful experiments.
28. To have a good memory is a great advantage.
29. He continued to be influenced by his past experiences.
30. To know what a person thinks about himself is of great importance.
31. The function of scientific theories is to explain empirical lawsand to predict new ones.
32. The aim of the research was to study the relationships of theresponses of the subjects.
33. The work has not progressed far enough to give a completesurvey of the poll.
34. It should be noted that his first research was on a more scientific basis.
35. For science to move forward there must be a constant interchange between observation and theory.
Ex. 5. Translate the following sentences with complex object:
1. He believes his subjects to have been trained under another psychoanalyst.
2. They consider psychoanalysis to be very effective in its versatility.
3. Continuous talking causes the body to release certain hormonesraising blood pressure.
4. Doctors identified escapism to be a disease called as sociophobia.
5. He maintains this constant fear of social contact to be oftenaccompanied by many other negative experiences.
6. Most men recognize the need for improved communication tobe the woman's responsibility.
7. He insists on things to be changed for the better for the relationship to work.
8. Many couples have found active listening to spark spontaneityand increase the satisfaction of a conversation.
9. She states career burnout to occur over a period of time witheverybody.
10. He suggests a social support system to be cultivated in duetime including close friends.
11. They consider brain drain to be a social phenomenon as well asa psychological one.
12. They say the term diaspora to have been historically used forcharacterizing people who are drawn to one another across a distance.
13. Psychophysiologists say the failings of memory to run muchdeeper than an inability to recall your neighbor's name.
14. Some people suggest their personal recollections to be – confused with outside sources of information.
15. Graphologists are sure the hidden traits of friends and businessassociates to be discovered by means of careful examination of their handwriting.
16. Analysts of the Russian Research Center maintain the proportion of the middle class to have reached 10 percent.
17. It is known the first hospice to have been organized with theassistance of philanthropists.
18. They expect medical and social assistance to be provided forthose who are in need.
19. They know stepfamilies to deal with anger and disappointment.
20. They should appraise social disorders to be connected withemotional wounds.
21. I don’t bear the children to be treated badly.
22. They would like the public opinion poll to be carried but assoon as possible.
23. He insisted the subjects to give answers distinctly and in writing.
24. They want the problems of juvenile delinquency to be discussed at the coming session.
25. I should like you to participate in the research in the near future.
Ex. 6. Translate the following sentences with complex subject:
1. His theory is said to have been development for half a century.
2. He is likely to have made a full review of the article.
3. He proves to be a leading scientist in this field of sociology.
4. The experiments are reported to have been over successfully.
5. The conference is supposed to be held at the end of June.
6. The translation of the article is certain to be published next month.
7. Many foreign delegates appeared to know Russian.
8. All the groups happen to be divided into primary and secondary.
9. His interest is believed to have increased in this joint venture.
10. Everybody is sure to know at least one foreign language.
11. His poll proved to be conducted on the basis of the latest questionnaire.
12. Less attractive personalities are likely to experience less rewards in the social situations.
13. She is said to be impressed by his manner of speaking.
14. Discovering the cause of social phenomena is said to be thetask of sociology.
15. The present is known to be involved in the past and the futureto be involved in the present.
16. Our knowledge of the world is believed to be limited in timeand space.
17. The problem of science and religion is known to have been thesubject of long discussions.
18. His ideas are considered to be truthful as they give a rightexplanation of the world.
19. A master status is regarded to have great importance for shaping a person's entire life.
20. A social group is said to have been defined as a group of people with common interests and duties.
21. The groups are believed to be divided into primary and secondary ones dependent of the roles they play within the society.
22. Sociology as a science is known to be concerned with socialgroups and institutions.
23. Auguste Comte is considered to be the father of the sociological studies.
Ex. 7. Translate the following sentences with gerund:
1. Without knowing these facts it is impossible to build up a truepicture of the world.
2. She answered without hesitating.
3. Without his participating in the concert the programme will be,I’m afraid, dull.
4. He couldn’t leave without receiving necessary information.
5. Without practising English every day it is impossible to have agood knowledge of the language.
6. They couldn’t come to an agreement without hearing hisopinion.
7. Don’t go away without letting us know.
8. Without doubting he took a decision.
9. She had to leave for home immediately without visiting herfriend.
10. Without consulting her parents she refused from his proposal.
11. They separated forever without telling each other some warmwords.
12. Without thinking he accepted their offer.
13. He decided to leave without paying his monthly rent.
14. Without investigating this case it was difficult to find the guilty.
15. Without solving this problem he couldn’t leave the laboratory.
16. They found out the reason rather easily without making anyefforts.
Ex. 8. Analyze and translate the sentences with participles:
1. The public opinion poll conducted on the basis of the latestmethods gave positive results.
2. The discovery made and the data obtained were published in“Science news”.
3. The new achievement made in this field of science is of certainvalue.
4. The statement made concerned a new way of investigating.
5. The given interaction is a result of close communication.
6. He spoke of the results obtained, conclusions made and futureplans taken.
7. The realized plans were connected with the experiments carriedout in the experimental laboratory.
8. The analysis of the poll conducted at the plant seemed ratherfruitful.
9. His conclusion founded on the latest statistical data was quiteright.
10. They couldn't agree with his point of view expressed so illogically.
11. The developing science raises more and more important questions for the further discussion.
12. To watch the changing world is rather interesting.
13. Polls being defined as the basic tool of sociology help sociologists in their research.
14. Observations being made with the help of special techniquesgave different results.
15. When being studied from all the aspects, the event becomesunderstandable.
16. While criticizing the previous theories, he tries to understandtheir relationships.
17. Conducting this research he came across some interesting phenomenon.
18. The recent poll held in the given region revealed a lot of problematic questions.
19. The data being discussed at the seminar are of particular importance.
20. The sociologists dealing with the problem of migration madeup a number of special questionnaires.
21. Any problem can be attacked in a scientific way leading eitherto a right answer or to an explanation of why an answer cannot be found.
22. Being thoroughly studied the phenomenon was resolved at last.
23. Leaving the experimental laboratory he felt rather tired.
Ex. 9. Translate the following sentences with absolute participial construction:
1. He having felt lonely, feelings of depression and anxiety overcame him.
2. They suffering from fatigue and depression, the doctor advisedto take cognitive-behaviour therapy.
3. The art of talking being a universal means of conversation, it isnecessary to learn it.
4. There are many people throughout the country experiencing loneliness, teenagers and young adults comprising a larger, group among them.
5. This problem should be solved immediately, specific techniquesbeing applied.
6. To cope with loneliness you should contact different people, acircle of friends being of particular importance.
7. There are many ways of expressing our emotions, the body language being one of them.
8. The definite decision having been taken, they started discussingthe details.
9. They discussed a lot of interesting issues, the problem of nonverbal communication being one of them.
10. People’s characteristics differ greatly, with positive ones prevailing over negative traits.
11. He told a lot of interesting stories, some of them being rathershocking.
12. All the items having been discussed, they sighed with relief.
13. She is considered to be rather friendly, with many people surrounding her almost all the time.
14. He is fond of making new friends and acquaintances, all thesepeople representing different circles of society.
15. He being very sociable, it is easy for him to get along withdifferent people.
16. She having got used to the new conditions of life, nothing couldknock her down.
17. He experienced a lot of troubles in his life, all these sorrowshaving made him only stronger.
18. They quarrelled very often, with the topics of their disputesbeing senseless.
19. The question of his departure having been solved, he ordered aticket by telephone.
20. She would like to be invited to the party, she relying greathopes on this invitation.
21. They having consulted a psychologist on their marital relations, new hopes awaited them.
22. The psychologist listened to them very attentively, they answering his questions rather frankly.
Дата добавления: 2019-11-25; просмотров: 420; Мы поможем в написании вашей работы! |
Мы поможем в написании ваших работ!