KarpovaLiubov. Teaching English at non-linguistic faculties
It is hard to underestimate the importance of the English language as a tool for professional communication in the academic community. Modern undergraduate and postgraduate students take part in international conferences and seminars. Many of them publish their own scientific articles in foreign journals. Therefore teaching English at university should be aimed at forming skills and linguistic competence that allow students to become members of the world academic community. Non-linguistic faculties usually offer a two-year English course. At the end of the course students should not only be able to write and present a scientific report on various aspects of their profession but also fully understand the speech of their foreign colleagues, discuss their specific issues related to their research and deal with other academic matters. Besides they should know how to write a CV, keep up correspondence and communicate in every-day situations. In a word, they have to able to use ample educational and carrier opportunity that opens up after the graduation from university. The present report considers one of the possible approaches to teaching English at non-linguistic faculties, which takes into account modern requirements, relies on present-day educational resources and is based on the traditional practices.
Lukianova Ekaterina(St Petersburg State University, Russia), Wilson Mark (USA). Writing Across Cultures and Curricula: Challenges and Prospects in the Classroom
We will discuss principal formats of telecollaboration between groups of student in different countries when students in each country have concurrent in-person sessions. Specifically, we will focus on asymmetrical exchanges, i.e. designs that bring together students from courses that have diverging learning objectives. We will present examples of such exchanges from our own experience, as well as draw on existing literature to explain the functionality of such exchanges and to outline possible formats.
Musselman Jack Green (USA). Writing Across Cultures and Curricula: Challenges and Prospects in the Classroom
This research seminar brings together faculty from Russia and the United States who are interested in developing a coherent approach to teaching writing for global understanding. We build on strong academic traditions in Russia and the United States, combining new trends in linguistics, cultural studies and moral philosophy. We are going to discuss formats for online student exchanges focused on essay writing and blogging. Participants will report on earlier experiments and begin to develop criteria for evaluating the level of engagement and understanding in these student exchanges. We are planning to involve teachers and students in this seminar and brainstorm ideas for new online formats for intercultural dialogue.
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TimkováRenáta. Pronunciation test as a diagnostic test in an EFL classroom
Pronunciation test is one of those tools in an EFL classroom which helps both students and teachers to learn the state of the art and identify areas of pronunciation which cause difficulties in perception and production during individual phases of learners´ second language acquistition. In the presentation we will concentrate on perception tests which are used as diagnostic tests and were conducted in the EFL university classroom. Our aim was to diagnose pronunciation and speech perception competence and to identify major pronunciation and speech perception difficulties of students who are at the beginning of their university study. We were interested in the test results and how they can help us to modify the syllabus of the course on phonetics and phonology (and listening and speaking course) at our university in order to meet the students´ needs in the area of pronunciation and speech perception. However, we assumed that our students encounter major difficulties in pronunciation and speech perception due to negative transfer from their native language. In the test result analysis we will identify the areas where the pressure of the pronunciation system (L1) on the secondary pronunciation system (L2) is the most significant in the process of second language acquisition. The students´ English language proficiency level is B2 and higher according to CEFR (Common European Framework of Reference for Languages). Our respondents were students of British and American studies at PavolJozefŠafárik University in Košice.
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