Направленность (профиль) «Социология коммуникаций»

МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ

РОССИЙСКОЙ ФЕДЕРАЦИИ

ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ

ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ

«РОССИЙСКИЙ ГОСУДАРСТВЕННЫЙ

ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ им. А.И. ГЕРЦЕНА»

ФОНД ОЦЕНОЧНЫХ СРЕДСТВ

по дисциплине

«Иностранный язык в профессиональной коммуникации»

(модуль М. 1.3.1 "Иноязычная коммуникация в сфере научно-исследовательской

деятельности".)

по направлению

Социология

Направленность (профиль) «Социология коммуникаций»

Составители:

Кудрявцева Н.Ф., доцент кафедры современных европейских языков

Агафонова Л.И., доцент кафедры  современных европейских языков

 

УТВЕРЖДЕНО На заседании кафедры современных европейских языков Протокол № 11 от 25.05. 2018 г.

УТВЕРЖДЕНО На заседании Ученого совета института иностранных языков Протокол № 1 от 31.08.2018 г.

Содержание

Перечень компетенций

 

Код   компетенции	Содержание компетенции
ОК-1	способностью к абстрактному мышлению, анализу, синтезу
ОПК-1	способностью свободно пользоваться русским и иностранными языками как средством делового общения; владением навыками редактирования и перевода профессиональных  текстов
ПК-4	способностью и готовностью профессионально составлять и оформлять научно- техническую документацию, научные отчеты, представлять результаты исследовательской работы с учетом особенностей потенциальной аудитории

2. Оценка освоения планируемых результатов

Виды и формы контроля

Текущий контроль по дисциплине осуществляется в форме тестирования по разделам дисциплины, успешного выполнения заданий на практических занятиях, а также выполнения инвариативных и вариативных заданий самостоятельной работы.

Промежуточная аттестация осуществляется в форме экзамена.

 

Текущий контроль

Инвариантная самостоятельная работа

Вариативная самостоятельная работа

Тестовые задания

Инвариантная самостоятельная работа

Тема 1. Языковые средства оформления иноязычной речи.

Задание 1. Выполнение имитационных, трансформационных, подстановочных и конструктивных упражнений; заданий на множественный выбор и заполнение пропусков в тексте.

1. Put the tenses in this dialogue in the correct form: Past simple or Present perfect.

a. What ______ (do) today? - I ______ (work) on my project. I ______ (search) the Web for sites on digital cameras.

b. ______ (find) any good ones? - I ______ (find) several company sites - but I ______ (want) one which ______ (compare) all the models.

c. Which search engine ______ (use)? - Dogpile mostly. ______ (ever use) it?

d. Yes, I ______ (try) it but I ______(have) more luck with Ask Jeeves. Why don't you try it? - I ______ (have) enough for one night. I ______ (spend) hours on that project.

e. I ______ (not start) on mine yet. - I bet you ______ (do) it all.

2. Complete the extracts with Passive forms of the verbs.

First the post ______ (advertise) in the local or national press. When applications arrive they ______ (sort) and unsuitable applications ______ (discard). Next, the candidates ______ (shortlist) and ______ (interview). Then samples of the best candidates’ handwriting ______ (sent) to a graphologist where they ______ (analyze). After that, the successful candidates ______ (interview) again, and finally the selection ______ (make).

Several surveys ______ (conduct) recently concerning the relationship between work and play. According to psychologists, activities are more likely to ______ (perceive) as play – and therefore attractive - rather than work if they ______ (enter) voluntarily. In one experiment, for example, volunteers ______ (give) a problem-solving game to perform: some ______ (pay) to perform the game and some were not. Those who ______ (pay) spent less time per­forming than those to whom the only motivation was the pleasure of the game. Thus, motiva­tion to play springs from within and the readiness to perform activities ______ (reduce) by external rewards.

3. Complete the text by choosing the most appropriate phrase.

Airports will be packed / will pack / will be packing to capacity this year. If you are not de­layed at check-in, air-traffic control will be getting / will get / will be gotten you. In the next three years alone the number of people passing through airport terminals will be rising / will rise /will be risen by 270 million.

Airport terminals will be becoming / will become / will have become more commercial. Air­ports will be speeding up / will be speeded up / will have been speeded up. Increased use of smart cards and electronic tickets are easing the pressure on terminals by cutting queues. More airlines will follow / will be followed will have followed Cathay Pacific in creating downtown check-in facilities. Before long, luggage deliveries will improve / will be improving / will be improved by the incorporation of microchips in suitcases.

4.  Complete the sentences by choosing the correct verb and putting it in the appro­priate form:

look forward to die arrange consider face grow appear intend dare

a. I hardly ______ ask how much it cost!

b. Have you ever ______ taking a year off work?

c. I didn't like the town at first, but I ______ to love it eventually.

d. What do you ______ doing after this course has finished?

e. We are all ______ our holiday in Australia this year. It's going to be such an adventure.

f. Jim and I ______ to meet at 6.00 but he didn't turn up.

g. It ______ that we won't need to pay so much after all.

h. I can't wait for Saturday! I'm really ______ to see you!

i. I can't ______ getting up at 6.30 tomorrow morning! I'll catch a later train.

5. Choose the correct item.

Webpages are created by adding HTML tags to plain text to be determined | determining | to determine the way that the webpage will display | displays | be displayed in a browser program. Webpages can be created using a very basic word processor program known | knowing | to know as a text editor, but special programs are available that allows | allow | allowed the user to create webpages without knowing about HTML e.g. Netscape Composer.

A website owner can register their website on a search engine. This means that they submit their Web address and details of their website include | be including | be included in the search engine base. Websites provide a variety of facilities as well. These include enabling users to have formed | form | to form newsgroup club that discuss various topics use | using | to use email. It is important that the creator updates the web­pages frequently to vary and improve the website, keep the information up to date and make sure that the hyperlinks still connect to existing | exist | ex­isted websites.

Форма контроля: зачтено / не зачтено.

Критерии оценивания. Задание считается выполненным, если количество допущенных ошибок не превышает 20% от общего числа баллов.

Примечание. Задания направлены на оценку уровня сформированности ОПК-1 (готовность осуществлять профессиональную коммуникацию в устной и письменной формах на русском и иностранном языках для решения задач профессиональной деятельности) – см. таблицу 10 в РПД.

Тема 2. Академическое чтение.

Задание 2.1. Изучающее и аналитическое чтение учебных текстов по профилю подготовки

1. Определите в тексте термины и терминологические словосочетания. Составьте для текста двуязычный терминологический словарь.

Can educational data be used to actually help schools get better? That's the hope behind a push to bring to K-12 schools a management philosophy known as "continuous improvement". But ex­perts contend that the K-12 education system's current data infrastructure, built in response to the federal No Child Left Behind Law and focused primarily on holding schools accountable, looms as a significant barrier.

School staffs perception of barriers to greater use of data include a sense of lack of time, system-usability issues, the perception that the data in the system are not useful, and district policies around curriculum coverage or pacing that prohibit modifying learning time to match student needs. Very few software applications allow schools real flexibility to decide what data are most important to them, then collect and analyze that information customized ways. The data used to measure success is typically a long-term outcome measure, such as standardized test results. Fast forward eight years, and the lingo has changed, but such challenges are still endemic, said And­rew Krumm, the director of learning analytics at Digital Promise, a nonprofit that promotes the use of technology to improve schools.

The idea of schools making better use of educational data is nothing new. Back in 2010, the U.S. Department of Education described data-driven decision making as a "national priority," saying that states and school districts had made significant progress in building a new data infrastruc­ture. But in a report that year titled "Use of Education Data at the Local Level: From Accounta­bility to Instructional Improvement," the department also concluded that such work was having little impact on actual classroom teaching. 

That approach amounts to "implementing fast and learning slow," authors from the Carnegie Foundation for the Advancement of Teaching argue in their 2015 book. Instead, schools should be focused on implementing improvement strategies more methodically, but learning much more about them as they happen. Technology tools should help schools monitor three things: whether they're actually doing what they set out to do, whether it's making a difference on the measures that educators developed locally, and how such efforts impact the kinds of long-term outcomes measures that are typically used now.

In theory, at least, the new technologies that have flooded into schools over the past decade could help. Countless digital tools are now part of students' everyday learning, and many are ca­pable of generating reams of data on everything that a student (or teacher) does.

2. Прочитайте текст, обращая внимание на использование средств когезии. Составьте для текста словарь общенаучной терминологии.

Fundamentally, we can understand the way in which language represents the world to us, in terms of two opposing positions. According to one view, human beings generally (whatever their culture or language) are endowed with a common stock of basic concepts -- "conceptual primes" as they are sometimes known. Language, according to this view, is merely a vehicle for ex­pressing the conceptual system which exists independently of it. And, because all the conceptual systems share a common basis, all languages turn out to be fundamentally similar. According to this position, thought determines language. We might characterize this view as the "universalist" position.

The alternative position maintains that thought is difficult to separate from language; each is wo­ven inextricably into the other. Concepts can only take shape if and when we have words and structures in which to express them. Thinking depends crucially upon language. Because the vo­cabularies and structures of separate languages can vary so widely, it makes no sense to posit conceptual primes of a universal nature. Habitual users of one language will experience and un­derstand the world in ways peculiar to that language and different from those of habitual users of another language. The latter viewpoint might be termed the "relativist" position.

3. Определите тему текста и главные положения. Суммируйте информацию в 3-4 пред ­ ложениях.

For years middle-grade science teachers have struggled to spark the imaginations of their stu­dents, and they've found the task to be anything but simple. In the elementary grades, most kids are curious about the natural world. But by the time they hit middle school—a crucial period, the first time they're truly capable of abstract thinking—they're often more interested in the opposite sex than in science. Teachers are trying nearly everything to bring students back to the lab, and clever kids are unquestionably reaping the benefits of their efforts. But students with lower abili­ties just don't seem to be able to keep pace.

Why are America's students doing so poorly? One answer is simple: there aren't enough good teachers. Trying to explain science to kids who are predisposed to boredom can be an exaspe­rating job. The good teachers migrate to the gifted classes and the students who need the most skilled teachers are the ones least likely to get them. In rural and inner-city areas, teachers with science expertise are scarce. Most seventh-grade teachers have elementary certification, so they really have not had strong math and science backgrounds.

There are other problems. New textbooks are expensive, and many currently in use are little more than "a few lines of copy and a couple of dumb questions," says Joy Hakim, the author of a popular new science-book series aimed at middle schoolers.

Science, of course, is a field that requires hands-on experiments in addition to book learning. But lab equipment is costly, too, and it often gets left out of the budget altogether; a recent survey of 200 New York City middle schools found that only 80 had science labs. Teachers in all subjects occasionally have to dip into their personal funds for classroom supplies. How many can afford to buy microscopes?

4. Выберите вариант, наиболее соответствующий содержанию утверждения.

1. We always talk about consuming or using up matter resources, but actually we don’t con­sume any matter.

a. Although we always talk about consuming or using up matter resources, but actually we don’t consume any matter.

b. We always talk about consuming or using up matter resources; moreover, actually we don’t consume any matter.

c. We always talk about consuming or using up matter resources so that we don’t con­sume any matter.

2. These observations all suggest that a system of matter spontaneously tends toward increas­ing randomness or disorder.

a. These observations indicate that a system of matter spontaneously tends to become more random or disordered.

b. According to these observations, all matter spontaneously moves toward increasing ran­domness or disorder.

c. The observations we have made prove that a system of matter spontaneously tends to­ward increasing randomness or disorder.

5. Определите в тексте фразеологизмы и клише, подберите для них соответствия в рус­ском языке.

The challenges of E-learning are many; the solutions are few. Arguments for E–learning are sometimes presented in the rhetorical discourses of ‘life-long learning’ and ‘flexibility’ two du­bious concepts that relate to global learning. In Australia the government has promised to revita­lise the education system using what they brand as the ‘educational digital revolution’. The promise is to deliver computers and internet access to school students - even though there is lit­tle, if any research evidence supporting the benefits of computers in schools, there will be an in­vestment of $1 billion over four years in a move to turn every school in Australia into a digital school. This could include personal laptops or additional desktop computers, thin clients with virtual desktops and internet network infrastructure to help plug our schools into the ‘information superhighway’.

There is indeed much anticipation and promises made in the name of computer technology. Like the Australian Government, supporters of computer technology, E–learning and the World Wide Web in general anticipate an increase in learning speed, cost effectiveness, technological trans­formation, and mediated human interactions. Consequently, its successes are ideally geared to­wards business ventures such as a reduction in spending costs in corporate training — ultimately profiting business endeavours rather than improving education.

Форма контроля: зачтено / не зачтено.

Критерии оценивания. Задание считается выполненным, если результаты демонстрируют

· умение анализировать структурные, информационные и языковые характеристики иноязычного текста;

· умение использовать средства информационной среды для понимания незнакомых лексических явлений (правильный выбор лексических значений, расшифровка аббревиатур, содержание явлений социокультурного характера).

Задание 2.2. Чтение и анализ научного текста (научной статьи / главы из монографии) по теме исследования.

Форма контроля: зачтено / не зачтено.

Критерии оценивания. Задание считается выполненным, если анализируемый текст соответствует установленным требованиям (объем, источник); в анализе

· определены цели и предмет исследования (вид научной публикации);

· выделены основные положения и ключевые слова;

· указаны информационные характеристики: методы исследования, аргументация, иллюстрирующий материал, результаты и т.д. (в зависимости от вида публикации).

Задание 2.3. Составление терминологического словаря и словаря общенаучной лексики и фразеологии.

Форма контроля: зачтено / не зачтено.

Критерии оценивания. Задание считается выполненным, если словарь составлен на основе анализа текстового материала аутентичных статей из научных журналов, электронных библиотек / баз данных (Mendeley, Elsevier) и профессиональных сайтов; объем анализируемого материала и оформление словаря отвечают установленным требованиям.

Задание 2.4. Интерпретация и передача на родном языке ключевой информации иноязычного текста по профилю подготовки.

Форма контроля: зачтено / не зачтено.

Критерии оценивания. Задание считается выполненным, если содержание презентации включает цели и предмет исследования, основные положения и информационные характеристики текста; информация передана без искажений.

Примечание. Оценка уровня сформированности компетенций осуществляется на основании результатов выполнения заданий:

ОПК-1 (готовность осуществлять профессиональную коммуникацию в устной и письменной формах на русском и иностранном языках для решения задач профессиональной деятельности) – задания 2.1, 2.2 и 2.4;

ОК-1 способностью к абстрактному мышлению, анализу, синтезу– задания 2.1, 2.3 и 2.4 (см. таблицу 10 в РПД).

Тема 4 Устная коммуникация.

Задание 4.1. Выполнение коммуникативно-ориентированных заданий и упражнений на активизацию языковых навыков.

1. Listen to the dialogues and note: a) the purpose of each call; b) the result. Listen again and complete the extracts. Make up similar dialogues and dramatize them.

I’m calling because I’ll be in London next week and ______ you. I want to tell you about our new project.

Great. What ______? I’m fairly free next week, I think.

______? In the afternoon? Could ______ then?

Let me look now. Let ______. Yes, that’d be no problem at all. ______ two o’clock? Is that OK?

Hello, I’m afraid she is engaged at the moment. ______ or can I take a message?

I’ll leave a message please. The thing is, I should be meeting my colleague at 2pm, ______. My plane was delayed, and I’ve got to reschedule my appointments. If possible, ______ tomorrow. ______ in the morning. ______ here at the hotel, please?

Certainly. What’s the number, please?

It’s ______.

2. What would you say if

a) Someone asks about a colleague who’s been fired;

b) You are invited out to dinner when you don’t really want to go;

c) A colleague tells you some very bad news about themselves;

d) You arrive late for the meeting;

e) You recognize someone but you can’t recall their name;

f) you want to end a conversation at a reception;

g) You spill coffee over someone’s desk at a meeting.

3. Comment on the following statements. In your opinion, are they: essential / helpful / unhelpful for a successful presentation?

1. Tell a joke at the beginning.

2. Speak more slowly than you usually do.

3. Smile a lot.

4. Invite questions during the presentation.

5. Always keep to your plan.

6. Move around during your presentation.

7. Use a lot of gestures to emphasize important points.

8. Read out your presentation from a script.

9. Stand up when giving your presentation.

4. Get ready to discuss the following issues:

· Are exams the best way of measuring a student’s academic ability?

· What are the pros and cons of exam / continual assessment? Which would you prefer?

Форма контроля: зачтено / не зачтено.

Критерии оценивания. Задание считается выполненным, если результаты демонстрируют умение адекватно воспринимать устную иноязычную речь; оформление речевых высказываний не содержит лексико-грамматические / фонетические ошибки, препятствующие коммуникации.

Задание 4.2. Подготовка устного сообщения о научном исследовании.

Форма контроля: зачтено / не зачтено.

Критерии оценивания. Задание считается выполненным, если результаты демонстрируют владение терминологией специальности; структура и содержание соответствуют коммуникативной задаче; оформление речевых высказываний не содержит лексико-грамматические / фонетические ошибки, препятствующие коммуникации.

Примечание. Оценка уровня сформированности компетенций осуществляется на основании результатов выполнения заданий:

ОПК-1 (готовность осуществлять профессиональную коммуникацию в устной и письменной формах на русском и иностранном языках для решения задач профессиональной деятельности) –  задание 4.1;

ОК-1 способностью к абстрактному мышлению, анализу, синтезу – задание 4.2 (см. таблицу 10 в РПД).

Инвариантная самостоятельная работа

Тема 1. Языковые средства оформления иноязычной речи.

Задание 1.1. Подготовка сообщения / презентации на тему занятия.

Темы сообщений / презентаций (примеры):

1. Многокомпонентные выражения в терминологии.

2. Безличные и неопределенно личные структуры в научном тексте.

3. Средства модальности научной речи.

4. Ложные «друзья» переводчика.

5. Неологизмы и заимствования.

6. Жаргонизмы в информатике.

Форма контроля: зачтено / не зачтено.

Критерии оценивания. Задание считается выполненным, если соблюдены основные правила построения текста сообщения / презентации (структура, принцип отбора и логичная организация материала, библиография); в качестве иллюстрирующего материала использованы фрагменты аутентичных текстов в предметной области.

Задание 1.2. Выполнение лингвистического анализа иноязычного текста.

Форма контроля: зачтено / не зачтено.

Критерии оценивания. Задание считается выполненным, если в тексте выделены и систематизированы языковые явления, типичные для текстов научного содержания (грамматические структуры, средства логической организации, устойчивые словосочетания, заимствования и т.д.); объем анализируемого текста (текстов) и оформление результатов соответствуют установленным требованиям.

Примечание. Задания направлены на оценку уровня сформированности ОПК-1 (готовность осуществлять профессиональную коммуникацию в устной и письменной формах на русском и иностранном языках для решения задач профессиональной деятельности) – см. таблицу 10 в РПД.

Тема 2. Академическое чтение.

Задание 2.1. Составление реферата-обзора иноязычных научных материалов в предметной области.

Форма контроля: зачтено / не зачтено.

Критерии оценивания. Задание считается выполненным, если в реферате представлен сопоставительный анализ не менее трех иноязычных текстов сходной тематики; структура, содержание и языковое оформление соответствуют правилам создания текста реферата-обзора. 

Задание 2.2. Поиск информационных ресурсов по теме научной работы и составление аннотированного списка.

Форма контроля: зачтено / не зачтено.

Критерии оценивания. Задание считается выполненным, если список состоит из 6-8 позиций; аннотация включает общие характеристики ресурса (тематика, разработчики, структура, содержание, авторы и виды публикаций), оценку организации и оформления, рекомендации по использованию.

Примечание. Задания направлены на оценку уровня сформированности ОК-1 способностью к абстрактному мышлению, анализу, синтезу- см. таблицу 10 в РПД.

Промежуточная аттестация

Вопросы к экзамену по дисциплине

Критерии и шкалы оценивания

Промежуточная аттестация по дисциплине «Иностранный язык в профессиональной коммуникации» осуществляется в форме экзамена, включающего три задания по работе с иноязычными научными текстами:

1. Чтение и анализ специализированного научного текста

2. Аннотирование научного текста.

3. Устное сообщение о научном исследовании.

Специализированные научные тексты для чтения, анализа и аннотирования выбираются магистрантом самостоятельно (по согласованию с научным руководителем) и отвечают следующим требованиям:

· соответствие направлению научно-исследовательской деятельности;

· авторитетный источник (научный журнал / монография);

· объем текстов – не менее 10 страниц.

Задания по работе с аутентичными текстами предназначено для определения уровня владения рецептивными и продуктивными видами иноязычной речевой деятельности в предметной области:

· умение выделять основные положения, отделять факты от мнений и следовать логике изложения информации в построении текста;

· умение распознавать лексические и фразеологические явления терминологического и этнолингвистического характера и использовать информационно-справочные ресурсы для их понимания;

· владение техниками аналитико-синтетической переработки содержания и языка оригинала;

· знание организации формы и содержания текста аннотации, структурных, языковых и стилевых особенностей текстового жанра;

· умение грамматически правильно оформлять письменные речевые высказывания, следуя правилам орфографии и пунктуации иностранного языка.

Задание на составление сообщения о научном исследовании предназначено для определения уровня сформированности речевых умений в построении устного монологического высказывания на иностранном языке:

· владение терминологией специальности и языковыми средствами оформления когнитивной информации в научном тексте;

· умение использовать адекватные коммуникативно-композиционные схемы и специальные языковые средства логической организации информации;

· владение навыками оформления речевого произведения в соответствии с фонетическими и интонационными нормами устной речи.

Шкала критериев оценивания

Шкала	Критерии
отлично	Магистрант выполнил не менее 70% заданий из инвариантной и вариативной составляющих самостоятельной работы. Результаты выполнения экзаменационных заданий демонстрируют способность осуществлять межкультурную коммуникацию на иностранном языке: - владение терминологией специальности, языковыми средствами оформления когнитивной информации и другими языковыми явлениями в объеме, позволяющем успешно решать коммуникативные задачи; - умение использовать средства информационной среды для языкового и профессионального самообразования (правильный выбор лексических значений, содержание явлений социокультурного характера и т.п.); - соответствие композиционных схем и выбираемых языковых средств коммуникативной задаче, теме и содержанию высказывания; - лексико-грамматическое оформление иноязычных высказываний в продуктивных видах речевой деятельности не содержит ошибок; - оформление иноязычных речевых высказываний соответствует правилам орфографии и пунктуации (в письменных текстах) и фонетическим и интонационным нормами (в устных текстах) / включает незначительные ошибки, не затрудняющие коммуникацию.
хорошо	Магистрант выполнил не менее 60% заданий из инвариантной и вариативной составляющих самостоятельной работы. Результаты выполнения экзаменационных заданий содержат ошибки, затрудняющие межкультурную коммуникацию на иностранном языке: - фрагментарные ошибки в использовании языковых средств оформления когнитивной информации и / или в интерпретации незнакомых языковых явлений и значимой фоновой информации в научном тексте на иностранном языке; - композиционные схемы и выбираемые языковые средства не полностью соответствуют коммуникативной задаче, теме, содержанию высказывания и ситуации общения; - лексико-грамматическое оформление иноязычных высказываний в продуктивных видах речевой деятельности содержит ошибки, не искажающие когнитивную информацию; - оформление иноязычных речевых высказываний включает нарушение правил орфографии и пунктуации (в письменных текстах) и фонетических и интонационных норм (в устных текстах), не препятствующее коммуникации.
удовлетворительно	Магистрант выполнил не менее 50% заданий из инвариантной и вариативной составляющих самостоятельной работы. Результаты выполнения экзаменационных заданий содержат ошибки, значительно осложняющие межкультурную коммуникацию на иностранном языке: - ошибки в использовании терминологии специальности и языковых средств оформления когнитивной информации и / или в интерпретации незнакомых языковых явлений и значимой фоновой информации в научном тексте на иностранном языке; - композиционные схем и выбираемые языковые средства не полностью соответствуют коммуникативной задаче, теме, содержанию высказывания и ситуации общения; - лексико-грамматическое оформление иноязычных высказываний в продуктивных видах речевой деятельности содержит ошибки, не искажающие когнитивную информацию; - оформление иноязычных речевых высказываний включает нарушение правил орфографии и пунктуации (в письменных текстах) и фонетических и интонационных норм (в устных текстах), затрудняющее коммуникацию.
неудовлетворительно	Магистрант выполнил менее 50% заданий из инвариантной и вариативной составляющих самостоятельной работы. Результаты выполнения экзаменационных заданий содержат ошибки в рецептивных и / или продуктивных видах речевой деятельности на иностранном языке (незнание терминологии, неправильное восприятие информации, нарушение языковых норм и т.д.), препятствующие иноязычной коммуникации.

 

1) Тексты к экзаменационному вопросу №1:

ТЕКСТ №1

What is Sociology?

Sociology is the study of how society is organized and how we experience life. It has been taught in British universities since the very beginning of the twentieth century, first at the London School of Economics and soon after at Liverpool University. These and other pioneering departments did groundbreaking research in major social issues such as poverty and crime.

Sociology today is one of the most popular subjects. Many sociological ideas, such as ‘moral panic’ and charisma, are now in everyday use. But the questions sociology asks have lost none of their challenge and excitement. Some of them are so important that we are still grappling with them in new ways.

It was the sociology of deviance that proposed the startling idea that some forms of punishment make it more likely that people will commit further offences. Once branded a criminal they argued, it is very difficult to remake a successful life within the law. This is exactly the point made by opponents of Anti-Social Behaviour Orders.

Do you wonder what fuels our apparent fixation with celebrity? Is it just gossip in a modern form? Is it that it provides endless, easily obtained content for our multiplying (TV channels, newspaper pages and magazines? Could it be both? Or even something much more profound about the class system of modern Britain? You may be already thinking ‘But class doesn’t mean anything any more’. Are you sure? Why is the number of years you can expect to live still associated with your occupation? What about the way that your gender, religion, and ethnic background open up or close down opportunities in your life? What kinds of spiritual faith do people have in Britain today? And how far do the media affect how personal lifestyle choices are viewed by wider society?

Sociology is not just about Britain. It also deals with global issues like the environment, migration and 'globalization’ itself. How do these social changes affect people at every level of their social life? Is it possible to be a true citizen of Europe or must you be British or French or Polish? What if your parents came from Trinidad, Bangladesh or Wales? Which comes first? Or are there other ways to look at identity? How important is the job that you do for your sense of self and your future? Are national governments able to ensure that most people have a job and will be supported with health and social care when they need it? Or are most government policies made with the demands of vast transnational corporations in mind?

 

ТЕКСТ №2

 

What Sociology Offers

A sociological look at the world provides a number of unique benefits and perspectives.

Sociology provides an understanding of social issues and patterns of It helps us identify the social rules that govern our lives. Sociologists study how these rules are created, maintained, changed, passed between generations, and shared between people living in various parts of the world. They also study what happens when these rules are broken.

Sociology helps us understand the workings of the social systems within which we live our lives. Sociologists put our interactions with others into a social context. This means they look not only at behaviors and relationships, but also how the larger world we live in influences these things. Social structures (the way society is organized around the regulated ways people interrelate and organize social life) and social processes (the way society operates) are at work shaping our lives in ways that often go unrecognized. Because of this perspective, sociologists will often say that, as individuals, we are social products.

Even though we recognize their existence, these structures and processes may “appear to people in the course of daily life as through a mysterious fog” (Lemert 2001, 6). Sociologists strive to bring these things out of the fog, to reveal and study them, and to examine and explain their interrelationships and their impacts on individuals and groups. By describing and explaining these social arrangements and how they shape our lives, sociologists help us to make sense of the world around us and better understand ourselves.

Sociology helps us understand why we perceive the world the way we do. We are inundated with messages in a variety of forms about how we, and the world around us, both are and should be. These messages come in forms as diverse as guidance from parents and teachers, laws handed down by religious and political entities, and advertisements ranging from pitches for athletic shoes to feeding hungry children. Sociology helps us examine the types of messages we are constantly receiving, their source, how and why they influence us, and our own roles in producing, perpetuating, and changing them.

Sociology helps us identify what we have in common within, and between, cultures and societies. Sociologists know that, although people in different parts of the city, country, or world dress differently, speak differently, and have many different beliefs and customs, many of the same types of social forces are at work shaping their lives. This is an especially important perspective in a world where media headlines are often accused of focusing on divisive issues.

 

ТЕКСТ №3

What Sociology Can Offer

Sociology helps us understand why and how society changes. Obviously, the social world is constantly changing. This change has been a major interest to sociologists from the beginning of the discipline. However, many sociologists believe that sociology should not stop with only explaining society and how and why the world changes. They argue that sociologists also have an obligation to act, using their unique skills and perspectives to work to improve the world. Sociology, they argue, is a “field of inquiry simultaneously concerned with understanding, explaining, criticizing, and improving (italics mine) the human condition” (Restivo 1991, 4). Armed with a sociological perspective, we can more effectively take action if we don’t like what is happening. We can better participate in shaping the future for ourselves and for others.

Sociology provides us theoretical perspectives within which to frame these understandings and research methods that allow us to study social life scientifically. Sociology is a social science. That means sociologists work to understand society in very structured, disciplined ways. Like scientists who study the physical world, sociologists follow scientific guidelines that incorporate an assortment of theories and methods that provide for accuracy in gathering, processing, and making sense of information.

In the case of sociology, theories focus on how social relationships operate. They provide a way of explaining these relationships. Scientific methods provide ways of generating accurate research results.

Sociology is not just common sense. Results of sociological research may be unexpected. They often show that things are not always, or even usually, what they initially seem. “People who like to avoid shocking discoveries, who prefer to believe that society is just what they were taught in Sunday School, who like the safety of the rules and maxims of what Alfred Schultz... has called ‘the world-taken-for-granted’, should stay away from sociology” (Berger 1963, 24).

This challenge means that sociological findings are often at odds with so-called common sense (здравый смысл), or those things that “everybody knows.” What we think of as common sense, or something that everybody knows, is actually based on our own experiences and the ideas and stereotypes we hold. This gives us a very limited view of how the larger world actually is. Taking a sociological perspective requires that we look beyond our individual experiences to better understand everyday life (Straus 1994). It allows us to look for the social forces that impact our lives and form those experiences. Once we have a solid understanding of these forces, we can better address them.

 

 

ТЕКСТ №4

Sociology Today

Although sociology emerged in Comte's vision of sociology eventually subsuming all other areas of scientific inquiry, sociology did not replace the other sciences. Instead, sociology has developed a particular niche in the study of social life.

In the past, sociological research focused on the organization of complex, industrial societies and their influence on individuals. Today, sociologists study a broad range of topics. For instance, some sociologists research macro-structures that organize society, such as race or ethnicity, social class, gender roles, and institutions such as the family. Other sociologists study social processes that represent the breakdown of macro-structures, including deviance, crime, and divorce. Additionally, some sociologists study micro-processes such as interpersonal interactions and the socialization of individuals. It should also be noted that recent sociologists, taking cues from anthropologists, have realized the Western emphasis of the discipline. In response, many sociology departments around the world are now encouraging multi-cultural research.

Changes in our social world have required sociologists to focus attention in new ways. Among these changes are the growth of internationally connected systems and the technologies that increasingly allow our interactions to be conducted in ways other than face to face (e.g., the Internet and e-mail). Although more than 6 billion people now live on Earth, many sociologists and others have argued that the advent of jet airliners, telephones, the Internet, and around-the-clock news services beamed by satellite around the world have made the world a smaller place, at least in a social sense.

They often argue that a process of globalization is at work. With globalization, geographical constraints on social and cultural patterns are diminishing, and people are becoming increasingly aware of those changes (M. Waters 2001). Globalization is demonstrated through events as diverse as the growing popularity of soccer in the United States—a sport largely imported from outside—the demand for American movies, blue jeans, and athletic shoes around the world, the North American Free Trade Agreement (NAFTA), and even the attacks of September 11, 2001. Other terms that refer to forms of globalization include the world-economy, world-market, and world-system. These terms are often used to refer to the economic aspects of globalization. Sociologists have been studying these networks at least since the early 1970s (Chase- Dunn and Grimes 1995, 387–88).

 

 

ТЕКСТ № 5

Applied Sociology

Humans are the most complex creatures on the planet. We think in a whole other way than the other animals that inhabit the world with us which makes our interactions that much more interesting from a scientific point of view, if nothing else. Like some other animals, we group together to form societies of all different sizes in additional to the individual. However, we do this on a much more complicated scale than any other creature.

To use applied sociology for our individual problems we must first look at the different ways in which societies are arranged to better understand our place in them. This will also help in using applied sociology methods effectively.

There are three different levels of practice in sociology; micro, meso, and macro. The three different levels represent groupings of societies based on their scale. However, there is also one other group that applied sociology addresses, the individual. The methods of applied sociology that are used are going to be heavily influenced by whether you are dealing with a micro, meso or macro level society groupings.

Micro level – as the name suggests this is the smallest of the levels of society. Micro level groupings are more intimate societies that many humans will automatically identify with first. Micro level societies are families, church groups, schools and the like. However, the complexity of this small group is that within the larger levels of society there are still smaller micro levels that make them up.

The micro level deals with the daily actions and interactions of people in society. It examines the social roles that we take on within society as well as how we react to society and understand it. At this more intimate level the focus is on how people think within society opposed to their behavior.

Micro level study of society focuses on the smallest elements that create the idea of what a society is, the norms and behaviors that make it recognizable as a its own society. Ritual, socialization, segregation of activities and sanctions are all indicators as to how one should interact within a society.

Meso level is the lesser known of the society groupings as they aren’t dealing with huge societies of the macro level that affect many of the smaller, micro levels that deals with day to day human interaction. The Meso level is the middle ground organizations that are on a mid scale, like communities or neighborhoods compared the macro structure of an entire city.

The meso level also deals with the divisions within societies, how they are broken apart by income, ethnicity and the like. It’s the marriage between the micro and macro level studies, analyzing how these medium-sized groups form within the larger ones. These meso societies include institutions such as jail as well, smaller systems of people with a different set of guidelines for societal organization. This are also referred to as total institutions.

 

ТЕКСТ №7

Macrosociology

 

The Macro level is the largest of the society groupings. Macrosociology is a term describing the study of our largest societies and populations. In actuality the macro level doesn’t just study the largest of societies but also society as a whole. Globalization has aided in expanding the extent of study at the macro level to encompass more and more of the world.

The macro level looks at how the institutions within a large population affect the masses. Things like the economy, government structure, religion and more are all their own smaller groupings but together they form the boundaries of the macro level society. These institutions are interrelated and tend to be closely linked in their values giving off an overall feel of the culture that the society sprang from.

Many sociologists believe that it’s at the macro level of a society in these larger institutions that the root of society problems begin and therefore make them of great interest. Problems at this larger level tend to have a trickle down affect into the smaller scaled level of societies making it that much more important to address the problems here as soon as they’re found. From the macro level the internal structure of a society can begin to be rearranged to meet the needs of the growing, changing population.

At the very basis of any society no matter the size is the individual. We both make up societies and are affected by them daily. Since the beginning of sociology as a science, theorists have continuously pondered the question of how the individual and the society co-exists.

The societies that we belong to affect our judgment and decision making in a big way. As technology opens our world up exposing societies to each other in entirely new ways the focus on the individual has become a key subject for applied sociologists. Since the late 1990’s even multi-level models that focus on addressing issues in society at every level have begun to include the individual level.

The individual in society is clearly of great importance, but can be much harder to solve societal problems for. That’s because actions and events at every level affect the individual. This is made harder still by the fact that we are all unique with unique circumstances that feed into various societies. For years still to come the affect of society on suicide rates, spending habits, internet use and more will be questions about the individual level of society that applied sociologist try to answer.

 

 

ТЕКСТ №8

Sociology and the Internet

The internet has created a new and interesting concept of sociology and how applied sociology can be used which wasn’t quite perceptible to begin with. When the internet was first conceived it was seen as more of a tool for research and learning. And it has been just that, greatly so for the field of sociology.

However, as advancements were made with internet technology and more people began using it the landscape changed. No longer is the internet just a creation for calculations, it is also a place for mass communication. It is a place for people to gather, to find like-minded and not so like-minded people that they can interact with. Eventually the groups that formed began to be organized into the internet communities that they are today.

This burgeoning world of societies is an amusement park for the science of sociology. It’s a whole new way to look at how we group ourselves and what it is that forms and regulates these groups. It is even more interesting considering that location isn’t one of the boundaries for internet societies and rarely does actual physical interaction occur.

In these new societies we must act as applied sociologists to understand how we are to interact within those communities that are cropping up every day as the internet expands. Analysis is also needed to understand how these internet communities of the virtual world intertwine and affect us in real world societies.

One of the most widely used methods of applied sociology is observation. It is a quick, effective way to gather information about the behavior of a particular society, including those of the internet. Because you won’t be physically gathering behavior cues it is key to concentrate on what is being said and how it is delivered. This is what is known as content analysis in applied sociology. You should have a good idea of the type of community to expect if you know the subject or topic that’s at the core of a website.

However, not until you observe the interaction within the internet community will you understand the norms of the internet society, what’s appropriate opposed to what’s not. This couldn’t be truer for social networking sites like MySpace. These internet phenomenons interlace thousands of people at once, however the rules of stratification that can be found in regular societies still hold true in internet communities.

Within MySpace alone there are dozens of ways to categorize yourself which automatically leads to division within the larger group. This takes the internet society from macro level to meso level which in and of itself changes the social structure. The more you break it down the more significant the changes become between the internet communities leading to different sets of behavioral rules.

 

ТЕКСТ №10

Field Research