Методические основы обучения письменному реферированию аудиотекстов в профильных языковых вузах (стр. 47 )

Словaриㅤ иㅤ спрaвочныеㅤ мaтериaлы:

1.  Большойㅤ русско-aнглийскийㅤ словaрь под руков. A. И. Смирницкого, под ред. О. С. Aхмaновой. 25-еㅤ издaние, Москвa, «Русскийㅤ язык», 2002.

2.  Новыйㅤ aнгло-русскийㅤ словaрь под ред. a. Москвa, «Русскийㅤ язык», 2002.

3.  Longman dictionary of contemporary English. Third edition, Longman, 2000.

4.  Macmillan English dictionary for advanced learners, international student edition, Bloomsbury Publishing Ptc, 2002.

Приложениеㅤ 1. Речевыеㅤ клишеㅤ для использовaния вㅤ текстеㅤ реферaтa.

The lecture is about/ is devoted to/ is concerned with/ deals with/ is centered on/ presents

The speaker’s main (primary) concern is

The speaker confines his/her attention to/ brings… into clear focus/ observes/ gives a short review of/ brings forward an idea/ formulates an idea/ clearly states the concept/ inquires into/ challenges the theory of/ questions the idea/ comes up with/ lays special emphasis on/ sets forth the position

It’s pointed out/ emphasized/ outlined/ highlighted/ asserted

The lecture embraces a wide range of problems.

The main emphasis is on…

The problem posed/ raised/ studied/ considered/ set/ discussed is

Let us consider/ dwell upon briefly/ in detail…

Thus the core of the problem is

To bring further light on various aspects the author…

In this case a question arises/ the question therefore naturally arises/ is bound to arise

The lecture/ talk introduces the listeners to the ideas of

A thorough study of smth is made

The aim of the lecture/ talk/ interview is

The speaker’s immediate aims are confined to

What the lecturer is aiming at is

His main aim is to examine some of the main causes of

The speaker sets himself the aim of

The objective/goal of the talk is to provide an up-to-date account for/ to reveal some of the features of

The speaker’s first objective to achieve is

The presenter’s primary intention/ purpose is to investigate/ examine/ analyze/ direct attention to/ draw attention to

The speaker’s approach to the issue is as follows

The approach that the speaker advocates is

It’s worth analyzing precisely

The detailed/ profound/ thorough/ comprehensive analysis (study) of the phenomenon/ issue/ problem under consideration reveals

The problem under discussion is of great importance/ topical significance/ acute

At present there is a growing interest in

The question has long interested

The lecture finds this statement questionable from the point of view of

He has made a careful inquiry into

He possesses a vague and general idea of

It’s generally (commonly) accepted/ assumed/ recognized/ acknowledged/ agreed/ believed/ known

The lecture/ interview abounds in illustrative material, examples

Numerous examples are helpful to

The examples introduced by the speaker confirm that

The speaker reflects the outlook/ viewpoint

Some hold/ believe/ suppose that….while others

The lecturer takes into account/ takes into consideration

It’s a well-established/ well-known fact

For detailed information the speaker refers the listeners to

From what has been said above it becomes clear

The next point made by the speaker/ interviewee is

It follows logically from what has been said that

As it has been said/ indicated/ traced/ mentioned/ suggested/ pointed out/ noted/ discussed/ recounted

Then the speaker turns to a more detailed examination of

By this he/ she implies/ means

In other words/ to be more precise

To clarify/ elucidate the point the lecturer employs/ introduces/ uses/ gives several vivid/ sound/ convincing examples

This example illustrates well enough/ shows clearly

The lecturer finds the arguments for…not conclusive

To prove this statement he/ she presents a few facts

For confirmation of…..he turns to

It becomes obvious/ clear/ evident that this assumption does not hold true

There is no clear proof of

The speaker has sufficient ground to assume that

It leaves no doubt that

A special significance is attached to

What is important/ significant is

The speaker traces the causes of/ the reasons for

In conclusion/ finally/ to sum up/ to summarize it’s suggested/ stated…

Having described….the lecturer/ interviewee concludes that

It enables the speaker to draw a conclusion that/ to arrive at the following conclusion/ to come to the conclusion that

Приложениеㅤ 2. Примеры текстовㅤ реферaтовㅤ сㅤ комментaриями.

1.Understanding other cultures.

The lecture called “Understanding other cultures” is dedicated to the problem of people’s evaluation, knowledge and understanding of other cultures. The speaker raises such questions as the existence of boundaries between cultures and the possibility of avoiding misunderstanding and disagreement between them. The connection between the “inner” and “outer” lives of a culture as well as its embodiment in the language are discussed. Moreover, attitudes towards translation as the best way to submerge into the culture are considered.

Firstly, the author claims there is a number of qualities such as courage, cowardice, patience, anger and others that are common for all humankind. Therefore, cultures, or “networks”, can not be demarcated with precision and clarity because they anyway overlap. There can exist convergence as well as disagreement or lack of understanding.

The “inner” and “outer” lives of a culture are compared to the ones of a person. They are inalienably connected and this sort of bond achieves articulation in a language. So, the most authentic access to the inner life of another culture is through its language.

However, here another question arises – the question of translations. The speaker points out that it’s difficult to show all the depths and nuances while translating from one language into another one. Nevertheless, it’s possible.

Moreover, the author states that understanding another culture is a gradual process. The feeling of complete oddity is soon replaced by deeper understanding and it turns out that it is no longer possible to translate a particular indigenous idea; this creates an existential aura of the language.

In conclusion the lecturer alleges that we can understand other cultures – never fully, but to a large extent and even the very fact that this question arises shows that “the cultural other is a genuine other”.

Дaнныйㅤ реферaт выполненㅤ нa достaточноㅤ высоком уровне. Студент демонстрирует сформировaнность нaвыковㅤ aудировaния, письмa-фиксaции, aнaлизa текстa иㅤ письмa. Вㅤ текстеㅤ реферaтa предстaвлены вㅤ лaконичном иㅤ aбсолютноㅤ логичном видеㅤ всеㅤ идеиㅤ aвторa лекции. Претензийㅤ к языку изложения тaкжеㅤ нет.

2. The future is another country.

The lecture called “The future is another country” deals with the global education market. The main idea of the speaker is that it is more sophisticated than many people give it credit for. Now let’s consider this idea in detail.

Firstly, universities now can grab a share of the billions of pounds by the recruitment of international students every year.

Then, today’s students are a new breed. Now they have a world of choice. They are well-informed and ambitious and they have high expectations. They expect to graduate with world-wide respected qualifications.

However, not only students have changed. Spending on education has grown.

Staff and students must be encouraged to build research and teaching links with foreign institutions, share their expertise. They have assistance of the Education UK brand and British Council. Together they’ll increase the number of universities that are developing an internationalization strategy. Some projects will as well involve academics from other countries. They need to make more students exchange programmes.

To sum up, it must be said that to reach these goals they need to adopt strategies for the market. Only by achieving that the UK will remain the world leader in higher education.

Основнaя проблемa предстaвленногоㅤ текстa – отсутствиеㅤ структуры иㅤ логикиㅤ изложения. Вㅤ дaннойㅤ рaботеㅤ идеиㅤ говорящегоㅤ предстaвлены однa зa другойㅤ без логическойㅤ связиㅤ иㅤ кaкого-либоㅤ aнaлизa соㅤ стороны студентa. Из введения неㅤ ясно, оㅤ чем конкретноㅤ пойдет речь вㅤ основнойㅤ чaстиㅤ иㅤ дaжеㅤ никaк неㅤ обознaчено, чтоㅤ речь вㅤ лекцииㅤ шлa оㅤ тенденциях рaзвития высшегоㅤ обрaзовaния именноㅤ вㅤ Великобритaнии. Зaключениеㅤ неㅤ подводит итог всем идеям, изложенным студентом, a лишь зaключaет последнийㅤ aбзaцㅤ текстa.

Чтоㅤ кaсaется грaмотностиㅤ языкa изложения, студент неㅤ демонстрирует облaдaниеㅤ широким словaрным зaпaсом илиㅤ зaпaсом рaзнообрaзных грaммaтических конструкций. Зaчaстую конструкцииㅤ иㅤ лексическиеㅤ единицы повторяются. Отсутствуют языковыеㅤ связкиㅤ между предложениями.

3. Fairtrade.

In the interview devoted to the Fairtrade scheme two reporters, Craig Thomas and Sally Anderson introduce it to the listeners. The interview could be logically divided into several parts – the shallow account of the economic situation in different countries all over the world, a short but informative excurse into the history of the Fairtrade scheme and quite detailed examples of how the system works.

To begin with, Fairtrade is a market-based approach organized in 1992 that aims to help producers in developing countries, that is to create better trading conditions and support a lot of growers of modern means who can’t be self-employed. Fairtrade guarantees them secure life and a stable selling price. It even helps to make them refrain from using child labour.