An approximate program of the discipline of a foreign language. Department of Foreign Languages and Professional Communication Department of Language Communication MGMSU
Assignments for independent work student of the Faculty of Dentistry on the course "Russian language and culture of speech"
Preparing for role play Speech communication: doctor - patient
Exercise 1.Check out the material below. Be prepared to answer questions about this resource and use it in a doctor-patient role play.
Communication barriers
1. Incompetence of one of the partners causes a feeling of annoyance, a feeling of wasted time. Yes, in fact, it is so. Therefore, it is very important to deal with a knowledgeable specialist, and if an error occurs, behave according to the situation:
1) if the partner does not understand the problem at all, it is polite to turn off the conversation
2) if he owns the issue in part and there is no one else to turn to, bring him up to date, without emphasizing his great awareness.
2. Inability of the partner to express their thoughts clearly and consistently interferes with communication. Those who come across such an interlocutor can sympathize with. You will have to be patient and use all your listening skills, ask questions in order to get at least some information from your partner.
3. Poor partner's speech technique, slurred speech, tongue twister, very quiet or, conversely, shrill voice able to infuriate anyone. But if you are interested in contact with this particular partner, you will have to adapt to his manner of speaking, and even not show the appearance that you are dissatisfied with something.
4. Inability to listen manifests itself in the fact that the partner interrupts, starts talking about his own or goes into his own thoughts and does not react at all to your words. The only way to compensate for the partner's inability to listen is the art of speaking.
5. Barrier of modalities... Not knowing that each person has their own priority channel of perception often complicates communication. Here's an example of ineffective communication:
First interlocutor: "Imagine ..."
Second interlocutor: "Listen to me ..."
Indeed, they speak different languages!
In the domestic sphere, this leads to misunderstanding and resentment. For example, a mother says to her son: “How many times do I say to you:“ Go to eat! ”“. No wonder the visual son is not responding. For him, the words would be meaningful: "Look what dinner is today!"
Or such a sketch. The wife indignantly says to her husband: “When are you going to throw out these awful slippers? It's scary to look at them. "He objects:" They are good, I feel comfortable in them. " Obviously, she is a visual, and he is a kinesthetic, and it is not the appearance of the shoe that is important to him, but his feelings in it.
A lack of understanding of the existence of people in different modalities complicates relationships in the business sphere as well. For example: there is such order on the chief's desk that the eye rejoices. And his subordinate has a mess in which he is surprisingly well oriented. The subordinate replies to all the chief's remarks to tidy up the table: "It is so convenient for me" and does not understand why they are clinging to him. The boss, on the other hand, sincerely considers this kind of table to be an ugliness, and the subordinate as a sloppy and, moreover, obstinate worker. And both are unaware that each of them has his own way of perceiving the world: one receives information first of all from the eyes, to the other from the hands. The knowledge that each person has a certain priority channel of perception makes us more tolerant, and the ability to define it allows us to find an adequate language of communication with a specific interlocutor, to make contact with him not only conflict-free, but also effective.
So, in order to avoid a barrier of modalities in the communicative act, it is necessary to transmit information in the modality in which the partner is ready to perceive it, in the form in which it is clear to him.
6. Character barrier also creates difficulties in communication. Each person has his own character, but educated, self-controlled people know how to behave so that their character is not a source of conflict or even discomfort. Not everyone, however, wants and knows how to understand themselves and control themselves. People with pronounced temperamental characteristics can be uncomfortable conversationalists.
6.1. A mobile interlocutor (sanguine extrovert) thinks quickly, speaks quickly, jumps from one topic to another, because everything seems clear to him. It is difficult to follow the course of his reasoning, but it is impossible to interrupt - he is angry. It is recommended to let such an interlocutor speak to the end and only then clarify something or even return to the beginning of the conversation. Such people should be appreciated as generators of ideas.
6.2. The dominant interlocutor (extrovert-choleric) likes to lead the conversation. He speaks loudly, in a peremptory tone, insists on his opinion. If you try to put such an interlocutor in his place, you get a conflict. It is better, while remaining in his opinion, to allow him to express himself as he wants, and then at the decisive moment quietly but firmly insist on his own, and if he does agree (perhaps he is right), then with dignity.
6.3. Rigid interlocutor (introvert-phlegmatic) - "sedentary" interlocutor. Thinks slowly, discusses the circumstances of the case in detail. Everything has been clear to you for a long time, but you cannot rush it. These people are valuable as experts or critics of ideas, and you just need to be patient when talking with them.
6.4. The passive interlocutor (introvert-melancholic) does not show his reaction, does not speak out. It is difficult to keep up a conversation with him. Should
apply the active listening method: ask questions, paraphrase, etc.
And try to figure out his silence. Silence is not always a sign of agreement.
To be able to conduct a conversation with all business partners - isn't this an indicator of a high culture of communication?
The Department of Foreign Languages was founded in 1930 and today it is one of the largest departments of the First Moscow State Medical University. IM Sechenov, actively participates in the process of training modern highly qualified specialists in the field of medicine and pharmacy.
The purpose of professional oriented learning foreign language, carried out by the department, is the acquisition of communicative competence by future physicians and pharmacists, mastery of oral and written forms of communication in a foreign language as a means of information activity and further self-education in professional field.
The department teaches basic course foreign language - English, German or French - at the following faculties:
- curative
- dental
- medico-prophylactic
- higher nursing education
- pharmaceutical (including evening and correspondence departments).
In 2010, the department began teaching foreign languages to students in new specialties:
- clinical psychology
- biotechnology and bioengineering
- pediatrics
- social work
The Department of Foreign Languages is one of the most numerous in terms of the staff of the departments of the First Moscow State Medical University. IM Sechenov, its team consists of 50 faculty members. Currently, the department employs a professor, two associate professors. A number of teachers have academic titles: 1 doctor in the team psychological sciences, 4 candidates of philological sciences, 1 candidate pedagogical sciences, 1 candidate medical sciences, 1 candidate of technical sciences.
Four teachers of the department are post-graduate students and applicants for the Moscow State Linguistic University, Russian University Friendship of Peoples, the Institute of Linguistics of the Russian Academy of Sciences, are working on Ph.D. theses.
Currently, the department is headed by an honored worker high school RF, associate professor, candidate of philological sciences, Irina Yurievna Markovina.
I. Yu. Markovina is a highly qualified modern specialist, one of the leading domestic scientists and researchers dealing with the problems of ethnopsycholinguistics, works in the field of methods of teaching foreign languages, translation and intercultural communication. Under her leadership, the team of the department for the first time created educational complex"English language" for medical professionals: basic textbook, grammar workshop and oral professional communication workshop; as well as a series of new medical dictionaries: English-Russian medical dictionary(MIA, 2008), New German-Russian and Russian-German Medical Dictionary (Living Language, 2009), New English-Russian and Russian-English Medical Dictionary (Living Language, 2009). The team of the department also created a textbook of English language for the next generation of pharmacists, including workbook for the student.
I. Yu. Markovina - Professor of the Department of Psycholinguistics of the Moscow State Linguistic University, conducts author's seminars and lecture courses in Russia and abroad (Great Britain, the Netherlands, Germany, South Africa, Finland). Member of the editorial board of the journal "Questions of Psycholinguistics". Has over 100 publications in Russian, English and German.
In 2006, with the support of the university administration, a program of additional vocational education"Translator in the field of professional communication", headed by I. Yu. Markovina.
RUSSIAN FEDERATION
MINISTRY OF HEALTH AND SOCIAL
DEVELOPMENT OF THE RUSSIAN FEDERATION
| APPROVED ____________ _____________________ (signature) (full name) "____" ________ 20 .. |
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| Effective from "____" ________ 20 ... |
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SAMPLE DISCIPLINE PROGRAM |
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| ^ FOREIGN LANGUAGE (English) |
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| For students enrolled in: | |||
| specialties | Dentistry |
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| Form of study | full-time |
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| Moscow 2010 r. |
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^ Goals and objectives of the discipline:
The goal of professionally oriented teaching of a foreign language in medical school is the acquisition by future physicians of the communicative competence necessary for intercultural communication and professional communication, mastering oral and written forms of communication in a foreign language as a means of information activities and further self-education. This goal is complex, including, in addition to practical (communicative), educational and upbringing goals.
^ Discipline objectives;
Ensure the acquisition of communicative competence by students, the level of which will allow the use of a foreign language practically both in professional and scientific activities, and for further self-education;
Explain the fundamental difference between the two forms of language, i.e. oral and written communication;
Teach basic linguistic forms and speech formulas for expressing certain types of communicative intentions;
To acquaint with the mechanisms of constructing complex and derivative words, general scientific medical and basic dental terminology in texts and in oral communication;
To teach the basic types of reading: studying, viewing, searching and familiarization;
To teach the use of a foreign-language Russian dictionary and the ability to adequately translate for an accurate understanding of the content of the text;
To teach to express their thoughts using the acquired language means and acquired skills, and to understand partners adequately to the communication situation (socio-cultural competence).
^ The place of the discipline in the structure of the OOP specialist:
The discipline "Foreign language" refers to the humanitarian, social and economic cycle. To study the discipline "Foreign language" at a medical university, a student must possess the following knowledge, skills and competencies:
Knowledge of phonetics, vocabulary, grammar obtained during the study of this discipline in a general educational institution;
Knowledge of the structure of the native language;
Stock of international vocabulary;
The main Greek-Latin terminology studied in the course of the Latin language and medical terminology;
Automated language skills provided by the school curriculum;
Knowledge obtained during the study of the cycles of humanitarian, natural science, biomedical and clinical disciplines at a medical university.
^ Competence level:
Active command of a foreign language as a means of oral and written communication in everyday, professional and socio-cultural fields.
Communicativeness:
Be able to take part in a conversation on the topic studied and express your attitude to the text read, using the learned lexical minimum and speech models.
^ 3. Requirements for the results of mastering the discipline:
The process of studying the discipline is aimed at the formation of the following competencies:
Able and ready to use in practice the methods of humanitarian, social, economic, natural sciences, biomedical, and clinical sciences in different types professional and social activities;
Capable of analyzing significant political events and trends, for responsible participation in political life, owns the basic concepts and laws of the world historical process; understands the role of violence and non-violence in history, the place of man in historical process, the political organization of society, owns historical terminology, uses historical and medical terminology, is able to assess the policy of the state, including in the field of health care;
Able to use medical terminology, scientific medical and paramedical information, domestic and Foreign experience on the topic of research, is able to correctly formulate the Latin part of the recipe;
Able to form new personal qualities: is critical of himself, of his stereotypes and habits, has flexible thinking, is able to cooperate and conduct a dialogue, critically evaluate information, be able to analyze and synthesize, be morally responsible for the task entrusted, is capable of creative adaptation in a real situation;
Able to work with original literature in the specialty, to written and oral communication in the state and foreign languages, to prepare and edit texts of professional and socially significant content; capable of forming systems approach to the analysis of medical information, the perception of innovations, to the critical perception of information;
Capable of argumentation, discussion, social interaction with society, community, team, family, friends, partners; to tolerance, respect and acceptance of the Other; to social mobility;
Able to cooperate with colleagues and work in a team, organize the work of performers, make optimal management decisions;
Able to carry out his activities in various spheres of public life, taking into account the moral and legal norms adopted in society; comply with the rules of medical ethics and deontology, laws and regulations on working with confidential information;
He is able to competently use computer technology, medical and technical equipment in his professional activities, he is ready to use modern information technologies to solve professional problems.
b) professional (PC):
research activities
Able and ready to study scientific, medical and paramedical information, domestic and foreign experience on the topic of research.
As a result of studying the discipline "Foreign language", the student must:
Know:
Lexical minimum in the amount of 2500 educational lexical units of a general and terminological nature;
Basic medical and pharmaceutical terminology in a foreign language;
Basic word-formation models, on the basis of which you can independently reveal the meaning of unfamiliar complex and derived words;
Productive: simple declarative sentences for building your own utterance;
The main types of questions to keep the conversation going;
- the degree of comparison of adverbs; reflexive verbs; English Tenses valid and passive collateral; participles, their forms and functions; the infinitive, its forms and functions; gerund (simple form);
Noun substitutes one(s), that(those); paired unions; complex addition, complex subject - their structures and methods of translation; infinitive in simple and perfect form after modal verbs; conditional sentences; independent participle turnover; complex and complex sentences.
Be able to:
Pronounce at the level of automatism all the sounds of the studied foreign language, providing an opportunity for the listener to understand the spoken text;
Participate in a conversation on the studied topic and express your attitude to the read text, using the learned lexical minimum and speech models;
Work with various dictionaries to expand your vocabulary.
Own:
2500 lexical units, of which 1200 are productive;
Basic grammatical constructions typical for the sublanguage of medicine (receptively);
The main grammatical models necessary for professionally oriented communication in situations of the provided subject matter (productively);
- reading and writing skills in a foreign language of clinical and pharmaceutical terms and recipes;
In a foreign language to the extent necessary for the possibility of obtaining information from foreign sources.
^
4. Scope of discipline and types educational work
| Type of educational work | Total hours / credits | Semesters |
| 1 |
||
| Classroom lessons (total) | 72 | 72 |
| Including: | - | - |
| Practical lessons (PZ) | 72 | 72 |
| ^ Independent work (total) | 36 | 36 |
| Type of intermediate certification (test, exam) | offset |
|
| ^ Total labor intensity hours credit units | 108 | |
| 3,0 |
^ 5. Content of the discipline
5.1. Contents of discipline sections
| № p / p | The name of the discipline section | Section Contents |
| 1. | Phonetics, orthoepy | The student must have at the level of automatism the pronunciation of all sounds of the studied foreign language to the extent that provides the listener with the opportunity to understand the spoken text. The student must also be proficient in intonation contours characteristic of the sentences of the foreign language being studied. |
| 2. | Grammar (morphology, syntax, punctuation) | Word formationaffix word formation:
Composition Greco-Latin terms in the process of word formation ^ Structural sentence types: interrogative with an interrogative word (turnover), without an interrogative word (turnover), narrative (affirmative, negative), incentive; simple, complex, complex. ^ Structure simple sentence
|
| 3. | Vocabulary |
The bones of the upper and lower jaw. |
(The content is indicated in didactic units)
^
5.2. Sections of the discipline and interdisciplinary links with the provided (subsequent) disciplines
| № p / p | Name provided by (subsequent) disciplines | Communication discipline for study provided (subsequent) disciplines |
| 1. | General hygiene | + |
| 2. | Prevention of dental diseases | + |
| 3. | Public health and healthcare | + |
| 4. | Hospital orthopedic dentistry | + |
| 5. | Hospital therapeutic dentistry, periodontology and geriatric dentistry | + |
| 6. | Hospital Surgical Dentistry | + |
| 7. | Pediatric therapeutic dentistry | + |
| 8. | Orthodontics and children's prosthetics | + |
^
5.3. Sections of disciplines and types of classes
Note : the specificity of teaching a foreign language in a non-linguistic university does not provide for its aspect-wise (by sections) teaching. Due to the limited number of hours devoted to studying this discipline at a medical university, all three sections of a foreign language are taught to students in a complex, and therefore it is impossible to indicate the exact number of hours allotted for each section.
^
5.5. Practical lessons
| № p / p | Topic name practical training disciplines and forms of control | Semesters |
| 1st Sem |
||
| 1 | Medical and dental education in Russia, Great Britain and the USA. Moscow State University of Medicine and Dentistry. | 4 hours |
| 2 | Human anatomy. Skeleton. Bone structure. Muscles of the maxillofacial region. Skull bones. | 10 hours |
| 3 | Physiology. Oral organs. | 10 hours |
| 4 | Dentistry. Teeth: formation, structure and eruption of teeth. Dental tissue. The bones of the upper and lower jaw. | 12 hours |
| 5 | Diseases of the teeth and oral cavity. Caries, pulpitis, periodontal disease and oral mucosa. | 12 hours |
| 6 | Treatment and prevention of dental diseases. | 10 hours |
| 7 | Prevention of oncological diseases in dentistry | 4 hours |
| 8 | My future specialty is dentistry (therapist, orthodontist, surgeon, etc.). | 6 hours |
| 9 | The healthcare system in Russia, Great Britain and the USA. | 4 hours |
^ 5.6. Laboratory works not provided
5.7 Seminars not provided
6. Approximate topic of abstracts:
Historical facts development and formation of dentistry as a science.
Modern dentistry.
Oral hygiene and dental care.
Prevention of caries.
Dental education in the countries of the target language.
^ 7. Educational-methodical and Information Support disciplines:
A) main literature
English. English in Dentistry. Edited by prof. L.Yu.Berzegova. A textbook for students of dental faculties. M., 2009.
Tests and control tasks in English for students of the Faculty of Dentistry. M., 2005.
R. Murphy. English Grammar in Use. Intermediate. - Cambr. Univ. Press, 2008.
b) additional literature
English for dental students. V.V. Mukhina. Textbook. M., 2003.
The Language of Medicine in English. Ethel Tiersky.
Test Your Professional English. Medical. Alison Pohl.
Articles from English and American journals on dentistry.
c) dictionaries
New English-Russian Medical Dictionary for Dentists. Berzegova L.Yu., Kovshilo D.F., Kuznetsova O.V., M., Solomentseva L.N., M., 2009
English-Russian dictionary medical abbreviations. Kovshilo D.F., Kuznetsova O.V., M., Solomentseva L.N., Berzegova L.Yu., Rudinskaya L.S. M., 2004
Comprehensive Russian-English Medical Dictionary. Benyumovich M.S., Rivkin V.L., M., 2000.
Means of ensuring the development of the discipline.
For successful learning foreign language in a non-linguistic university, the following means are used:
Textbooks, tutorials and tests (with situational tasks) created at the Department of Foreign Languages of the Moscow State University of Medicine and Dentistry and in other medical universities;
tables with phonetic symbols and grammatical rules;
posters with short descriptions symptoms of dental diseases;
audio materials for the classroom and homework;
films and video films on regional and dental (special) topics;
computer programs; materials from Internet",
Audio and video materials used in foreign language classes
Video material on the topic "Human Anatomy".
Video material on the topic "Human physiology".
Video: "The main systems of the human body."
Video material on the topic "Treatment of dental diseases."
Video material on the topic "Prevention of dental diseases."
Video material on the topic "From the history of the development of dentistry in the UK."
Video material on the topic “Combined fixed-removable denture.
Video films: “AIDS. Reality and Myth ”,“ The World Against AIDS ”,“ AIDS: Common Efforts Will Stop It ”.
Videos: London, Washington, New York.
^ 8. Material and technical support of the discipline:
study rooms equipped with phonetic and grammatical
tables;
a computer class connected to the Internet;
linguaphone class, working in 3 program mode;
audio and video recorders, DVD players.
^ 9. Guidelines on the organization of the study of the discipline:
1. Teaching a foreign language at a medical university is considered as a mandatory component vocational training a medical specialist, and proficiency in a professionally oriented foreign language is one of the indicators of the degree of general education of a modern person.
In accordance with the requirements of the Federal State Educational Standard of Higher Professional Education, knowledge of a foreign language is a prerequisite for maintaining modern scientific research in the field of theoretical and practical medicine and, accordingly, the implementation of the competence-based approach should provide for the wide use in the educational process of active and interactive forms of conducting classes (computer simulations, business and role-playing games, analysis of specific situations, psychological and other trainings) in combination with extracurricular work in order to form and develop professional skills of students.
In this regard, an important factor is the formation of a student's foreign language communicative competence, which allows students to satisfy their life and educational needs in the chosen field of activity, in our case in medicine and dentistry, the compilation and publication of specialized (in dentistry) textbooks, teaching and methodological and visual aids. ... The stock of terminological vocabulary formed in the learning process, the selection of grammatical constructions that are most common in scientific texts on dentistry, and the compilation of complexes of grammatical exercises based on the minimum lexical vocabulary, will allow the student to successfully continue self-education in the future in the field of reading and translating literature in the specialty.
The course of the discipline "Foreign language", designed for 72 classroom hours, should be considered as a propaedeutic discipline in teaching the basics of professional activity using a foreign language.
2. The triad "teacher - student - teaching materials" present in the educational process should be a dynamic structure so that various combinations of the main components are possible during the classroom. speech activity, i.e. actions and operations: "teacher - students", "teacher - students - educational material", "teacher -
student "," student - educational material ", etc.
3. The variability of such work can be achieved with a rational
using technical teaching aids and manuals,
providing not only deductive, but also inductive ways
submission of educational material.
4. Independent work (36 hours) with literature, writing case histories and abstracts in a foreign language form the ability to analyze medical and social problems in various types of professional and social activities.
Various types of educational work, including independent student work, contribute to the mastery of a culture of thinking, ability in writing and oral speech logically correct its results; the readiness to form a systematic approach to the analysis of medical information, the perception of innovations in a foreign language; form the ability and readiness for self-improvement, self-realization, personal and objective reflection.
Different kinds learning activities form the ability, in the context of the development of science and practice, to reevaluate the accumulated experience, analyze their capabilities, the ability to acquire new knowledge, use various forms of education, information and educational technologies.
5. Independence in the study of a foreign language in a non-linguistic university, like any other discipline, is one of the basic didactic principles and its role cannot be overestimated. In order to develop independent work (SR) of students, the following links, or stages of teaching and learning, are distinguished:
the student's awareness of educational goals and objectives, the formulation of problems, which is associated with the formation of interest in language classes, the formation of an appropriate internal mood for activity, a positive attitude towards SR;
familiarizing students with new material using various
visual and technical means, the removal of the main lexicon
grammatical difficulties that could weaken interest in the work ahead;
teacher guidance of generalization processes from outside
students: mastering general concepts by using mental operations and problem solving;
systematization and consolidation of students' knowledge;
the formation of skills, habits and habits to study the language
on one's own;
control and assessment of learning outcomes, and in the learning process - self-control.
6. Individualization in teaching is one of the ways to develop the principles of independence, creative activity. The learning efficiency increases if, during the distribution teaching materials for SW students, the teacher takes into account their individual psychological characteristics. An individual approach to a student in the learning process allows, first of all, to implement the most important didactic principle - a constant movement from simple to complex, and also stimulates a conscious attitude to the work performed. However, language training is communication training. Collective forms of work, and among them, above all, pair work, should prevail.
But it should be borne in mind that collective forms of educational activity will be effective only if they are preceded by an individual CDS both in classroom lessons under the guidance of a teacher and outside the classroom.
Only under these conditions will a student experience true satisfaction from the results of his work, which is consistent with the ultimate goal of teaching a foreign language at a university and with the student's social and personal needs.
Developers:
| Place of work | Position held | Initials, surname |
| ^ | Head of the department, Professor | L.Yu.Berzegova |
| MGMSU, Department of Foreign Languages | Head of the educational part, assistant professor | G.I. Filippskikh |
GBOU VPO MGMSU them. A.I. Evdokimova
Department of Language Communication
"EDUCATIONAL GUIDE FOR MEDICAL UNIVERSITY STUDENTS
FOR INDEPENDENT WORK "
(on electronic media)
FOR A PROFESSIONAL-ORIENTED COURSE
"RUSSIAN LANGUAGE AND CULTURE OF SPEECH"
Assignments for independent work of a 1st year student
Faculty Social work»
Questions about the lectures
I. Topic: "Culture of speech as an academic discipline"
1. What is the culture of speech?
2. What is the subject of speech culture as academic discipline?
3. What are its main tasks?
4. What is the main goal of the speech culture course?
5. What aspects does the culture of speech include?
6. What is the normative aspect of speech culture?
7. What skills make up the communicative aspect of speech culture?
8. How can you characterize the ethical aspect of the culture of speech?
II. Topic: "Language and Speech"
1. What is language?
2. What are non-linguistic sign systems?
3. What are the functions of the language?
4. What units, levels, sections of the language do you know?
5. What is the literary language and its non-literary varieties?
6. How would you define the concept of "literary language"?
7. What is the difference between the literary and national language?
8. What is speech?
III. Topic: "The norms of Russian literary language»
1. What is the norm?
2. What are the main types of norms you know?
3. How to characterize other types of norms?
IV. Topic: "Speech Varieties"
1. What are the differences between oral and written speech?
2. Tell us about the dialogue.
a) What is dialogue?
b) What is its structure?
c) What are the types of dialogues?
3. Tell us about the monologue.
a) What is a monologue?
b) What is its structure?
c) What are the types of monologues?
4. What functional and semantic types of speech do you know? Describe each of them.
5. What functional speech styles do you know? Describe each of them.
V. Topic: "Scientific style of speech"
1. Name the sphere of social activity in which the scientific style of speech functions.
2. What extralinguistic signs of him do you know?
3. What language means form this functional style?
4. Name the speech genres of the language of science (oral and written).
Vi. Topic: "Speech business conversation»
1. What is communication?
2. What is speech communication?
3. What is the structure speech communication?
4. Objectives verbal communication? (Give examples of immediate and long-term goals).
5. What roles do you know in the process of verbal communication?
6. List the types of questions, describe the situations of their appropriate application.
7. List the tactics you know to overcome communication barriers:
§ depending on the style characteristics of the communication participants;
§ depending on the psychological type of interlocutors;
§ depending on the type of speech behavior of the interlocutor;
8. What factors influence the improvement of verbal communication:
§ the ability to promptly ask the appropriate question or say a certain phrase;
§ recognition of the interlocutor by psychological type, by the type of speech behavior;
§ skillful use of questions, speech cliches;
§ compliance with the "golden rules";
§ compliance with ethics;
§ listening skills.
9. What are communication barriers?
10. Name and describe the communication barriers.
11. What is a character barrier?
12. How are the style characteristics of the participants in communication manifested? (Speaking styles and listening styles)
13. How is the structure of the conversation formed? How do you understand the communicative method of establishing speech distance (personal)?
14. Explain the role of the listener, the reflective and non-reflective situation. What are the techniques for effective listening?
15. Explain the role of the listener, reflective and non-reflective listening. What are some techniques for effective listening?
Vii. Topic: "Public speaking"
1. What is public speaking?
2. What is the purpose of public speaking?
3. What are typical techniques development of the text of the speech?
4. How is the text of a public speech structured? What is the order of correlating the main thesis and theses that reveal its content?
5. What arguments can be used in the text of a public statement in defense or refutation of this or that thesis?
6. What types of arguments are appropriate to use in your speech?
7. What are the rules for the use of statistics?
8. How should quotes be used?
9. In what order should you arrange the arguments?
10. What special speech actions serve to establish and maintain contact between the speaker and the audience?
a) What is the purpose of metatext constructions?
b) What are the methods of dialogizing the text of the speech and what is their role?
11. What should be done with the written text of the speech for its oral presentation (vocabulary, syntax, morphology)?
12. What are the logical and intonational-melodic patterns of oratorical speech?
13. How should the speaker be dressed?
14. How is it advisable to behave during a speech?
The heads of the department, associate professor Gorbunova E.V. (headed the department for 25 years) and associate professor Prudnikova I.R. (headed the department for 17 years) contributed to the successful work, whose work was awarded government awards.
Since 2012, the department of the Institute of Nuclear Medicine and Culture has been headed by Candidate of Philology, Associate Professor Elena Vladimirovna Bessonova.
English, French and German languages, both traditional and foreign communication methods are used, allowing students to master the language in everyday and professional communication. The department maintains continuity in relation to the high pedagogical and linguistic qualifications of teachers. The teachers of the department regularly improve their level on the basis of MGSU, as well as in large Russian universities countries, linguistic centers and abroad. Teachers also actively participate in university, city, all-Russian and international conferences. Foreign internships for undergraduate and graduate students are regularly held in France (Nice, Institute of Linguistics Alpha B.), Ireland, Germany (Berlin, Weimar School of Architecture.)
The teachers of the department conduct classes for students (bachelors, masters and specialists) of all directions and specialties in the following main disciplines:
Foreign language
Foreign language 2
Foreign language in the field of professional communication
Foreign language in the professional field
Business foreign language
Business foreign language in the field information technologies
Foreign language (business)
The teachers of the department are engaged scientific activities and lead methodical work... One of the directions of the scientific and methodological work of the department is the creation of modern textbooks, manuals and other educational materials aimed at the formation of foreign language competence of students and graduate students in the profile of the university.
Annually, the department holds subject Olympiad and scientific and technical conference in four languages (English, French, German, Spanish). Students' interest in such events is growing, and the best student reports are published in scientific collections university. Students and postgraduate students who continue to study a foreign language have the opportunity to train in foreign universities.
New opportunities open up for the department thanks to the attention and assistance from the leadership of the university. Within the State educational standard higher professional education is impossible to fulfill the huge need of students and future specialists in a foreign language. They need foreign languages exclusively functionally, for use in various spheres of society as a means of real communication with people from other countries, as well as in the field of professional communication. This demand has prompted the leadership to create multi-level foreign language courses that meet the different needs of today's student and enable future professionals to become competitive in the labor market:
· - Business English course.
· - Special English course for entry level language proficiency.
· - Program of additional (higher) education "Translator in the field of professional communication".
The department employs 31 people - 26 teachers and 4 employees from the number of educational support personnel.
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