МОЯ НАУЧНАЯ ДЕЯТЕЛЬНОСТЬ = MY SCIENTIFIC RESEARCH · Моя научная деятельность = My scientific research : пособие / О. Л. Малышева,

УЧРЕЖДЕНИЕ ОБРАЗОВАНИЯ«ГРОДНЕНСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ

ИМЕНИ ЯНКИ КУПАЛЫ»

КАФЕДРА АНГЛИЙСКОЙ ФИЛОЛОГИИ

О. Л. МАЛЫШЕВА, Е. О. МОЧАЛОВА

МОЯ НАУЧНАЯ ДЕЯТЕЛЬНОСТЬ =MY SCIENTIFIC RESEARCH

Пособиепо развитию навыков устной речи и чтения

на английском языке для магистрантов, соискателейи научных работников

ГродноГрГУ им. Я.Купалы

УДК 802.0(075.8)ББК 81.432.1 М20

Рекомендовано Советом филологического факультета ГрГУ им. Я. Купалы.

Ре ц е н з е н т ы :

Кондратьев Д. К., кандидат филологических наук, доцент(Учреждение образования

«Гродненский государственный медицинский университет»);

Середа Л. М., кандидат филологических наук, доцент.

Малышева, О. Л.

Моя научная деятельность = My scientific research : пособие /О. Л. Малышева, Е. О. Мочалова. – Гродно : ГрГУ, 2013 – 62 с.

ISBN 978-985-515-669-8

Включает комплекс условно-речевых и речевых упражнений, образцыдиалогической и монологической речи, речевые тематические ситуации.Направлено на дальнейшее развитие знаний, навыков и умений по иностранномуязыку в различных видах речевой коммуникации. Ознакомительное чтение споследующим выходом в говорение осуществляется на базе оригинальных иучебных текстов. Адресуется магистрантам, соискателям и научным работникам,готовящимся к сдаче кандидатского минимума по английскому языку.

УДК 802.0(075.8)ББК 81.432.1

© Малышева О. Л., Мочалова Е. О., 2013 © Учреждение образования «Гродненский государственный университет имени Янки Купалы», 2013

ISBN 978-985-515-669-8

М20

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CHAPTER 1

THE HISTORY OF OUR UNIVERSITY

1. Study the text below. Make a list of the most important points for you inthe text. Speak about the stages of development of your university using thechosen points.

In accordance with Decree 209 of the Council of People’s Commissarsof the BSSR titled «Measures on organization of public education in Westernregions of Belarus» dated February 22, 1940 Grodno Teachers’ Institute wasset up. It trained teachers for incomplete secondary schools at 2 departments:the Belarusian language and literature, the Russian language and literatureand Physics and Mathematics. Classes at the institute began on March 7,1940. The institute didn’t function long: after the beginning of the Great Pa-triotic War the equipment was destroyed, the library stock of 15 000 bookswas burned, many teachers and students were at the front. After the liberationof Grodno in July, 1944 preparations for the opening of the Pedagogical In-stitute began.

In 1944 the Pedagogical Institute had three faculties – Physics and Mathe-matics, Literature, Foreign Languages. At the first two faculties correspondencecourses were immediately organized. In 1954 –1955 the Institute was reorganized.The Faculty of History was opened to train history teachers. In 1964 the Faculty ofBiology and Chemistry was founded. In 1969 doctoral studies were organized atthe Institute: the Belarusian language, mathematical analysis, differential and inte-gral equations, methods of teaching mathematics.

The State University of Grodno was founded in 1978 on the basis of theYanka Kupala Pedagogical Institute. The opening of the first university inWestern Belarus in the late 70-es reflected a high level of economic and cultur-al development of the Republic. The technological revolution raised the ques-tion of training the staff of the highest qualification for high-tech industry andteachers for regular schools able to organize training that met the new require-ments. At that time the University had 5 faculties: Mathematics, Physics, His-tory, Philology and Pedagogy and Methodology for Elementary Education.

In the academic year of 1978 –1979, the educational process at the uni-versity was carried out by 236 teachers, among them 3 doctors, including 1professor, 101 PhDs, including 60 associate professors and senior researchers.In 1978, at the Faculty of History the Department of Law was established, onthe basis of which in 1981 the Faculty of Law started. In 1984 the Faculty ofBiology and Chemistry started to work.

In the academic year of 1988 –1989 there were 2 250 full-time students,1 750 distance education students and 312 evening students at 7 faculties: Phi-lology, Mathematics, Physics, History, Biology, Law, Pedagogy and Method-ology of Elementary Education. The University trained students in 9 special-ties and 16 specializations.

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О. Л. Малышева, Е. О. Мочалова

For 10 years the State University of Grodno did not have the name ofYanka Kupala. And only in September 13, 1988 the University was again namedafter Yanka Kupala by the decision of the Council of Ministers of the BSSR. In1989 the Faculty of Physical Education was opened, which prepared teachersof physical education for secondary schools. The final step in the reformationof the University structure in 1980-es was the opening of the Department of thePolish language and literature in 1989 on the basis of the Faculty of Philology.In 1990, the Engineering Faculty was detached from the Faculty of Physics. In1991, the University had also the Faculty of the Belarusian philology and cul-ture. In 1994 a program that was intended to transform the pedagogical univer-sity into a multidisciplinary university – center of education, science and cul-ture of Western Belarus was introduced. Engineering and Physical facultieswere united into one faculty, the Faculty of Law and International Relations –into the Faculty of Law and Economics, from the Faculty of Philology a sepa-rate faculty was detached: the Faculty of Foreign Languages. Some facultieswere renamed: Biological Faculty became the Faculty of Biology and Ecology,the Faculty of History – became the Faculty of History and Culture, the Facultyof Pedagogy and Methodology of Elementary Education was then the Facultyof Psychology and Pedagogy. In 1997, the Faculty of Law and Economics wasreorganized into the Faculty of Law and the Faculty of Economics and Man-agement and the Faculty of Foreign Languages became a member of the Facul-ty of Philology.

Since 2001, the university has been including the Institute of Postgradu-ate Education, Technological College, Technical College of Lida. In 2005,Pedagogical College of Grodno, Pedagogical College of Lida, PedagogicalCollege of Volkovysk joined the University.

There are 17 625 students at the University as for 06.11.2012, amongthem there are 8 060 full-time students, 9 417 part-time and distance students.The total number of academic personnel – 905 people, among them: 50 Drs ofScience, 320 PhDs, 44 Professors and 269 Associate professors.

2. Answer the following questions.

1. Where is your University situated? 2. Is it far from the place you livein? 3. How long (much) does it take you to come to your University? 4. Howdo you get to your University? 5. What kind of building does your Universityoccupy? 6. When was the building of your University built? 7. Does your Uni-versity occupy one building or several? 8. Is the building of your Universitylarge? 9. Is it a new or an old building? 10. When was the University estab-lished? 11. What is the historical background of your University? 12. Was yourUniversity reconstructed or rebuilt? 13. Who is the head of the University? 14.Is the staff of your University large? 15. Is there a Scientific Council at yourUniversity? 16. Who is the scientific secretary? 17. Does your University holdany conferences, symposia or seminars? 18. Are there any distinguished scien-tists at your University? 19. After whom is the University named? 20. Are there

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Моя научная деятельность = My scientific research

any scientists of international reputation working at your University? 21. Whatwell-known scientists work at your University? 22. How many Universities arethere in Grodno?

3. Give a talk about your University.

1. The University of … 2. The University is named after … . 3. TheUniversity is situated in … street. 4. The University occupies a large (small,new, old) building (house), several buildings. 5. The University was estab-lished (founded, built) by … in … (date). 6. The University is headed (run) by… 7. The staff of the University consists of lecturers, researchers (researchworkers: senior research workers, junior research workers) and laboratory as-sistants. 8. The Scientific Council of the University consists of the chairman ofthe Scientific Council, the learned secretary and several members. 9. A scien-tist (researcher) may be characterized as prominent (well-known, famous, out-standing, hard-working, clever, diligent, industrious, etc.).

4. Study the text below. Answer the following questions. 1. What does theterm academic freedom mean? 2. How many universities are there in the UK? 3. Whatis the largest conventional university in the UK? 4. Is the number of university under-graduates increasing or decreasing? 5. Is research for higher degree popular amongpostgraduates?

Universities operate under Royal Charters or, in a few cases, by Act ofParliament, and have complete academic freedom: they decide which studentsto admit, what and how to teach, which degrees to award and on what condi-tions, and whom to appoint to their academic staffs. All universities, except theOpen University and the University of Buckingham, receive grants recom-mended by the University Grants Committee; so do the London Graduate Schoolof Business Studies and the Manchester Business School. The Open Universi-ty and three postgraduate institutions – the Royal College of Art, the BritishAcademy and the Cranfield Institute of Technology – receive grants from theDepartment of Education and Science. The independent University of Buck-ingham does not receive grants from public funds (but its students are eligiblefor mandatory grants).

There are 36 universities in England and Wales (including the Universityof Buckingham but excluding the Open University) and 8 in Scotland, comparedwith 17 in England and Wales and 5 in Scotland in 1939. There were 50,000 full-time university students in the 1938 –1939 academic year; the 2003–2004 totalfor Great Britain was around 292,000 and included postgraduates. Nearly half ofall the students attending university in 2003–2004 lived in colleges and halls ofresidence; just 36 per cent were in privately rented accommodation and the re-mainder lived at home. In that academic year there were about 30,000 full-timeuniversity teachers paid wholly from university funds.

The University of London is by far the largest conventional university(that is, universities other than the Open University); in 2003–2004 it had some

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40,500 full-time students. The universities of Wales’; Oxford, Cambridge, Leedsand Manchester each had over 10,000 full-time students in that academic year.A few others, among them some universities founded during the period of uni-versity expansion in the 1960s, had fewer than 3,000 students.

Most of the 244,200 or so university undergraduates in Great Britain in2003–2004 were taking courses of three years’ duration. In that academic yearsome 47 per cent of undergraduates were studying arts subjects; 43 per centscience and 10 per cent medicine. This compares with 48 per cent studying artssubjects, 42 per cent studying science and 10 per cent studying medicine in1978–1979 out of a total of 239,200 undergraduates. Of the 47,500 or so post-graduate students in Great Britain in 2003–2004 nearly half were doing re-search for higher degrees, usually doctorates, while most of the remainder weretaking a wide variety of courses for higher degrees, or one-year courses ofteacher training following a first degree.

5. Agree with statements below using some of the following introductoryphrases: Indeed, of course, it is really; It seems to me, You are quite right; I quiteagree with you, As far as I know, To my mind, As far as I can judge etc.

1. This University is very important. 2. The Institution is established spe-cifically to encourage investigation and discovery. 3. The scientists at the Insti-tution have no commitment except to carry on research. 4. At present Universi-ty’s interests are mainly in three broad fields. 5. There are 15 faculties at thisUniversity. 6. The most important work is carried on by the … . laboratory/department. 7. GRSU is a pioneering Institution in our region. 8. You carry ona very interesting research. 9. Your field of research is … 10. Our University isone of the oldest in this country. 11. The publication of scientific papers isnecessary. 12. Fundamental research should precede the applied one.

6. Respond to the statements using So am I, So do I, So is he / she etc.

1. Our research unit/laboratory/department started a new experiment lastweek. 2. Prof. Ivanov gave an interesting talk on … 3. He is going to completehis investigations next month. 4. The paper contains much important informa-tion. 5. Our team has accomplished its work. 6. We reported our data at theconference. 7. We carry on experimental research. 8. I am a philologist.

7. Answer the questions, using parenthetical phrases (As far as I know, To mymind, I think, It seems to me that, As far as I can judge, It is widely recognized that...).

1. When was your department (laboratory/department) established?2. When did your laboratory/department move in the new building of the Uni-versity? 3. What kind of research is encouraged at your University? 4. Whoencouraged your interests in …? 5. What work were you engaged in last year?6. What departments, research units are engaged in the same program? 7. Whoestablished the … the law / structure / model?

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8. Ask your friend.

Where the University is situated (district, street); how many laboratoriesare at your University; what kind of research his / her laboratory / departmentcarry on; who the head of his / her laboratory / department is; what Universityhe / she works at; when it was founded; what field of investigations he / she haschosen; who manages the department he / she works at; if he / she carries onindividual research (work); how many research teams they have at his / herlaboratory / department; what facilities are available at his/her laboratory /department; whether an applied research is encouraged at the University; wheth-er his/her supervisor encourage him/her to read a paper at the conference; whattheory his/her experiment is based on; what methods he / she applies in re-search; whether the research covers a wide range of subjects; what problems he /she is going to touch on in the thesis?

9. Translate into English.

1. Этот университет был основан в середине XX века. 2. Нашуниверситет занимает многоэтажное здание в центре города 3. Сейчас онявляется ведущим университетом в нашем регионе. 4. Исследовательскиеработы здесь проводятся в широком масштабе и затрагивают многиеобласти знаний. 5. Университет имеет большие возможности для научнойработы. 6. В университете много аспирантов, которые работают подруководством крупных специалистов. 7. Основными отделами институтав настоящее время являются отделы лексикографии и историографии.8. В настоящее время разрабатывается ряд новых исследовательских тем.9. Предполагается выделить из института клиническую лабораторию иразвить ее в самостоятельный институт. 10. Здание нашего институтарасположено недалеко от университета. 11. В настоящее время нашинститут занимает несколько зданий. 12. Наша лаборатория имеетсовременное оборудование для проведения исследований на высокомуровне. 13. Все сотрудники лаборатории участвуют в работе над новойпрограммой. 14. Где расположен институт, в котором вы работаете?15. Основателем нашей лаборатории был профессор С. 16. Лабораторияназвана его именем. 17. Основное направление в работе нашей лаборатории –изучение строения клетки. 18. Несколько лет тому назад наш корпус былрасширен, и к нему было пристроено двухэтажное здание.19. Лаборатория проводит одновременное изучение нескольких явлений.20. Недавно в этой лаборатории проводились опыты по изучению влиянияпогодных условий на работу мозга. 21. Кто руководит лабораторией 4?22. Штат нашей кафедры не очень большой. 23. Ежегодно сотрудникинашего университета публикуют большое количество работ в научныхжурналах. 24. Недавно было сделано два интересных сообщения наконференции. 25. В лаборатории проводятся важные исследования.26. Работа нашей группы связана с исследованиями, которые проводит

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лаборатория биохимии. 27. В прошлом году сотрудники кафедрыопубликовали ряд интересных статей.

10. Read the text to find the answers to the following questions. 1. What canyou tell us about research activity of your University? 2. What is your opinion of theresearch carried on at your University? 3. What do you think is the main purpose of thisresearch? 4. Is your University growing in size and numbers? 5. What kind of researchdoes the University do? 6. What kind of scientific problems does the University dealwith? 7. What does your research deal with? 8. What are you engaged in at present?

Yanka Kupala State University of Grodno is the largest research center of theGrodno region. There are highly skilled scientific personnel, qualified material andtechnical basis including modern equipment for scientific research. «To ensure thedevelopment and realization of scientific potential of the University in accordancewith the national economy requirements» is the strategic goal for the next fiveyears. And in the near future the University staff intends to do everything possibleto increase the level of and ensure demand for provided scientific and technicalproducts and services. In the future perspective the university will become an ac-credited scientific organization using scientific approach in all basic processes.

Aggregate income from research and innovation activities in 2010 amount-ed to 2 billion rubles. At the same time the main income came from the workperformed under government programmes and projects of the Ministry of Ed-ucation. Specific gravity reaches 37 % of the total volume of the other budgetincome. Earnings from applied researches make up a quarter of the total.92 scientific tasks fulfillment allowed providing the stated income: 35 tasks –within the government programmes, 29 – financed from Belarusian Founda-tion for Basic Research. 19 economic agreements were signed with enterprisesand organizations. In addition to the listed financed projects, 108 tasks wereperformed during the second half of the working day.

New projects are to ensure income growth in 2011 and in the nearest fu-ture. As at the date of 03.01.2011, 95 applications were submitted. 6 – for partic-ular projects of the Ministry of Education; 16 – Republican Foundation for Fun-damental Research; 73 – government programmes, 53 projects of which wereapproved of. The planned total income of the University research activity in-creased up to 3,8 billion rubles in 2011. Such a substantial growth will be possi-ble due to sharp increase in the number of the projects that won governmentprogrammes’ competitions, as well as due to the international project activitiesthanks to which it is planned to bring about 900 mln. rubles to the University.

The strategic goal of the University is to enter the top ten Universities ofthe Republic of Belarus in terms of revenues from research and innovationactivities, bringing the proportion of revenues from the implementation of ap-plied research projects up to 50 % by 2015. In 2010 263 scientific develop-ments were introduced into educational process. The number of manufacturingapplication results has almost doubled during the year – up to 130 innovations.The strategic aim in the sphere of patent and licensing work is providing the

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titles of protection for industrial property for at least 30 % of applied researchand development (R&D) completed by 2015. The number of manufacturingapplications is to increase and first of all the application of the innovationsfinanced at the expense of the state budget. In 2010 the University staff haspublished 2 658 works: 32 monographs, 115 textbooks and tutorials, 22 – clas-sified publications, 2 175 articles, 63 of which were published in reviewed in-ternational editions and 404 – in Belarus. One of the strategic tasks is to gainworldwide acceptance of the scientific researches which means first of all toincrease publishing activity of the University scientists in the journals with theimpact factor above the average.

11. Read the text to find the answers to the following questions. 1. What arethe facilities for research at your University? 2. Are there any new research units (teams)at your University and what are they working on? 3. How many laboratories does yourUniversity contain? 4. Have any new laboratories been formed at your University inrecent years?

The aim of the University is to become a regional center of innovativedevelopment, to create an integrated system of partnership with regional enter-prises and organizations in order to reveal and satisfy their needs in scientificand technical work, to create an innovative infrastructure: research centers;department branches at the enterprises; educational and scientific research cent-ers; accredited laboratories integrated into the real sector of regional economy.

An accredited research laboratory «Dynamics, durability and wearresistance» is the only laboratory in the Republic that is accredited to test forweariness and fracture resistance. The laboratory works actively as a part of theeconomic agreements with enterprises and organizations that are aimed at study-ing mechanical properties of materials. The accreditation area ofresearch laboratory «Biochemistry of biologically active substances» that is cre-ated on Grodno regional hospital basis is expanded. The new methods make itpossible to estimate product quality of dairy and meat industry, all-mashes, hon-ey and plant materials. An educational and scientific research center«Technolab» was created for designing laboratory and demonstration equipment.They provide a complex use of information technologies and a real experimentin performing laboratory practical works in physics, chemistry, biology and ecolo-gy. They were marked by numerous awards, including a bronze medal of the 9thMoscow International Salon of innovations. A resource center was created on thebasis of supercomputer SKIF K1000 the main aim of which is to provide high-performance computing in research activity and teaching process. It should benoted that the staff of the resource center has carried out the active design work.It enters into cooperation with: Incorporated institute of computer science prob-lems; RUE «Grodnoenergo»; JSC «Belcard». A self-supportingresearch laboratory «Physical and chemical research methods of environmentalobjects» was created in November, 2010. The laboratory does research of mi-croelement composition of human organism using the method of X-ray and fluo-

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rescent analysis. It also studies chemical content of soil on the requests of agro-industrial enterprises and organizations, ecological monitoring of foodstuffs traceelement content and other researches in demand. A research laboratory «Innova-tive technologies of public health service and sport» was opened in February,2011. The work of the laboratory is directed to introduce modern informationtechnologies, such as computer vision, augmented reality technologies, electronictraining aids in public health service and sports training.

12. Read the text. Say a few words about your research and its connectionwith the priorities of the University scientific research. Use words and phrasessuch as: a) conduct studies (research, investigation, experiment); apply one’s knowl-edge (a new method, technique, theory); choose one’s speciality (topic, field, method,technique); b) fundamental research (study, discovery, investigation, knowledge); ba-sic (main, chief) problem (aspect, method, contribution); pioneering area (work, re-search, investigation); scientific journal (meeting, lecture, publication).

According to the strategy of scientific research for the period until 2015the priority areas of scientific research are: 1. Energy supply, energy savings,energy efficiency, energy-efficient technologies. 2. Supra-molecular chemis-try, chemical synthesis of new substances and materials with a given structure,functional and physicochemical properties. New chemical products and tech-nologies. 3. Physicochemical principles of biology. Biotechnology, bioenergyand biofuel. 4. Therapeutic, diagnostic, preventive and rehabilitation technol-ogies, cell and molecular biological technologies in medicine, instruments andequipment for medical purposes. 5. Information and communication, aviationand space technologies and equipment. 6. Laser, optical, electrooptic, optoe-lectronic, micro-and radio-electronic technologies and systems. 7. Mechanicengineering. Systems of agricultural machinery. Monitoring and diagnostics inmechanic engineering. 8. New materials for industry, medicine and construc-tion, high technologies of their production. Metallurgical and foundry process-es. 9. Production, storage and processing of agricultural products. 10. Ecology,natural resources, resource saving, rational use of natural resources and pro-tection from emergency situations. 11. Socio-economic and mental-culturaldevelopment of the Republic of Belarus. 12. Interdisciplinary research. Ad-vanced inceptive technologies. 13. Scientific support of defense capabilitystrengthening.

13. Give a talk on your laboratory/department. Use the words and expres-sions given below. Make up a talk with your fellow-student about your (or his,her) laboratory/department (be accomplished; be headed; be performed; be underthe guidance; be under way; result from; need expansion; go forward; make possible).

Find out whether your fellow-student: has completed his/her experiment;has completed his/her paper; must complete his/her research by the end of theyear; has found a complete collection of … works; one’s research unit: hasadequate facilities to carry on research; has up-to-date (modern) facilities for

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studies; has any out-of-date facilities; must change (substitute) some facilities;has obtained some new facilities;. the two laboratories are allied in their inves-tigation; carry on research in allied fields of science; must ally experimentaland theoretical studies.

14. Agree or disagree with the following statements (You are quite right; It isreally; So it is; Of course, it is; I quite agree with you. That is wrong; You are wrong;I am afraid you are wrong; On the contrary; I can’t agree with you; You are mistaken).

1. There are no laboratories at your University. 2. To my mind, your Uni-versity has quite up-to-date facilities for research. 3. I hear the staff of yourUniversity is very small. 4. As far as I know, your research covers wide rangeof subjects. 5. Your team does not undertake any important research. 6. To myknowledge, a great number of research students are working for their higherdegree. 7. There are no research units working on traffic problems at yourUniversity. 8. Your laboratory / department is not growing in size and numbersat the moment, is it? 9. Research students are not supposed to take their exam-inations in languages. 10. In Belarusy many research institutions are housed innew buildings with many excellent laboratories.


1. Where is your laboratory / department situated (what floor)? 2. Is yourlaboratory / department large or small? 3. How many co-workers (collaborators)are there in your laboratory / department? 4. Who is the chief of your laboratory /department? 5. How many research workers are there in the laboratory / depart-ment? 6. Are there many laboratory /department assistants at your laboratory/department? 7. Is your laboratory / department subdivided into teams (researchunits)? 8. Are there senior and junior researchers at the laboratory / department?9. What kind of equipment do you have at your laboratory / department? 10. Arethere any big installations and what are they? 11. Are there any special cham-bers? 12. Where do you keep the equipment (apparatus, instruments) at yourlaboratory / department? 13. Is the equipment up-to-date (modern)? 14. Do thecollaborators know how to handle (to operate) the installations and apparatus?15. What kind of research does your laboratory / department carry on? 16. Whatdoes it experiment on (with)? 17. How long does one experiment usually last?18. How are the obtained results usually processed? 19. In what way do youcheck your experimental data? 20. What is the main orientation of the laboratory /department you work at? 21. What is the key problem your laboratory / depart-ment is solving at present? 22. Is the scope of the research wide? 23. How manylaboratories are there at your University? 24. Has your laboratory / departmentany facilities outside the University? 25. How many research students are thereat your laboratory / department? 26. What laboratory/department is closely con-nected with yours in its work? 27. How does the staff of your laboratory / depart-ment participate in the research program of the University? 28. How many sci-

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entific papers resulted from the research accomplished at your laboratory/de-partment? 29. Does your laboratory / department (research unit) carry on anyjoint research with some other laboratories? 30. Does the whole staff of thelaboratory / department participate in one research project? 31. Where do youpublish the results of your investigations?

16. Say a few words about your laboratory / department. Summarize youranswers in a short talk about your laboratory / department and your research.

Laboratory / department, team, research unit. Associates, collaborators,co-workers, the chief of …, the head of …; Academician, corresponding mem-ber, Doctor of Science (D. Sc.), Professor, junior researcher, senior researcher,laboratory assistant (lab. assistant, technician);equipment, apparatus, cham-ber, devices, installations, instruments. be founded; be started; be engaged in;be interested in; investigate problems; experiment; carry on experiments (re-search investigations); discuss the results (data); work under the guidance of;the basic orientation of the laboratory / department is …; the present facilitiescontain…; the staff of our laboratory / department participates in …; thereare several laboratories allied with (in) …; our team (research unit) worksunder …; the experiments are carried out (performed) …; the installation (thechamber) is designed for …; the laboratory / department is headed by Prof. …;a lot of different experiments are performed at the laboratory / department; wecarry out experiments in the field of ….

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CHAPTER 2

GRADUARE APPLICATION

1. Study the text below. Make a list of the most important points for you in thetext. Speak about the most important stages of application using the chosen points.

In many cases schools and their individual departments have set higheradmissions standards and / or limited the number of spaces available for newgraduate students. Therefore, we encourage applicants to master’s programs tosubmit completed applications as soon as possible, but no later than one monthprior to the start date of the term (Aug. 1, Dec. 1, or April 1). All doctoralapplications should be submitted by Feb. 1.

Important scholarship information. If you would like to be consideredfor university scholarships, applications must be received by Feb. 1. Someschools may have extended scholarship deadlines. Please contact the school towhich you are applying for further information.

Graduate application checklist. The following materials are required fromall degree-seeking students: Completed and Signed Application Form; State-ment of Purpose; Official Copies of Academic Transcripts; Three Letters ofRecommendation (schools and specific fields of study may require differentnumbers of recommendations); Standardized Test Scores (please allow six weeksfor official test scores to arrive at the university). Please ensure your schoolrequires test scores for admission. The university requires the Graduate RecordExam (GRE) for scholarship consideration and TOEFL.

Applying for admission. The application process requires thoughtful prep-aration. Before completing any forms, you must review the specific require-ments of the school and proposed field of study for which you are applying.

Requirements for admission. All applicants must hold an undergraduatedegree from an accredited institution of higher learning. Academic recordsshould indicate that the applicant is prepared to pursue advanced study andresearch in the field or fields in which he or she intends to specialize. Appli-cants who have received a bachelor’s degree from a nonaccredited institutionor who have completed an educational program equivalent to a bachelor’s de-gree may be admitted if their undergraduate scholastic records indicate superi-or ability in the field in which they intend to specialize.

Completed and Signed Application Form. Please type or print the appli-cation form. Please answer all required questions.

Statement of Purpose. Your statement must follow the length and contentrequirements of the school and program to which you are applying. Please seethe school page insert for further details.

Official Copies of Academic Transcripts. Official university/college tran-scripts bearing the official seal of the institution and the signature of the regis-trar are required for all previous postsecondary education. Request the regis-trar of EACH institution you attended to send copies of your transcript to the

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Office of Graduate Admissions. Transcripts should show the degree trained,courses completed toward the degree, the grade in each course, and the basisfor grading in effect at the institution. If a transcript is not written in English,a certified, translated copy must be submitted. Certified copies are accepta-ble but photocopies are not. Acceptance into university graduate programsfor applicants in their final year of undergraduate study is provisional untilthe receipt of their final transcript showing the conferral of their undergrad-uate degree. Provisional admission will affect a student’s eligibility for fed-eral aid.

Three Letters of Recommendation. Graduate schools require recommen-dation of academic qualification for graduate study. Check the individualschool requirements for the specific numbers and types of recommendationsrequired by your field of study. Recommendations should be returned withyour application or sent directly by the recommender to the Office of Gradu-ate Admissions. Forms and letters should be sent in a sealed envelope withthe recommender’s signature across the seal. Recommenders may use theirown letterhead, including their name both signed and printed, along with theapplicant’s full name.

Standardized Test Scores. Most graduate programs require scores fromstandardized tests. You must arrange to have the appropriate official score re-ports mailed to the Office of Graduate Admissions by the testing service. Pleaserefer to the school page insert to determine which scores are required or pre-ferred by your proposed field of study. Test scores more than five years old arenot accepted for admission review.

2. Define True / False statements.

1. Schools and their individual departments don’t have admission stand-ards and limited number of spaces available for new graduate students.

2. The application process requires preparation.3. Before completing any forms, you must review the specific require-

ments of the school and proposed field of study for which you are applying.4. All applicants must hold a postgraduate degree from an accredited

institution of higher learning.5. Official university / college transcripts bearing the official seal of the

institution and the signature of the registrar are required for all previous post-secondary education.

6. If a transcript is written in English, a certified, translated copy must besubmitted.

7. Graduate schools require no recommendation of academic qualifica-tion for graduate study.

3. Make a short talk between an applicant and a University official aboutthe application process to the University.

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Документы, предоставляемые лицами для получения высшегообразования второй ступени в приемные комиссии:

1) копии диплома о высшем образовании и приложения к нему, либокопия документа об образовании, подтверждающего получение гражданиномвысшего образования, эквивалентного I ступени высшего образования вРеспублике Беларусь, с указанием изученных дисциплин и полученных поним отметок (баллов) (заверяется приемной комиссией);

2) выписка из протокола заседания Совета факультета учреждениявысшего образования, содержащего рекомендации для обучения на II ступенивысшего образования (для поступающих в год завершения обучения наI ступени высшего образования);

3) выписка (копия) из трудовой книжки – для граждан, осущест-вляющих трудовую деятельность (в копии трудовой книжки должна бытьзаверена печатью и подписью инспектора по кадрам каждая страница, вконце необходимо оформить запись «Работает по настоящее время»);

4) 4 фотографии размером 3 4 см;5) медицинская справка для поступающих в вузы по форме, установ-

ленной Министерством здравоохранения (справка должна быть заверенаквадратным штампом поликлиники в левом верхнем углу, подписьюруководителя и круглой печатью поликлиники с обратной стороны);

6) список и копии опубликованных научных работ, описанийизобретений, отчеты о выполненных исследованиях и разработках (приих наличии), дипломы, подтверждающие победы на республиканских и(или) международных олимпиадах (при их наличии);

7) документ, удостоверяющий личность (предъявляется лично).

5. Read the text. Give your own tips strengthening а graduate application toacademic exchange programmes.

Strengthening Your Graduate Application.

by Carla Trujillo, Ph. D.The following is a list of suggestions that, if followed closely, will strength-

en your application in the competitive field of graduate admissions.1. Plan ahead. Research the colleges and universities where you would like

to attend, focusing on the best programs that are the right match pertinent to youracademic interests and personal needs. Find out if any of the faculty are doingresearch in an area that interests you. Go on-line or call the University for applica-tion and information materials. Double check the deadlines (most programs willnot accept late applications). Some schools have two deadlines; a fellowship dead-line, which is earlier, and a later general application deadline. Make sure you applybefore the first deadline if you wish to be considered for university fellowships.Ideally, you want to obtain the right match of the program, the university and

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faculty you wish to work with. In general, you should consider applying to atleast 3 schools you believe would be a good match with your future goals.

2. Letters of Recommendation. For graduate study, letters of recommenda-tion are extremely important. Letters from faculty are usually preferred by ad-mission committees since they believe only faculty can truly ascertain your intel-lectual and graduate student potential. You need three letters of recommenda-tion. Try to get all three from faculty with whom you’ve had an upper-divisionclass, or have done research with. Some graduate programs require related work /internship experience, and you will need one or two letters from these entities inaddition to one or two from faculty. Professors will invariably state your classgrade in the letter, so use caution when choosing your evaluators. Approach thefaculty member and ask her / him if they are able to write a positive letter ofrecommendation for you. If they hesitate, say they can only write a neutral letter,approach someone else. Provide the evaluators with additional material such ascopies of your transcript, resume, your statement of purpose, and personal state-ment (which should provide information about any pertinent personal history).This can strengthen the letter they write for you. Make sure to give them all theproper letter of recommendation forms, addresses, and deadlines. Ask them howthey’d like to proceed regarding sending out multiple letters. They may prefer anelectronic submission format provided by your University.

3. GRE. Note: The GRE changed its format starting August 1, 2011. Thetest required for entrance into graduate school is the general aptitude (Quanti-tative, Analytical, and Verbal) component of the GRE. The general GRE examis offered throughout the year on computer. It is strongly recommended thatyou take this test by October (at the latest) in order to get test scores to theadmission committee on time. The test may be taken more than once, but onlyevery 60 days. All scores will be reported to admission committees. Try not totake the test more than two times. It is recommended that you study for the testand take timed practice exams ahead of time. You can buy GRE study guidesand old exams at any bookstore. Your GRE score will improve if you take thepractice examinations in a timed format mimicking real testing conditions. Orderthe software / practice tests from ETS to better prepare for the computer ad-ministered test. Many students suggest taking the practice exam on the compu-ter first as it improves preparation for the actual test. Also consider taking aGRE Prep course. Don’t randomly guess answers. Make calculated guessesthat will narrow your choices. The Analytical portion of the GRE is in essayformat. You will be asked to write two essays on certain topics. Focus on ananalytical response, and try to back up what you’re arguing with logic andanalysis. You will need to be focused and succinct.

The Quantitative section of the GRE is considered of greatest importanceto admission committees in sciences and engineering. The math section is nowmore challenging than the previous GRE designed to reflect the skills of compet-itive graduate and business school programs. It is expected that scientists andengineers should do well on this section. For students in the humanities, the ver-

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bal section is very important. For students in the social sciences, public health,and education, all three sections are important. The GRE is 4.5 hours long, andthe grade scale for the Verbal and Quant. sections is 130 – 170 in 1 point incre-ments. The Analytical writing section grade scale is 0 – 6 in 5 increments. TheGRE subject test is required by some departments, such as Math, English, Biolo-gy, Physics, and Psychology. Make sure you check whether it’s required at thedepartment you’re applying to. The subject test is paper based and only offeredthree times per year. Those departments requiring the subject tests will weighthem far more heavily than the general exam. Don’t let the GRE intimidate you.Studying ahead of time will prepare you well and reduce anxiety. Most graduateprograms take the exam results seriously, though this is slowly changing.

4. Your College GPA.The college GPA is a crucial component of the ad-missions process. A satisfactory scholastic average, usually a minimum GPA of3.0 is required by most departments for admission, though typically, the cut-offfor many departments in top schools is higher. (Exceptions can possibly occurdepending on circumstances.) Many admission committees will consider up-ward trends in grades. However, the better your GPA, the better your chancesof getting admitted. Try to repeat courses with poor grades to improve yourGPA. Careful attention should be made to any courses taken at the undergrad-uate level which are pertinent to the area considered for graduate study. If youare admitted to a non-terminal Master’s program you may be able to continuetoward the Ph. D. pending you pass the preliminary examination and have atleast a 3.5 graduate GPA.

5. Research / Work Experience. During the academic year or summer, tryto gain research experience in an independent study with a professor or a sum-mer research program. This will give you an edge in the admission process,provide you with insight about your own future research interests, and augmentyour knowledge and research skills. Professors in all disciplines often regardstudents as highly motivated when they partake in research as undergraduates.Try to participate in more than one research experience.

6. Statement of Purpose. The statement of purpose is one of the mostimportant parts of the application process. It is from this essay that the admis-sion committee will discern the seriousness of your intentions, your experi-ence, and your motivation for graduate school. Think of the statement of pur-pose as a composition with three different parts. The first is a brief paragraphintroducing yourself, the program you want to study, and your research focus.The second part should be a summary of your college experiences. Brieflydescribe what brought about your interest in graduate study. Describe any re-search experiences, clarifying who you worked with, your responsibilities, re-sults, and if you published the findings or presented them at a conference. Beas specific as possible, as it is professors in your discipline who are readingthis statement. The third and most important part of the essay discusses whyyou want to go to graduate school, what you wish to study and ideally, one ortwo professors you’d like to work with. This should be a fully developed para-

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graph addressing an issue or topic that hasn’t been done before, or expandingan undergraduate research project. Professors seek students who have intellec-tual passion, scholarly potential, and serious intention about graduate study.Scholarly endeavors undertaken beyond degree requirements will be positive-ly noted by admissions and fellowships committees.

7. Personal Statement. Make sure you indicate any challenges, obstacles,work / family obligations you may have overcome. (We look at this as a sign ofperseverance.) Let us know if you’ve supported yourself through school, if you’rea first generation college student, took on a leadership position, tutored or men-tored underrepresented students, or took advantage of unique opportunities.

8. Financial Support. Make sure you apply for graduate admission by theuniversity’s fellowship deadline. This insures that you will be considered forvarious university fellowships. Make sure you apply for any other private, na-tional, or corporate based fellowships for which you may qualify.

9. Suggestions.If you need to submit a writing sample in your applica-tion, make sure it’s not only a great paper you’ve written, but one you’ve hadsomeone check for grammar, content, etc. If time permits, try to visit the cam-pus before you apply in order to allow some of the faculty at that institution anopportunity to get to know you while also enabling you to learn more aboutthat university. Once you are admitted, visit the campus if possible. Make sureto speak to current graduate students and ask them the positive aspects andchallenges of attending that particular university. Be on time; be organized,prepared, and thorough. No application to any university will be processedunless all materials are in. All application materials are usually available inSeptember. Following these guidelines will strengthen your application to anygraduate school you wish to attend. Good Luck!

6. Agree to the statements below using some of the following introductoryphrases: Indeed, of course, it is really; It seems to me; You are quite right; I quiteagree with you; As far as I know; To my mind; As far as I can judge etc.

1. For graduate study, letters of recommendation are extremely impor-tant. 2. Some graduate programs require related work/internship experience.3. The general GRE exam is offered throughout the year on computer. 4. Asatisfactory scholastic average, usually a minimum GPA of 3.0 is required bymost departments for admission. 5. Professors in all disciplines often regardstudents as highly motivated when they partake in research as undergraduates.6. The statement of purpose is one of the most important parts of the applica-tion process. 7. Professors seek students who have intellectual passion, schol-arly potential, and serious intention about graduate study. 8. All applicationmaterials are usually available in September.

7. Read the text to find the ways of receiving student’s grants in Britain.

Mandatory and discretionary grants. There are two main categories ofgrants (officially called awards) for full-time and sandwich courses of post-

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school education: mandatory where a LEA has a duty under law to give a grantto a student if he or she is eligible under national regulations; discretionarywhere a LEA determines its own policy and considers individual cases accord-ingly. Mandatory grants are given for the advanced courses mentioned belowonly. (These are generally started at 18). Discretionary grants may be paid bylocal authorities to students on other courses or to students who do not qualifyfor a mandatory grant for some other reason. Practices vary between areas, butsome help may be available to 16 – 18 year olds at college who come fromlow-income families (see below).

Eligibility for a mandatory grant. Any student admitted to one of the cate-gories of courses listed below may be eligible for a mandatory grant (they are allfull-time, except for some courses in category iv): courses leading to a first de-gree at a university, or a Council for National Academic Awards (CNAA) firstdegree at a polytechnic or some other further education establishment; coursesfor the Diploma of Higher Education; Higher National Diploma (HND) coursesrun by the Business & Technician Education Council (BTEC); initial teachertraining courses, including those leading to the Postgraduate Certificate in Edu-cation (PGCE), or the Art Teachers’ Certificate or Diploma; certificate or diplo-ma courses, lasting at least three years, provided by a university; other coursesspecifically prescribed as being comparable to first degree courses; certain de-gree level courses provided jointly by a UK and an overseas establishment.

Other factors affecting eligibility. The final decision on whether an appli-cant is eligible rests with the LEA concerned; the following are among thefactors (other than type of course) which affect eligibility: Applicants musthave been ordinarily resident in the UK, the Isle of Man or the Channel Islandsfor the three years immediately preceding the academic year in which the coursebegins (technically, this means before the first day of September, or January, orApril, depending on whether the course begins in the autumn, spring or sum-mer respectively). LEAs are not, however, obliged to make an award to a stu-dent who has been resident here wholly or mainly for the purpose of receivingfull-time education during any part of this period. Applicants who have previ-ously attended a course of advanced further education of more than two years’duration may not be eligible for a grant. A period of one term’s attendance, orless, is usually disregarded; but if the applicant has attended a course for anylonger period, or more than one course, this will probably rule him or her out.(This condition has been relaxed for courses leading to the Postgraduate Cer-tificate in Education (PGCE) or the Art Teachers’ Certificate or Diploma.)Written applications for grants have to reach the appropriate LEA before theend of the first term of the course. But this is the very latest time for makingapplication; applicants are advised to apply much earlier. A grant may still bepaid if an applicant fails to satisfy one or more of the above conditions, but itwould be at the discretion of the LEA. A mandatory grant is normally given fora course, of any length, not for a particular number of years. However, if stu-dents feel they chose their courses unwisely, they may, after consultation with

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the college and the LEA, be allowed to transfer their grants to other courses. Agrant normally covers tuition fees and maintenance.

Maintenance. Maintenance is normally paid each term through the col-lege or university office. It covers term-time and the Christmas and Easter va-cations, but not the long summer vacation. However, those with dependentscan claim allowances for the full calendar year. There are also allowances forspecial equipment and some other expenses. The grant may be reduced accord-ing to the parents’, spouse’s or the student’s own means. Students’ right tosupplementary benefit. A student who is unable to find a job, or support him-self or herself in some other way during the summer vacation, may claim sup-plementary benefit from the DHSS (Department of Health and Social Securi-ty). But, in the short vacations, students who are single and living in their par-ents’ home (or in another person’s home without contributing to the rent) arenot entitled to supplementary benefit, because their living expenses are reck-oned to be covered by their grant. In other circumstances – e. g. where studentsare living on their own – they may be entitled to claim benefit if they are unableto support themselves.

8. Suggest your British colleague to apply for graduate admission by theuniversity’s fellowship deadline; to consider various university fellowships; toapply for any other private, national, or corporate based fellowships for whichhe / she may qualify.


1. Именные стипендии – это своеобразная поддержка способныхстудентов, организованная различными организациями и фондами. 2. Ониназначаются дополнительно к академической и социальной за достиженияв обучении, в разных областях спорта, науки, техники, творчества.3. Именная стипендия Dr. Web назначается производителем антивирусныхпрограмм для студентов, добившихся определенных достижений в этойобласти. 4. Назначение происходит на основе конкурса для студентов,являющихся потенциальными сотрудниками компании. 5. Именнаястипендия Президента – это поощрение за выдающиеся успехи в учебе,научной работе. 6. Начиная с 4-го курса эта стипендия начисляется наодин семестр за отличные успехи студентов в учебе дополнительно какадемической. 7. Действие этой стипендиальной программы – более 10лет. 8. В ней участвуют студенты-отличники на основе конкурсного отбора.9. Недавно стипендиями Президента Республики Беларусь были отмечены78 из более чем 4 тысяч аспирантов, которые обучаются на дневной формев государственных научных учреждениях Беларуси. 10. Президентскойстипендией ежегодно отмечаются и 200 лучших студентов и курсантоввысших учебных заведений страны.

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CHAPTER 3

THE METHODS OF RESEARCH

1. Study the text below. Make a list of the most important points for you in thetext. Speak about the most important methods of research using the chosen points.

A method is a strategy for carrying out research in a systematic way —comparable to a blueprint used in building or a recipe in cooking. The fourmethods discussed here are all expressions of the logic of science. They differ,however, in the specific ways in which observations are made and in the kindsof questions they help us answer. No method is in an absolute sense better orworse than any other; each has characteristic strengths and weaknesses so thatany method is particularly suited for certain kinds of research.

The scientific method (or simply scientific method) is a body of tech-niques for investigating phenomena, acquiring new knowledge, or correctingand integrating previous knowledge. To be termed scientific, a method of in-quiry must be based on empirical and measurable evidence subject to specificprinciples of reasoning. The Oxford English Dictionary defines the scientificmethod as: «a method or procedure that has characterized natural science sincethe 17th century, consisting in systematic observation, measurement, and ex-periment, and the formulation, testing, and modification of hypotheses». Thechief characteristic which distinguishes the scientific method from other meth-ods of acquiring knowledge is that scientists seek to let reality speak for itself,supporting a theory when a theory’s predictions are confirmed and challenginga theory when its predictions prove false. Although procedures vary from onefield of inquiry to another, identifiable features distinguish scientific inquiryfrom other methods of obtaining knowledge. Scientific researchers proposehypotheses as explanations of phenomena, and design experimental studies totest these hypotheses via predictions which can be derived from them. Thesesteps must be repeatable, to guard against mistake or confusion in any particu-lar experimenter. Theories that encompass wider domains of inquiry may bindmany independently derived hypotheses together in a coherent, supportive struc-ture. Theories, in turn, may help form new hypotheses or place groups of hy-potheses into context.

Scientific inquiry is generally intended to be as objective as possible inorder to reduce biased interpretations of results. Another basic expectation isto document, archive and share all data and methodology so they are availablefor careful scrutiny by other scientists, giving them the opportunity to verifyresults by attempting to reproduce them. This practice, called full disclosure,also allows statistical measures of the reliability of these data to be established(when data is sampled or compared to chance).

Experiments. The logic of science is clearly expressed in the experiment –a method that seeks to specify a cause-and-effect relationship among variables.Experimental research, in other words, is explanatory in character, attempting

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to show what factors in the social world cause change to occur in other factors.Experiments are typically based on the text of a specific hypothesis – a theoret-ical statement of a relationship between independent and dependent variables.The goal of an experiment is to find out whether or not the hypothesis is sup-ported by empirical evidence. Thus an experiment involves three steps: 1) thedependent variable is measured; 2) the dependent variable is exposed to theeffects of the independent variable; 3) the dependent variable is measured againto see what (if any) change has taken place.

Survey Research. A survey is a method of contacting individuals in order toobtain responses to a series of items or questions; it is the most widely used of allresearch methods in sociology. Surveys are particularly useful when we are seek-ing answers to specific questions, especially when what we want to know cannotbe observed directly, such as the political preferences and religious beliefs ofindividuals, patterns of sexual attraction, or the private lives of married couples.Because surveys typically involve the number of different variables, they (likeexperiments) are appropriate for conducting explanatory research, in which weattempt to specify the relationship among several variables, seeking correlationsor even causal links among them. Surveys are also commonly used in descriptiveresearch, in which a sociologist attempts to describe some category of peoplewith regard to one or more variables of interest.

Questionnaires and Interviews. Selecting the subjects who will be con-tacted is only the first step in carrying out a survey. Also required is a specificway to ask questions and record answers. Two commonly used techniques arequestionnaires and interviews.

A questionnaire is a series of questions or items to which all subjects areasked to respond. In most cases, the respondent is provided with possible re-sponses to each item, so that the process of answering only involves selectingthe best response (the format is similar to multiple-choice examination ques-tions). Analyzing the results of the survey is easy because the possible respons-es have been limited by the researcher. A questionnaire that provides a set ofresponses to the subject has a closed-ended format.

In some cases, however, a researcher might want to let a subject respondin an entirely free way. In an open-ended format the subjects are able to ex-press their responses however they wish, which allows subtle shades of opin-ion to come through. Of course, the researcher later has to make sense out ofwhat can be a bewildering array of answers. How to present the questions tosubjects is a major decision for every study that uses a questionnaire. Mostoften, a questionnaire is mailed to respondents who are asked to complete theform and then return it to the researcher, usually also by mail. This technique iscalled a self-administered survey. When subjects respond to such question-naires, no researcher is present, of course; so the questionnaire must be pre-pared in an attractive way, with clear instructions and questions that are easy tounderstand. In self-administered surveys, it is especially important to pretestthe questionnaire with a small group of people before sending it to all subjects

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in the study. The small investment of time and money involved can help pre-vent the costly problem of finding out too late – that instructions or questionswere not clear to respondents. Researchers may also use the interview (some-times called an interview-survey), which is a questionnaire administered per-sonally to the subject by the researcher. Interviews are especially useful if theitems have an open-ended format because the researcher can ask follow-upquestions, both to probe a bit more deeply and to clarify the subject’s responses.The researcher must be careful not to influence a subject’s responses, however;sometimes even raising an eyebrow as someone begins to answer a questioncan be enough to change a response. The advantage of an interview is that asubject is more likely to complete a questionnaire and more than one attemptmay be necessary. Another is that if all subjects do not live in the same area, thecosts of conducting research in this way can become extremely high.


1. What is defined by a method? 2. What kind of method is an experi-ment? 3. What are experiments based on? 4. How would you define a hypoth-esis? 5. What is the goal of an experiment? 6. What steps does an experimentinvolve? 7. Where is it better to conduct an experiment? 8. In what way wouldyou characterize a survey? 9. What research may be conducted by means of asurvey? 10. What is a questionnaire? 11. What kinds of questionnaires maythere be? 12. What is the difference between these two types? 13. How may aquestionnaire be presented? 14. What is meant by a self-administered survey?15. What are the advantages and disadvantages of an interview?

3. Correct the sentences. Match the terms and their definitions.

As a research method you can choose one of the following or a combination:Surveys – this is used in exploratory type research. What types of exper-

iments necessary depends on the research topic. This is very time consumingand expensive type of research method.

Observation – this is used in empirical or exploratory type of research,usually used in business studies. You can use questionnaires or even interviewsome specific group of people to get your research result.

Experiments – data can be recorded in order to find empirical relation-ship between different parameters of your research. One disadvantage of thistype of research is that it is very time-consuming and expensive method.

Constructive research – this type of research may generate any novel idea inthe domain of knowledge. It is primarily done for the purpose of finding anythingnew in any subject arena and always tries to shed some light in the unknown do-main of knowledge. This kind of research also helps us to generate new disciplinein sciences and help us to identify problems of those particular research areas.

Empirical research – this is mainly done by many technological corpo-rates in order to find new / alternative solutions to any particular crisis or prob-

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lems. For example-renewable energy research or development of the capacityof optical fiber may fall into this category of research.

Exploratory research – this is very impressive observational type of re-search, where one observes or test on real-life data or analysis the pattern ofsome specific events in order to identify the nature or the class of trend thatspecific phenomenon maintains. Based on the test result, researchers try todraw lines in order to predict the result of that type of incidents with certainlevel of confidence.

4. Read the text below. Share your ideas about the philosophical problemsraised in the text.

Science is often distinguished from other domains of human culture byits progressive nature: in contrast to art, religion, philosophy, morality, andpolitics, there exist clear standards or normative criteria for identifying im-provements and advances in science. For example, the historian of scienceGeorge Sarton argued that «the acquisition and systematization of positiveknowledge are the only human activities which are truly cumulative and pro-gressive» and «progress has no definite and unquestionable meaning in otherfields than the field of science». However, the traditional cumulative view ofscientific knowledge was effectively challenged by many philosophers of sci-ence in the 1960s and the 1970s, and thereby the notion of progress was alsoquestioned in the field of science. Debates on the normative concept of progressare at the same time concerned with axiological questions about the aims andgoals of science. The task of philosophical analysis is to consider alternativeanswers to the question: What is meant by progress in science? This conceptu-al question can then be complemented by the methodological question: Howcan we recognize progressive developments in science? Relative to a defini-tion of progress and an account of its best indicators, one may then study thefactual question: to what extent, and in which respects, is science progressive?

5. Agree with the statements below using some of the following introductoryphrases: Indeed, of course, it is really; you are quite right; I quite agree with you etc.

1. An enormous range of scientific literature is published. 2. Scientific jour-nals communicate and document the results of research carried out in Universi-ties and various other research institutions, serving as an archival record of sci-ence. 3. The first scientific journals began publication in 1665. 4. Since that timethe total number of active periodicals has steadily increased. 5. By the end of thelast century, one estimate for the number of scientific and technical journals inpublication was 11,500. 6. Today this figure is left far behind. Most scientificjournals cover a single scientific field and publish the research within that field;the research is normally expressed in the form of a scientific paper. 7. Sciencehas become so pervasive in modern societies that it is generally considered nec-essary to communicate the achievements, news, and ambitions of scientists to awider populace. 8. Science books engage the interest of many more people.

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9. The science fiction genre, primarily fantastic in nature, engages the publicimagination and transmits the ideas, if not the methods, of science.

6. Read the text below. Define True/False statements. 1. The term «science» isapplied only to natural science. 2. The word «knowledge» is derived from the negation«no», meaning the path leading from ignorance to understanding the world. 3. Naturaland physical sciences deal with testable explanations and predictions. 4. Aristotle studiedthe body of a human being and gained a reliable knowledge in this sphere. 5. Therewas a time when «science» and «philosophy» meant the same. 6. The word «science»and the word combination «natural and physical science» are looked upon as synony-mous. 7. Pure mathematics is included into the notion «natural and physical science».8. Library science naturally belongs to humanities.

Science (from Latin scientia, meaning «knowledge») is an enterprise thatbuilds and organizes knowledge in the form of testable explanations and pre-dictions about the world. An older and closely related meaning still in use to-day is that of Aristotle for whom scientific knowledge was a body of reliableknowledge that can be logically and rationally explained. Since classical antiq-uity science as a type of knowledge was closely linked to philosophy. In theearly modern era the words «science» and «philosophy» were sometimes usedinterchangeably in the English language. By the 17th century, natural philoso-phy (which is today called «natural science») had begun to be considered sep-arately from «philosophy» in general, while, «science» continued to be used ina broad sense denoting reliable knowledge about a topic, in the same way it isstill used in modern terms such as library science. However, in modern use,«science» is still mainly treated as synonymous with «natural and physical sci-ence», and thus restricted to those branches of study that relate to the phenom-ena of the material universe and their laws, sometimes with implied exclusionof pure mathematics. This is now the dominant sense in ordinary use. The word«science» became increasingly associated with the disciplined study of phys-ics, chemistry, geology and biology. This sometimes left the study of humanthought and society in a linguistic limbo, which was resolved by classifyingthese areas of academic study as social science. In its turn the term «humani-ties» or «arts» refers to the subjects of study that are concerned with the waypeople think and behave, for example literature, language, history and philos-ophy (as it is understood nowadays).

7. Read the text below. Speak on the logics of research process.

Types of research. Research produces information to reduce uncertainty. Ithelps focus decision making. In a number of situations researchers know exactlywhat their business problems are and design studies to test specific hypotheses.The nature of the problem will determine whether the research is exploratory,descriptive, causal. Exploratory research is initial research conducted to clarifyand define the nature of a problem. Descriptive research is research designed todescribe characteristics of a population or a phenomenon. Causal research is

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research conducted to identify cause-and-effect relationship among variableswhen the research problem has already been narrowly defined.

Every Research needs lots of dedication from the researcher’s part-theamount of dedication mainly depends on the subject matter of the research.Before undertaking any research in any subject areas one must be sure aboutthe intended purpose of the research-this purpose determines what type of re-search one is going to undertake. Actually, research method is a procedure tohelp you find the required data to draw conclusion or make some predictableresults on similar types of experiments or incidents – no matter where or whenor what extent that particular incident is happening. In other words, researchmethod is a way of collecting inputs and finding the outputs, to conduct yourresearch successfully.

Research Process. Existing data research is done on the available data tofind any findings or patterns in the data. This is the most effortless, time-savingand less-expensive type of research, but to carry out this type of research re-searchers need to be extra careful in order to find the real findings out of theexisting data – a slight mistake can lead you to wrong direction – waste of time.So, the accuracy of this type of research mainly depends on the experience ofthe researchers, but it has the advantage of give you some important clue aboutany novel findings. Research can take many forms, but systematic inquiry is acommon thread. Systematic inquiry requires careful planning of an orderlyinvestigation. Research, like other forms of scientific inquiry, is a sequence ofhighly interrelated activities. The stages in the research process overlap con-tinuously, and it is somewhat of an oversimplification to state that every re-search project has exactly the same ordered sequence of activities. Neverthe-less, research often follows a general pattern. The stages are 1. Defining theproblem. 2. Planning a research design. 3. Planning a sample. 4. Collectingdata. 5. Analyzing the data. 6. Formulating the conclusion and preparing thereport. These six stages are portrayed as a cyclical, or circular-flow process,because conclusions from research studies usually generate new ideas and prob-lems that need to be further investigation.

8. Arrange in logical sequence the following steps in research.

1. Analytical framework. 2. Preparation of report and presentation of thefindings. 3. Defining the objectives of the study. 4. Problem identification &hypothesis formulation. 5. Giving operational definitions to some of the im-portant variables. 6. Identifying the variables / attributes / indicators. 7. Liter-ature review / Library search / Content analysis. 8. Development of data col-lection instruments. 9. Conducting field survey. 10. Processing of data.11. Identifying sources of data. 12. Choosing an appropriate sample design.

9. Explain the following notions.

The Island of Research / Parks of confuse / Hypothesis /Money pass /Population data run / Coding / Canyon of despair / Data analysis jungle / Wreck

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heap of discarded hypotheses / Where-am-I fog / Bay of leisure / No budgettrail / Plains of report writing / Rewrite trail / Data of editors.

10. Agree or disagree with the following statements (You are quite right; It isreally; So it is; Of course, it is; I quite agree with you. Or: That is wrong; You arewrong; I am afraid you are wrong; On the contrary; I can’t agree with you; You aremistaken).

1. Research is the management tool that companies use to reduce uncer-tainty. 2. Research, manager’s source of information about organization andenvironmental conditions, covers topics ranging from long range planning tothe most ephemeral tactical decisions. 3. Research has become increasinglyglobal. 4. Multinational companies must understand the particular nature offoreign markets and determine whether they require customized business strat-egies. 5. Science and technology frequently appears within titles of academicdisciplines (science and technology studies) and government offices.

11. Match the terms and their definitions.1) observation; 2) induction; 3) deduction; 4) analysis; 5) synthesis; 6) hypoth-

esis; 7) experiment; 8) theory; 9) discovery; 10) inquiry; 11) research; 12) technology.

a) a formal set of ideas that is intended to explain why smth happens orexists; b) the process of using information or finding the answer to the prob-lem; c) a method of discovering general rules and principles from particularfacts and examples; d) an idea or explanation of smth that is based on a fewknown facts but has not yet been proved to be true or correct; e) the act ofwatch smth carefully for a period of time, to learn smth; f) the detailed study orexamination of smth in order to understand more about it; g) the act of combin-ing separate ideas, beliefs, styles; a mixture or combination of them; h) a scien-tific test that is done in order to study what happens and to gain new knowl-edge; i) exploration; examination; finding out or ascertaining something previ-ously unknown or unrecognized; j) seeking for information by asking ques-tions; interrogation; a question or questioning; search for truth, information, orknowledge; examination into facts or principles; k) diligent inquiry or exami-nation in seeking facts or principles; laborious or continued search after truth;l) the study, development, and application of devices, machines, and techniquesfor manufacturing and productive processes.

12. Give English equivalents to the following sentences.

1. Hаблюдение – способ познания объективного мира, основанный нанепосредственном восприятии предметов и явлений без вмешательства впроцесс со стороны исследователя. 2. Cравнение – установление различияили сходства между объектами материального мира. 3. Эксперимент – метод,связанный с постановкой исследований, направленных на проверку теорий,выявления отдельных свойств объекта и закономерностей его измерения.

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4. Анализ – расчленение целостного предмета на составные части (стороны,признаки, свойства или отношения. с целью их всестороннего изучения.5. Синтез – соединение ранее выделенных частей предмета в единое целое.6. Обобщение – прием мышления, в результате которого устанавливаютсяобщие свойства и признаки объектов. 7. Моделирование – изучение объекта(оригинала) путем создания и исследования его копии. 8. Классификация –разделение всех изучаемых предметов на отдельные группы в соответствиис каким-либо важным признаком (по одному или нескольким. 9. Системныйанализ как бы состоит из четырех основных этапов. 10. Первый этап – этопостановка задачи (определяют объект, цели и задачи исследований.11. Второй этап – выделение границ изучаемой системы и определение ееструктуры (составных частей системы – элементов и взаимодействий междуними). 12. На третьем этапе составляется модель исследуемой системы наформальном языке. 13. Четвертый этап – анализ полученной модели.

13. Speak about the methods of your research work (comparative method ofinvestigation – сравнительный метод исследования; this method is to compare dif-ferent versions – метод состоит в сопоставлении разных вариантов; there areseveral methods of doing this – существует несколько способов сделать это; amethod that is attended by some risk – метод, связанный с некоторым риском;convenient method – подходящий метод; to approximate to a solution of the problem –подходить к решению задачи; to use ... approach(to) – подход; interdisciplinaryapproach – подход с точки зрения различных наук).

14. Study the text below. Speak on the following points using language bankfor different logical and communicative tasks.

1. Vocabulary prompts for ways of introducing reason because, since/as, inso-far as, seeing that, in order that, due to, on account of, result of, in consequence of, toplan, intend, aim, hope, ultimate aim, stated intention.

Formal sciences are disciplines concerned with formal systems, such aslogic, mathematics, statistics, theoretical computer science, information theo-ry, game theory, systems theory, decision theory, and portions of linguistics.Whereas natural sciences and other sciences like social sciences, behavioralsciences, and cognitive science seek soundness of scientific theory with re-spect to observations in order to successfully predict and perhaps accuratelyexplain phenomena in the external world, the formal sciences are concernedwith the internal properties of formal systems, especially definitions of termsand rules governing inferences. Formal sciences sometimes aid constructing,assessing, and testing scientific theories and scientific models, however, byrevealing inconsistencies or invalid forms of inference.

Formal sciences began before the formulation of scientific method, withthe most ancient mathematical texts dating back to 1800 BC (Babylonian mathe-matics), 1600 BC (Egyptian mathematics) and 1000 BC (Indian mathematics).From then on different cultures such as the Indian, Greek and Islamic mathe-

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maticians made major contributions to mathematics, while the Chinese andJapanese independently developed their own mathematical tradition.

Besides mathematics, which is not formally classed as a science, logic isanother example of one of oldest subjects in the field of the formal sciences. Asan explicit analysis of the methods of reasoning, logic received sustained devel-opment originally in three places: India from the 6th century BC, China in the 5thcentury BC, and Greece between the 4th century BC and the 1st century BC. Theformally sophisticated treatment of modern logic descends from the Greek tradi-tion, being informed from the transmission of Aristotelian logic, which was thenfurther developed by Islamic logicians. The Indian tradition also continued intothe early modern period. The native Chinese tradition did not survive beyondantiquity, though Indian logic was later adopted in medieval China.

As a number of other disciplines of formal science rely heavily on math-ematics, they did not exist until mathematics had developed into a relativelyadvanced level. Pierre de Fermat and Blaise Pascal (1654), and Christiaan Huy-gens (1657) started the earliest study of probability theory. In the early 1800s,Gauss and Laplace developed the mathematical theory of statistics, which alsoexplained the use of statistics in insurance and governmental accounting. Math-ematical statistics was recognized as a mathematical discipline in the early20th century.

In the mid-twentieth century, mathematics was broadened and enrichedby the rise of new mathematical sciences and engineering disciplines such asoperations research and systems engineering. These sciences benefited frombasic research in electrical engineering and then by the development of electri-cal computing, which also stimulated information theory, numerical analysis(scientific computing), and theoretical computer science. Theoretical compu-ter science also benefits from the discipline of mathematical logic, which in-cluded the theory of computation.

2. Vocabulary prompts for outlining advantages/benefits or problems I thinkthe greatest advantage / benefit / problem of... is ...; One of the most significant ad-vantages / problems of... is ...; One of the main advantages / problems of... is ...;Another / A second advantage / benefit lies in the ...; One of the most obvious benefits /problems of... is ... .

Physical science is the study of physics and chemistry of nature. Fromthe materialist and functionalist viewpoints it overlaps the life sciences whereecology studies the evidences of historical facts or evolution. Natural sciencesbridge the phenomena in the physical sciences to the phenomenon in the lifesciences. The following is presented as an overview and topical guide of thesephysical sciences.

The life sciences comprise the fields of science that involve the scientificstudy of living organisms, such as plants, animals, and human beings, as wellas related considerations like bioethics. While biology remains the centerpieceof the life sciences, technological advances in molecular biology and biotech-

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nology have led to a burgeoning of specializations and new, often interdiscipli-nary, fields.

3. Vocabulary prompts for ways of introducing result accordingly, as a result,consequently, for this reason, hence, in consequence, therefore, thus to shape, deter-mine, mould, dictate to entail, involve, necessitate to affect, have an effect, influenceto bring about, give rise to, set off, lead to.

Social science refers to the academic disciplines concerned with societyand human nature. «Social science» is commonly used as an umbrella term torefer to anthropology, archaeology, criminology, economics, education, lin-guistics, law, communication studies, history, political science, sociology, hu-man geography and psychology. Positivist social scientists use methods resem-bling those of the natural sciences as tools for understanding society, and sodefine science in its stricter modern sense. Interpretivist social scientists, bycontrast, may use social critique or symbolic interpretation rather than con-structing empirically falsifiable theories, and thus treat science in its broadersense. In modern academic practice, researchers are often eclectic, using mul-tiple methodologies (for instance, by combining the quantitative and qualita-tive techniques). The term social research has also acquired a degree of auton-omy as practitioners from various disciplines share in its aims and methods.

4. Vocabulary prompts for speaking about change to increase / decrease; to beon the rise; a constant / sharp rise / fall in...; to improve / deteriorate; improvement /deterioration; to grow / decline; to be a turning point; to reach the top / to get to thetop; to advocate change.

Applied science is a discipline that applies existing scientific knowledge todevelop more practical applications, such as technology or inventions. Withinnatural science, disciplines that are basic science, also called pure science, de-velop information to predict and perhaps explain – thus somehow understand –phenomena in the natural world. Applied science applies the basic science to-ward practical endeavors. Applied science is typically engineering, which devel-ops technology, although there might be feedback between basic science andapplied science: research and development (R&D). Medical sciences, for in-stance medical microbiology and its clinical virology, are applied sciences thatapply biology toward medical knowledge and inventions, but not necessary med-ical technology, whose development is more specifically biomedicine or bio-medical engineering. Applied science can also apply formal science, such asstatistics and probability theory, as in epidemiology. Genetic epidemiology is anapplied science applying both biological and statistical methods.

5. Vocabulary prompts for responding to opinions While it is true that...; It isalso a fact that...; Although it is true that...; We must remember that...; It could beargued that...; However, I would point out that...; Despite the arguments that...;I would stress that...; It may be true that... but all too often ... .

Interdisciplinarity involves the combining of two or more academic dis-ciplines into one activity (e. g. a research project). It is about creating some-

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thing new by crossing boundaries, and thinking across them. It is related to aninterdiscipline or an interdisciplinary field, which is an organizational unit thatcrosses traditional boundaries between academic disciplines or schools ofthought, as new needs and professions have emerged. Interdisciplinarity in-volves researchers, students, and teachers in the goals of connecting and inte-grating several academic schools of thought, professions, or technologies –along with their specific perspectives – in the pursuit of a common task. Theepidemiology of AIDS or global warming require understanding of diversedisciplines to solve neglected problems. Interdisciplinary may be applied wherethe subject is felt to have been neglected or even misrepresented in the tradi-tional disciplinary structure of research institutions, for example, women’s stud-ies or ethnic area studies. The adjective interdisciplinary is most often used ineducational circles when researchers from two or more disciplines pool theirapproaches and modify them so that they are better suited to the problem athand, including the case of the team-taught course where students are requiredto understand a given subject in terms of multiple traditional disciplines. Forexample, the subject of land use may appear differently when examined bydifferent disciplines, for instance, biology, chemistry, economics, geography,and politics.

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CHARTER 4

SCIENCE AND SCIENTISTS

1. Read the text below. Speak about prominent scientists of your university /your scientific supervisor.

Full Members (Academicians) of the National Academy of Sciences ofBelarus are elected prominent scientists – citizens of the Republic of Belarus,which made a great contribution to the development of science and enriched itby works of the paramount scientific importance. Academicians of NAS ofBelarus, including pensioners who have this title, shall be appointed a monthlyfee for the Academy’s scientific title, the amount of which is established bylegislation. Academicians are members of one of the Departments of the NASof Belarus in accordance with the scientific specialty for which they were elected,and can move from one Department of the Academy of Sciences to another oneon the basis of personal statements and the decision of the Presidium of NASof Belarus. Each Academician enjoys the right to vote at the General Meetingof NAS of Belarus and the General Meeting of the Department of the Academyof Sciences, on which he is enrolled.

Academicians of NAS of Belarus have the rights: cited as «Academi-cian» without indicating the belonging to the National Academy of Sciencesof Belarus; to provide them with the Academy of Sciences of the conditionsin one of its organizations needed to carry out research works, personallyconducted or organized by them, approved by Department of the Academy ofSciences, on which they are enrolled; to submit to the Chairman of the Pre-sidium of NAS of Belarus, the Presidium and the Bureau of the Presidium ofthe Academy of Sciences, or the Bureau of the Department of the Academyof Sciences, on which they are enrolled, the scientific and organizationalissues, as well as to refer through the Presidium of the Academy of Sciencesor the Bureau of the Department of the Academy of Sciences such type topicsto discuss at the General Meeting of NAS of Belarus or the General Meetingof the Department of the Academy of Sciences, and get answers to them; toparticipate in an advisory capacity in meetings of the Presidium and the Bu-reau of the Presidium of NAS of Belarus, the Bureau of the Department ofthe Academy of Sciences and in the General Meeting of the Academy ofSciences, on which they are not enrolled, to participate in meetings of theAcademy of Sciences bodies when topics proposed by them or their activi-ties are discussed; to participate in the all-Academy scientific and organiza-tional activities, to receive a copy of the annual report and other informationon the activities of the NAS of Belarus, its Departments, Branches, researchorganizations and other legal entities belonging to the Academy of Sciences,to read relevant official documents in the manner prescribed by Presidium ofthe Academy of Sciences; on the basis of personal statements, voluntarilyresigns membership in the Academy of Sciences.

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Academicians have to enrich science with new developments throughpersonally conducted research, to organize collaborative development of sci-entific problems and scientific management of this development, actively par-ticipate in innovative activities, creation, protection and integration into circu-lation of intellectual property, in performing the tasks assigned to the Academyof Sciences, and implementation of the main directions of its activities, active-ly contribute to the implementation and promotion of science, to provide train-ing and professional development of researchers and specialists, to developinternational scientific and technical cooperation. In addition, Academicianshave to abide by the Statute of the National Academy of Sciences of Belarus, tofulfill instructions of the Chairman of the Presidium of NAS of Belarus, thePresidium and the Bureau of the Presidium of the Academy of Sciences, andthe Bureau of the Department of the Academy of Sciences, on which they areenrolled, to participate in the General Meeting of NAS Belarus and GeneralMeetings of the relevant Departments of the Academy of Sciences and otherevents held by the decision of the Academy of Sciences authorities; annuallypresent to the Department of the Academy of Sciences, on which they are en-rolled, a written report on their scientific and organizational activities, to pro-mote production of scientific publications of the Academy of Sciences.

2. Study the text below. Make a list of the most important points for you inthe text. Speak about the most important aspects of research work organization inBelarus and the English – speaking countries using the chosen points.

Science is not licensed profession, and to be counted as a scientist oneneed not be a Doctor of Philosophy… But a scientist without a Ph. D. (or amedical degree) is like a lay brother in a Cistercian monastery. Generally hehas to labor in the fields while others sing in the choir. If he goes into academiclife, he can hope to become a professor only at the kind of college or universitywhere faculty members are given neither time nor facilities for research… Ayoung scientist with a bachelor’s or a master’s degree will probably have tospend his time working on problems, or pieces of problems, that are assignedto him by other people and that are of more practical than scientific interest.Wherever he works, the prospects are slight that he will be given much auton-omy and freedom. Having a Ph. D. or its equivalent – a medical degree pluspost-graduate training in research – has become in fact, if not in law, a require-ment for full citizenship in the American scientific community.

To be successful as a scientist, it is important not only to have a Ph. D.,but to have earned it at the right place. From the standpoint of rightness, Ameri-can universities may be divided into three groups. The first is made up of thoseinstitutions to which the term «leading» may appropriately be applied. Theyinclude Chicago, Cal Tech, the University of California at Berkeley, Columbia,Harvard, Illinois, M. I. T. (=Massachusetts Institute of Technology), Michigan,Princeton, Stanford, Wisconsin, Yale, and perhaps two or three others. Theseare the universities whose professors get the biggest research grants, publish

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most scientific papers, serve on the most important government committees,win most of the scientific prizes, and are most likely to be acknowledged asleaders in their fields … Ranking just below these twelve are universities likeMinnesota and Indiana and U. C. L. A. (University of California at Los Ange-los), where scientists and scholars of international renown are also to be found,but in such dense clusters as at Harvard or Berkeley … This is not to say thatfirst-rate scientists are to be found only at first-rate universities – or that are nosecond-rate people at Berkeley and M. I. T. But the brightest students, like thebrightest professors, tend to be found at the leading universities.

Although possession of a Ph. D. is supposed to signify that a scientist haslearned his trade as a researcher, it is now very common for young scientists tocontinue in a quasi-student status for a year or two after they get their doctor-ates … Older scientists as a rule are very happy to take on postdoctoral stu-dents. The postdoc, as he is sometimes called, is like an advanced graduatestudent in that he does research under the general direction of an older man.But he usually needs much less direction of an older man and he can thereforebe much more helpful to an experienced scientist who is eager to see his workpushed forward as rapidly as possible… Postdoctoral trainees can have thefurther advantage of serving a professor as a middleman in his dealing with hisgraduate students. For young scientists themselves, a year or two of postdoc-toral study and research has many attractions. For some it is a chance to makeup for what they didn’t learn in graduate school. For scientists whose graduatetraining has been good, the chief advantage of doing postdoctoral research isthat it gives them a couple of years in which they can put all their effort intoresearch. A postdoctoral fellowship can also be a relatively tranquil interludebetween the pressures and intellectual restrictions of life as a graduate student,and the competition and distractions of life as an assistant professor. Manyscientists go abroad, not because the training they get will necessarily be betterthan they would get in the United States, but because a postdoctoral fellowshipgives them a chance to travel – often for the first time in their lives.

3. Answer the following questions. Are you interested in biology? – Yes, I amgreatly interested in it. Do you take any interest in experimental physiology? – Yes, Itake great interest in it.

1. Did you study the phenomena involved in metabolism? 2. Do you make astudy of these processes? 3. Have you made any mention of our work? 4. DidPavlov’s work influence experimental physiology? 5. Do your results show agree-ment with the theory? 6. Did Darwin’s works contribute to the development ofnatural sciences? 7. Did Morgan make any contribution to our knowledge of he-redity? 8. Does your son take any interest in physics? 9. Has the speaker mentionedyour experiments? 10. Have you checked your data? 11. Does your hypothesisagree with the theory? 12. Are you interested in research? 13. What kind of re-search is your laboratory (team, department, University) engaged in? 14. Whatfield of science did P. L. Capitza work in? 15. What papers (monographs) has your

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supervisor published in recent years (months)? 16. What processes in the humanorganism (cells, nuclei) does your laboratory (research unit) study? 17. In whatfield of biology (physics, etc.) does your laboratory carry on research?

4. Respond to the statements as in the model. He learns English (French). Asfar as I know (I think) he learns English in addition to French.

1. Most of the University professors carry on research work (teaching).2. The laboratory staff is engaged in applied research (pure scientific one). 3. Prof.L. has published a monograph (several papers). 4. Important theoretical investiga-tions (experimental work) are carried on at the University. 5. Recently a new build-ing has been built for the University (two old ones). 6. At present the computercentre has several quite modern installations (several older computers).

5. Read the following statements aloud. Express gratitude. Use the patternsbelow: Thank you very much. Many thanks. Thanks a lot. Thank you ever so much.Thank you for the pleasure. That’s very kind of you. You are very obliging. I’m verygrateful to you.

1. It’s a fundamental and fascinating research. You can take part in it. 2. Weshall publish your research paper in the next issue of our journal. 3. Your reporthas made a great impression on the head of our department. He wants to offeryou a position of a senior research associate in one of our labs. 4. You mayconsult him on the research next Monday. 5. Your work is of great theoreticaland practical significance. We’ll give you additional funds to speed it up.

6. Make up questions to which the following phrases are the answers.

1. Scientific adviser: …? – Research student: Yes, I did. I tried hard tofind the necessary information in various journals. But I could find nothing.

2. Scientific adviser: …? – Research student: Yes, of course. I also lookedthrough English literature. But my knowledge of English still leaves much tobe desired.

3. Scientific adviser: …? – Research student: Of course I will! I’m goingto improve my English by attending the English language courses at the Uni-versity.

7. Read the following dialogue in parts. Make up your own dialogue is be-tween a research student and his scientific adviser.

Post-graduate: What is your opinion of my last article?Professor: There is a great deal in it that is new, and a great deal that is true …Post-graduate: Do you really mean …?Professor: … but it, unfortunately, happens that those portions which are

new are not true, and those which are true are not new.Post-graduate: I hear you said my new article was the worst I ever wrote.Professor: No, I didn’t. I said it was the worst article anybody ever wrote.

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8. Use the following situations to start a short talk:

1. Your scientific adviser has looked through your paper meant for theconference. He is making some critical remarks now. 2. You are upset aboutyour research findings. You can’t get any positive result. Your friend tries tocheer you up.

9. Read the following dialogue in parts. Make up your own dialogue on thesame subject at your University.

Q: What do you do after you receive your bachelor’s degree?A: With a bachelor’s degree you can apply to a graduate school and start

working towards a master’s degree. If you have a bachelor’s degree you canalso go to a professional school.

Q: What is professional school?A: Law and medical schools are considered professional schools. If you go

to a medical school it’s a four years program, basic program, and then you usual-ly have internship. You usually have to be on intern for a year. But it depends onyour speciality. If you’re going into surgery you may have another year. Well,anyway it can be a far longer program than four years. In the end you get a M. D.,Doctor of Medicine degree. Medical schools are run by the American MedicalAssociation, A. M. A. and law schools by the American Bar Association, A. B. A.It’s a three year program and you get a J. D., Juris Doctor degree.

Q: And if you go to a graduate school, how many years does it take to geta master’s and a doctorate?

A: I think it depends on the program and every program is different. Usu-ally a master’s is a couple of years and a doctorate is another two or threeyears. Usually Ph. D. and master’s programs are in the same place and yousimply continue. The master’s degree is not very important, it’s a step on theway to get a Ph. D. You simply stay on the same program and continue. But youcan change. You can get a master’s degree in one place and then change schoolsand get a Ph. D. degree in another one.

Q: What do you know about honorary degrees?A: I don’t know much about that. But I do know that my college gives honor-

ary degrees. For example at the graduation ceremony when I got my bachelor’sdegree they awarded some very accomplished elderly man a Doctor of Lettersdegree. It’s an honorary degree and it means the institution recognizes that person.

Q: What is the most important division at an American university?A: It’s a department. But you don’t belong to a department. You’re a

student and you have a major. Your major is in one department and usuallyyour advisor is also in that department. So the department requires certain cours-es. In order to major you have to do these certain courses. Perhaps a quarter ora half of your courses are in the direction of your major department.

Q: Could you name the positions which are occupied by the universityteachers?

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A: O.K. I’ll start with the bottom. A private institution can hire anyone.The lowest rank is instructor. Actually he teaches anything they need. For in-stance, you can have a native speaker who teaches some conversation courses.You hire that person and he may have no advanced degree whatsoever. I thinkthe assistant professor is the next highest. Usually when you hire an assistantprofessor that’s someone who is likely to be on a tenure track. That’s a lowerrank and it’s assumed you eventually would achieve a higher rank. They doanything, they do whatever the department decides. An assistant professor usu-ally has a master’s degree. Now when there are so few university jobs they areusually people who have almost a Ph. D. or already have a Ph. D., people whoare writing their dissertations or are close to a Ph. D. and it’s assumed they willfinish their Ph. D. They couldn’t move you up until you get your Ph. D. Youreally have to have it before you get an associate professor or full professor.

Q: What is a tenure position?A: Each department has some tenure positions which are lifetime posi-

tions. It’s an academic protection. You can’t fire that person. An associate profes-sor who after a number of years has done his Ph. D. is considered for tenure. Say,there are four tenure positions and someone is retired and if you’re consideredqualified enough you get tenure. It’s a very long and difficult process because thecollege or university is сommitting itself to you, to that person. And if you don’tget tenure, and you’re turned down, you usually quit and go to another university.

Q: It is important not only what position you have but also where you work?A: That’s right. Each organization, basically, runs its own show. A major

university has its own research organizations connected with the university. Ifyou’re associated with the university you may have an academic title or simplybe a part of the research organization, I think in a lot of areas you’re consideredimportant and accomplished if you’re a senior associate at a research institute.

10. Give an extensive answer to the following questions. Use the words inbrackets.

1. Is your laboratory only engaged in theoretical research? (experimentalwork; train postgraduate students; combine). 2. No, it’s not quite so. Our labo-ratory combines activities in theoretical research with experimental work. Be-sides it trains postgraduate students.

1. What did your friend do after he graduated from the University? (call;become a member of the staff; work in the field of …; combine research withteaching). 2. Why have you decided to take up biology (physics, chemistry,astronomy, physiology, botany, etc.) as your field? (while at school; join; givethe matter a thorough consideration). 3. How is your work progressing? (quitewell; succeed in …; base; work in collaboration with …; joint paper). 4. Isyour scientific adviser a prominent scientist? (yes, rather; hold honorary de-grees; make a contribution to …; do research into…; create). 5. Have you gotmuch work to do at present? (yes, rather; urgent; take postgraduate studies;

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combine one’s studies with research). 6. How did your co-worker learn Eng-lish? (by studying hard; join).

11. Agree with the statements of your friend (You are right; You are quite(absolutely) right; It is quite true that …; What you say is correct…; I agree entirelywith you…; N is definitely right when saying that …).

1. You work under Dr. Petrov, don’t you? 2. You have graduated from theGrodno State University, haven’t you? 3. You take part in the research carriedon in your department. Am I right? 4. You have published several researchpapers in scientific journals, haven’t you? 5. You collaborate with your col-leagues. Is it true? 6. You have obtained valuable information, haven’t you?


1. I work in close contact with the collaborators of our department. Andwhat about you? 2. My friend works in close contact with the scientists of theAcademy of Sciences. And what about your friend? 3. Our University works inclose contact with the Polotsk State University. And what about yours? 4. Myscientific adviser works in close contact with the scientists of Germany. Andwhat about your scientific adviser?

13. Make up dialogues on the following situations. If possible use the termi-nology of your own field of research. (To discuss one’s idea; How very interesting;Let us see what we can do about it; There are gaps in (пробелы) your knowledge; I’llfill up my gap of knowledge in the library; I want to know everything possible in thefield of my research; It is necessary to consider the facts).

1. Next Monday there’ll be an extra department meeting. Peter Smirnov hasfinished his doctoral thesis and we are going to discuss it. 2. The scientific adviserand his post-graduate are discussing the hypotheses young researcher has put for-ward. The post-graduate is very talented and the adviser is eager to support.

14. Ask and answer the following questions (– Do you want to take post-graduate courses? – Yes, I do. I want to take post-graduate courses at University).

1. Ask your colleague what the subject of his / her thesis is. 2. … if hepublished any articles. 3. … where and when he published them. 4. … if thereis much or little material published on the subject of his investigation. 5. … ifthe author of the article is a distinguished scientist in the field… . 6. … if he isengaged in making an experiment.

15. Work in pairs.

Find out whether your fellow-student often applies modern methods and tech-niques; knows how to apply the law of gravitation; is going to apply for a newposition; can apply a new theory in his experiments. 1. Do you apply the theory ofconductivity in your experiments? 2. Yes, I do. In fact I apply it rather often.

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Talking to your colleague find out whether: he (she) has fulfilled his (her)task; usually fulfills what has been planned. 1. Had your research programbeen fulfilled by the end of last month? 2. Yes, it had. I actually had fulfilled itby the beginning of the month.

Find out from your fellow-student whether: he (she) followed your advice;his (her) communication was followed by a discussion; he (she) can easily followEnglish speech; he (she) follows the same technique as you do; the lecture fol-lowed by the film was interesting. 1. Do you follow the procedure proposed byyour supervisor? 2. Yes, I do. I strictly follow it. It has proved to be very useful.

Talking to your fellow-student find out whether: he (she) has undertakena new research; any attempts have been undertaken to find a new approachbecause the old one was not Successful; the work he (she) undertook was asuccess. 1. Have you undertaken, any steps (efforts) to find the book you need?2. Yes, I have. And I have found it at last.

16. Give Russian equivalents to the following sentences.

1. The conference is sure to give a new stimulus to further investigationof the problem. 2. The Greek philosophers are considered to have contributedmuch to the development of science. 3. Aristotle is known to have exercised agreat influence on the principles of scientific thinking. 4. Psychology and eco-nomics prove to attract a great number of young researchers. 5. We think ourscientific supervisors to help us much in writing theses. 6. Science is likely todevelop new fields of research. 7. Every post-graduate student is expected towrite a number of scientific papers. 8. A scientific supervisor thinks a post-graduator’s work to be completed if it takes the form of a dissertation. 9. Latin-English dictionary explains the primary meaning of the word «science». 10. Asknowledge grew and the art of writing developed, people recorded their ideasthus giving birth to different branches of science. 11. Until the practice of med-icine became well established, sick people were treated by witch doctors.12. Each branch of science is constantly enriched by new ideas. 13. Since clas-sical antiquity people have looked upon science as the tool to make their lifebetter. 14. Nowadays cognitive science is much written and spoken about.


1. Он автор многих книг и статей. 2. Кто основатель современнойфизики? 3. Он директор нашего института. 4. Он специалист по этомувопросу. 5. Согласились (accept) ли вы с его точкой зрения? 6. Он не принялмоего предложения. 7. Признана (accept) ли эта теория? 8. Его заслугиобщепризнаны (recognize). 9. Чья теория теперь общепризнана? 10. ЗаконыНьютона общеизвестны. 11. Он провел тщательный анализ. 12. Онтщательно проанализировал результаты измерений. 13. Он выработалзаконченную теорию. 14. Когда вы закончите свою диссертацию (thesis)?

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15. Когда вы закончили университет? 16. Мои опыты далеко не (far from)закончены. 17. Проводите ли вы экспериментальные исследования?18. Проведенные мною опыты дали (provide with) мне необходимыеданные. 19. Я основываю свои рассуждения на заключениях, которые дает(provide) общая теория. 20. Я занимаюсь под руководством профессора Н.21. У него большой интерес к биологии. 22. Его интерес к физикепроявился, когда он учился в школе. 23. Они интересуются физикой.Физика очень интересный предмет. 24. Я заинтересовался его опытом.Он проводит очень интересные опыты. 25. Моего руководителя назначилидиректором нашего института. 26. Его назначение очень важно для нашегоинститута. 27. Он известен как хороший певец. 28. Он известен каккрупный специалист по (в области) общей химии. 29. Они знаменитысвоими работами по некоторым специальным вопросам теории жидкостей.

18. Make up a talk with your fellow-students

about the Head of a Laboratory be a well-known (distinguished, promi-nent, outstanding, famous) scientist; be known (distinguished, famous) for …;be engaged in (different activities); be appointed (elected, made) director(head, manager, professor) of …; hold the position of director (head, man-ager, professor); be at the head of (head, run, be in charge of) an University(laboratory, research team, etc.); hold seminars, give lectures (course oflectures) in physics (chemistry, biology, etc.); give a lecture (talk, communi-cation) on …; go on an expedition (tour, trip); contribute (make a contribu-tion) to …; do important (outstanding, excellent, etc.) research in (into, of) …;make a thorough (complete, detailed, accurate) study of …; advance (pro-pose, develop, put forward, suggest) an idea (hypothesis, approach, theory);work out an approach (method, explanation); search for (adopt, use, makeuse of) a new (another, better) approach (technique, method); be generallyrecognized; win general recognition; win (receive, be awarded) a prize(award) for …;

about your University laboratory, research department: be the oldest (theyoungest); one of the old; one of the new; the aim of the University (laboratory)is …; be headed; run by …; have good facilities for research; be well equippedwith …; undertake research work in …; work for higher degree; read for …;

about a Visit to a Research Laboratory: visit; stay for …; be shownaround; get acquainted with …; learn; be (get) interested in …; work in col-laboration with …; do joint research; exchange opinions on …; be of the same(a different) opinion on …; be impressed by …; enjoy;

about the problems studied at your laboratory: interest is concentratedon …; explain (provide explanation of …); analyze thoroughly; form a basisfor …; study the nature of …; provide evidence far …; be an important step inthe development of …; be responsible for ….

CHAPTER 5

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MY RESEARCH WORK

1. Study the text below. Make a list of the most important points for you inthe text. Speak about your research work using the chosen points.

My initial inspiration to perform scientific research in the field of computerscience came from my parents, whom I admire for their endless interest and suc-cessful efforts in their field of work. As a young child, I had visited their offices andsaw some of their work. Although at the time I didn’t completely understand theirjobs, I was amazed that the computer had the power to create such an impact onpeople’s lives. When I started my science research in high school I knew it wouldbe the perfect opportunity to experience first hand what I had witnessed as a child.However, I also had personal aspirations. As a long time art enthusiast and visuallearner, I wanted to find a field that combined my passion for art with my interestsin computers, research that would affect me personally. My science research teach-ers in high school have always encouraged me to pursue a field that I am interestedin. My mentor has also helped me to select and focus on a valuable research area.Ultimately, I found the field of Information Visualization, which deals with humancomputer interaction through visualized information.

My research consisted of the study of user preferences in the web searchprocess, popular search engines, existing visualization techniques, the design ofnovel visualizations based on the user preferences, and the verification of theeffectiveness of my new designs. To better characterize the user preferences andthe attractive features in the popular search engines, I conducted a series of usersurveys. Based on the survey results I quantitatively ranked the different userpreferences from and the effectives of each search engine feature through the useof statistics and charts. I also tried different approaches to compare the existingvisualization techniques and finally used a matrix comparison to depict the com-monalties and differences among these techniques. These statistical results steeredmy research in the right direction. This was the first time I found that the mathe-matics I learned in school was truly applicable in real research. In some cases, Ihad to learn more about specific statistical tests from other textbooks and refer-ences to better understand and correctly use them. After I came up the prelimi-nary design and final designs of the novel visualizations, which graphically cat-egorized the user preferred features, all subjects in the user study responded verywell to the new designs. To determine the significance of these results, I searchedand compared several possible statistical tests. I performed a matched pairsT-test, which compares the deviation in results between two groups under differ-ent conditions and decides whether this deviation in results is statistically signif-icant. These two groups contained the search engine effectiveness results, in termsof the average amount of time needed to complete the search tasks. The twodifferent conditions were my novel visualization designs versus the current Googlelayout. The results of T-test indicate that the novel visualization design is sta-tistically more effective than the Google layout. This was an essential com-

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ponent of my research because it strengthened the validity of my results,creating on overall more influential piece of work. After completing my re-search, I have realized that science and mathematics are truly the buildingblocks of knowledge and the foundation of our life. I have witnessed thepower of these two unique yet interrelated fields of study as continuing re-search gradually changes the world and our body of knowledge.

2. Speak on your research. Useful tips: research work topic – тема ис-следования; relevance of the topic – актуальность темы исследования; object ofresearch – объект исследования; subject of research – предмет исследования; aimsof research – цели исследования; research questions – задачи исследования; hy-potheses of research – гипотезы исследования; methods of investigation – методыисследования; original contribution – новизна; significance – значимость; imple-mentations – внедрения; conclusions – выводы.

3. Speak about the sphere of your scientific interests, the field which youmajor in and the title of your future thesis. Useful tips: analysis – анализ,исследование; critical analysis – критический анализ; advanced research –перспективные исследования; basic research – фундаментальные исследования;to be engaged in research – заниматься научно-исследовательской работой; thisresearches cover a wide field – исследования охватывают широкую область; afterthe study of the matter – после изучения этого вопроса …; humane studies –гуманитарные науки; history and allied studies – история и родственные ейпредметы; pilot study – предварительное, экспериментальное исследование; deskstudy – теоретическое исследование; thorough examination – тщательноеизучение; to carry on an investigation – проводить исследовательскую работу;the scientific method of inquiry – научный метод исследования.

1. My major interest is in the field of… . 2. My scientific research dealswith the problems of... which is in the field of... . 3. The title of my future thesisis... . 4. I work under the guidance of professor... . 5. My tutor is ... . 6. Theresearch I am doing now is a part of a bigger work… within the framework ofthe academic research conducted by professor... / a group of scientists... .7. This work is devoted to an important problem into which too few scientistshave researched until now… . 8. Earlier studies of this subject show that theproblem has not been yet properly explored. 9. I work in the field of ... .

4. Speak about the main aims of your research work and the tasks to fulfill.Useful tips: We began the work by collecting material – мы начали работу со сбораматериала; we have two problems before us – перед нами две задачи; data for study –материал исследования; laboratory data – данные лабораторных исследований;adequacy of data – достоверность данных; acceptance of a theory – согласие скакой-л. тeорией; application of a theory in actual practice – применение теории впрактической деятельности; to back up a theory with facts – подкрепить теориюфактами; to construct a theory – создать теорию; the results of the experimentcontradicted this theory / agreed with the theory – результаты опыта шли вразрезс этой теорией / согласовывались с теорией.

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1. My study deals with the problems of... / is devoted to the investigationof... . 2. It touches upon the problems of... . 3. The main purpose / goal / aim ofit is...to find out / to define / to characterize / explore / to investigate / to ana-lyse / to gain/... . 4. It is aimed at ... . 5. I set myself a task to / of... . 6. The tasksthat face us /that we are faced with / are as follows… . 7. Its objectives are thefollowing… 8. We must apply ... to finding a solution… .

5. Use the following tips for your presentation: 1. The topic of my talk is … .2. The subject can be looked at under the following headings… . 3. We can break thisarea down into the following fields… . 4. Firstly / first of all … . 5. Secondly / then /next … . 6. Thirdly / and then we come to … . 7. Finally / lastly / last of all … . 8. Let’sstart with / consider / focus on / / stress … . 9. I’ll emphasize / highlight / brief you on /talk about / inform you about / describe / mention / analyse / explain our position on … .10. Let’s move / go on to … / Now we come to … / That covers … / In fact … /Actually … 12. To sum up … / In brief … / In short … / In conclusion … / That coversall wanted to say / Thank you for your attention.

6. Read the text to find the answers to the following question.

What does your research deal with?What are you engaged in at present?Last year by the decision of the Scientific Council I took post-graduate courses

to increase my knowledge in structural linguistics. I passed entrance examinationsin English and the special subject. So now I am a first year post-graduate student ofGrodno State University. I’m attached to the Linguistics Department. In the courseof my post-graduate studies I am to pass candidate examinations in philosophy,English and computer studies. So I attend courses of English and philosophy. I’msure the knowledge of English will help me in my research. My research deals withlinguistics. The theme of the dissertation (thesis) is «…». I was interested in theproblem when a student so by now I have collected some valuable data for mythesis. I work in close contact with my research adviser (superviser). He graduatedfrom the Belarusian State University 25 years ago and got his doctoral degree at theage of 50. He is the youngest Doctor of Sciences at our faculty. He has publisheda great number of research papers in journals not only in this country but alsoabroad. He often takes part in the work of scientific conferences and symposia.When I encounter difficulties in my work I always consult my research adviser. Atpresent I am engaged in collecting the necessary data. I hope it will be a successand I will be through with my work on time.

7. Study the text below. Answer to the following questions: 1. What are you?2. What is your special subject? 3. What field of knowledge are you doing research in?4. Have you been working at the problem long? 5. Is your work of practical or theoret-ical importance? 6. Who do you collaborate with? 7. When do you consult your scien-tific adviser? 8. Have you completed the experimental part of your dissertation?9. How many scientific papers have you published? 10. Do you take part in the work ofscientific conferences? 11. Where and when are you going to get Master’s degree?

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I’m a computer programmer in one of Grodno firms. My special subjectis applied mathematics. I combine practical work with scientific research, soI’m a Master’s student. I’m doing research in website design which is nowwidely accepted in all fields of economy. This branch of knowledge has beenrapidly developing in the last decades. The obtained results have already foundwide application in various spheres.

I’m interested in that part programming of which includes its internal qualitycontrol. I have been working at the problem for two years. I got interested in itwhen a student. The theme of the dissertation is «Internal quality control of websitedesign». The subject of my thesis is the development of an effective internal qualitycontrol system for website services. I think this problem is very important nowa-days as a major portion of public attention is paid to websites. In making decisionsit is necessary for the interested parties to know whether the company may berelied on. Hence there should be a top quality website for insuring the fairness ofpresentation. My work is both of theoretical and practical importance. It is basedon the theory developed by my research adviser, professor Ivanov. He is head ofthe department at the University. I always consult him when I encounter difficultiesin my research. We often discuss the collected data. These data enable me to definemore precisely the theoretical model of the website internal quality system. I havenot completed the experimental part of my thesis yet, but I’m through with thetheoretical part. For the moment I have 4 scientific papers published. One of themwas published in the US journal. I take part in various scientific conferences whereI make reports on my subject and participate in scientific discussions and debates.I’m planning to finish writing the dissertation by the end of the next year. I hope toget a Master’s in mathematics.

8. Make up a short talk about your research.

The questions below may guide you in your talk. Work in pairs.1. Where did you receive education? 2. Did you join any scientific

(learned) society while at the University? 3. Where did you take your firsttraining in … ? 4. When did you graduate from the University? 5. What Uni-versity did you come to work at after graduation? 6. What activities are youengaged in at present? 7. In what field of science do you carry on research?8. What do you base your experiments (calculations, theoretical considera-tions) on (upon)? 9. Do you combine theoretical research with applied studies?10. How do you plan your experiments? 11. Do you work alone or in collabo-ration with your colleagues? 12. Can you tell us what the urgent needs of math-ematics, botany, astronomy, etc. are nowadays?

Use the words and expressions given below. 1. I work (began to work) atthe Institute (at (in) the Laboratory (of), at the office, at the Research Institute, inthe field (of), at a problem, subject, theme) … . 2. I work in a team (research unit),do independent research. 3. I do theoretical research (applied, experimental).4. I am concerned with (I deal with) a theme, a subject, investigations, method,technique. I carry on research (in, into), investigation (of), experiments (on) … .

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5. I use (employ, elaborate, work out) different (various) methods, techniques. Iexperiment on, make experiments, carry on experiments. 6. I obtain (collect) thedata, the results. I take readings. 7. I make (draw) conclusions (arrive at someconclusions) (come to some conclusions). 8. The problem I solve is important (ofimportance, interesting (of interest), essential). It is the key problem of … .

Useful tips: be born in … at (in) …; go to (attend) school; while at school;get interested in …; leave school take entrance examinations; read much (hard)for the examinations; be admitted to …; while in one’s first (second, etc.) year;join a students’ scientific (learned) society; do physics (biology, etc.); read apaper; attend lectures in (on) …; study under …; graduate from the University(University); begin (start) working at …; get an appointment as (position of) ateacher (engineer, junior research worker, laboratory assistant); join a labora-tory; read for one’s thesis; collect and arrange data (facts, observations); checkone’s results; do (carry on) experiments on (with) …; do theoretical work; doresearch in (into, of) …; make calculations (observations, measurements) of …;consult one’s come to the conclusion; agree; be through with the experimentalpart of …; succeed in obtaining reliable results (data); work jointly (do jointwork) with …; overcome difficulties; be particularly interested in …; take nointerest in …; be outside the scope of one’s work; centre on …; be concernedwith …; collect data; make observations; measure; calculate; investigate; ar-range new facts; read (give) a paper; joint paper; agree with …; work under …;the method (approach) proved fruitful.


1. Who are you? 2. Where did you study? 3. When did you graduate from theInstitute (University)? 4. How long were you studying at the Institute (University).5. Where do you work? 6. How long have you been working there? 7. What is yourfield (occupation)? 8. What laboratory do you work at? 9. In what field do youcarry on your investigation? 10. What is the subject of your thesis? 11. When didyou get interested in the problem? 12. Who encouraged your interest in the prob-lem? 13. Who advised you to take up this problem? 14. What is the aim of yourstudy (research)? 15. What kind of work is it: experimental or theoretical? 16. Howlong have you been working at the problem? 17. How many chapters (parts) do youplan to have in your thesis? 18. When are you going to read your thesis?

10. Translate the following.

1. Наша диссертация посвящена важным проблемам современногоязыкознания. 2. Она состоит из трех глав. 3. Первая глава является вводной.4. В этой главе мы обсуждаем теории, выдвинутые ведущими специалистамипо данному вопросу. 5. Во второй главе описываются результатыисследования, которое мы провели в прошлом году. 6. В этой главе мыупоминаем также и исследования, которые проводятся в других странах.7. Последняя глава посвящена вопросам, связанным с практическимприменением результатов нашего исследования. 8. Профессор Н. является

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крупнейшим специалистом по данному вопросу. 9. В прошлом году яприсутствовал на международном симпозиуме. 10. Он был проведен подпредседательством академика Н. 11. Научные собрания такого рода оченьважны. 12. Они обычно проводятся в крупных научно-исследовательскихцентрах. 13. Какими аспектами лингвистики вы интересуетесь? 14. Этотслучай интересует всех нас.

11. Make up sentences using the given words and word-combinations.

a) Example: I took post-graduate courses in applied mathematics. 1) ineconomics; 2) in international law; 3) informatics; 4) economics with mathe-matics; 5) business administration.

b) Example: I am to take the candidate examination in English. 1) inphilosophy; 2) in informatics.

c) Example: My scientific adviser received the State Prize. 1) got hisPh. D. degree in Kaliningrad; 2) made a considerable contribution into …;3) took part in various scientific conferences and symposia.

d) Example: I take part in annual conferences of our university. 1) ininternational symposia; 2) in making experiments; 3) in delivering lectures.

12. Inform your colleague.

a) what candidate examinations you have already passed;b) what the theme of your dissertation is;c) how many scientific papers you have published;d) if you are busy with making an experiment.

13. Disagree with the statements of your friend (I’m afraid you are wrong(mistaken); As a general rule you are quite right, but in this case I think…; What yousay seems to be general opinion, but…; I agree with you to a certain extent, but…; Alarge part of what you say is true, but…; I disagree with your assessment…). – Thisresearch student has already passed all his candidate examinations, hasn’t he? – I’mafraid you are mistaken. He has only passed his exam in philosophy.

1. His friend has finished the experimental part of his dissertation, hasn’the? 2. Your colleagues do not assist you in your research. Am I right? 3. Thearticle doesn’t contain any valuable information, does it? 4. He has taken partin many international scientific conferences, hasn’t he? 5. My colleague is ratheran experimentator than a theoretician, isn’t he? 6. He didn’t use any new methodin his research. Do you agree with me?

14. Agree or disagree with the following statements. – I know (that) Universi-ty trains post-graduate students. – Yes, you are right. Besides, our University doesresearch. – No, I see you are misinformed. Our University does not train postgraduatestudents. It trains only undergraduates.

1. I found that almost all collaborators of your department combine activ-ities in research with experimental work. 2. I believe you base your experiments

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on theoretical considerations. 3. A doctoral thesis (dissertation) is a serious effortand it must mark a considerable advance in a given sphere of knowledge. 4. Thisbranch of knowledge has been rapidly developing in the last two decades.5. Doctoral candidates are not supposed to pass their examination in a foreignlanguage. 6. I always discuss the obtained data with my research adviser.

15. Give an affirmative or negative answer to the following questions addingsome details. – Do you work in the field of molecular physics? – Yes, I do. – No, Idon’t. I work in the field of organic chemistry (biology, etc.).

1. Are there any unsolved problems in your field of science? 2. Are you goingto work in the laboratory of embriology? 3. Does your research unit investigate theprocesses occurring in cells? 4. Will you be engaged in a new program of your labo-ratory research? 5. Were similar investigations carried on in several research cen-tres? 6. Has any progress been made in science in the last fifty years in your field?

16. Give an extensive answer to the following questions. Make a report aboutyour research. The questions below may guide you in your talk.

1. Are you a postgraduate student? 2. When did you take your postgraduatecourse? 3. Have you passed all your examinations already? 4. When are yougoing to take your exam in English? 5. Who is your adviser (supervisor)? 6. Doyou work at your thesis? Have you started to work at your thesis? 7. What part ofyour dissertation have you already completed? 8. Is the experimental part of yourwork completed? 9. Have you any publications on the subject you study? 10. Whenare you supposed to read your thesis? 11. What science degree do you expect toget? 12. In what field do you do (carry on) your research? 13. Are you a theore-tician or an experimentalist? 14. What problems do you investigate? 15. Do youstudy a new area of mathematics? 16. Do you carry on research individually or ina team? 17. What is the object of your research? 18. What methods do you use inyour work? 19. Do you develop various methods? 20. What do you usually dowhen the experiment is over? 21. What do you do with the data you obtain?22. Is it difficult to analyze the results? 23. Can you claim that the problem youstudied is solved? 24. Have you ever had an opportunity to be present at a largescientific meeting? 25. Was it a national or an international congress (confer-ence, symposium)? 26. When and where was it held? 27. Did you or any of yourcolleagues present papers at this congress (conference, symposium)? 28. Wasyour paper a success? 29. Was it discussed in detail? 30. What is your generalimpression of this congress (conference, etc.)? 31. Are you going to read for yourexam? 32. Do you work on your thesis? 33. Is it important to read for the paperyou are going to present at the seminar? 34. Were you asked to participate in theforegoing discussion? 35. Do you generally have to read much for your lectures(classes, seminars)? 36. Was your previous research associated with experiment-ing? 37. Will you be engaged in the solution of any fundamental problem nextyear? 38. Is anyone of your fellow-researchers working for a higher degree atpresent? 39. Is your University growing in size and numbers?

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APPENDIXSAppendix 1

Talking about research: vocabulary tips

Английский язык Русский язык Тhe Theme

The theme of our research is devoted to …

Тема нашего исследования посвя-щена …

The topic of our research is… Тема нашего исследования

The problem of … is one of the most urgent.

Проблема … одна из самых важных.

The actual range of problems is much wider.

Реальный круг проблем гораздо шире.

The problem of … has not lost its topical significance.

Проблема не потеряла своей актуальности.

The problem became more acute, it took a new form.

Проблема стала более острой, она приобрела новую форму.

The problem requires a detailed study. Эта проблема требует детального изучения.

The study of … is of primary importance.

Изучение … имеет первостепенное значение.

Much has been said and written about …

Много было сказано и написано о …

Much has been done in the field of … but undoubtedly much remains to be done in it.

Много было сделано в области …, однако, несомненно, многое еще предстоит сделать.

Although a number of issues have been analyzed and discussed much remains to be done in the field of …

Несмотря на то, что ряд вопросов был проанализирован и обсужден, многое еще предстоит сделать в этой области …

The problem has not received all the attention it deserves.

Проблема не получила должного внимания.

It was this … which first attracted the notice of …

Именно это впервые привлекло внимание …

At present there is a growing interest in …

В настоящее время наблюдается повышенный интерес к …

The question still remains open. Вопрос еще остается открытым. Now the research focus has shifted towards …

Сейчас исследовательский интерес направлен на …

We possess a vague and general idea of …

Мы имеем нечеткое и общее представление о …

We know little (much) about … Мы мало (много) знаем о …

Relevance of the Topic (Motivation for the Study)

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Object of Research

We will make a thorough study of … Мы подвергнем тщательному изучению …

The following study is concerned with …

Настоящее исследование посвяще- но …

The study of … raises several interesting problems of a general nature.

Изучение … поднимает несколько интересных проблем общего характера.

It requires a detailed study of … Это требует детального изучения … It requires a direct study of … Это требует непосредственного

изучения … In the connection with the study of various phenomena it is necessary to …

В связи с изучением различных явлений необходимо …

Therefore, in studying … one must take into account …

Следовательно, при изучении … необходимо принять во внимание …

This is achieved by a comprehensive study of …

Это достигается путем всестороннего изучения …

We will deal with … Мы рассмотрим … We will examine the (relations between …)

Мы изучим (взаимосвязь … с …)

It would be instructive to examine in … detail … from the point of view of …

Было бы полезно детально изучить … с точки зрения …

We will explore … Мы исследуем … We are occupied with the problem of …

Мы занимаемся проблемой …

Subject of Research

The topic of our research is … Предметом нашего исследования является …

It is one of the key problems of … Это одна из основных проблем… The problem of … is very complex. Проблема … является очень сложной. The question is not free from difficulties…

Вопрос не лишен сложности.

The problem of … is in the focus of attention of …

Проблема … находится в центре внимания…

The problem arises (is / was raised) in connection with …

Эта проблема встает (ставится / ставилась) в связи с тем, что …

The problem of studying … demands special care in using methods and a methodological concept.

Проблема изучения … требует особого внимания к использованию методов и методологической концепции.

Here we need to consider the problem of …

Здесь нам необходимо рассмотреть проблему …

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Thus the core of the problem is … Таким образом, суть проблемы заклю-чается в …

We turn our attention to a new and more urgent problem.

Мы обращаем наше внимание на новую и более насущную проблему.

In this light we must face the problem …

С этой точки зрения мы должны рассмотреть проблему …

Though many aspects of this problem are debated, it is sure that …

Хотя многие аспекты проблемы остаются спорными, несомненно, что …

To bring further light on various aspects it is necessary to …

Для того, чтобы более глубоко осветить различные аспекты, необходимо …

I will touch upon a question of … Мы коснулись вопроса … The question is usually regarded as…

Вопрос обычно рассматривается как …

Not long ago the question was raised in …

Недавно вопрос был поднят в …

The question raises all sorts of problems.

Этот вопрос поднимает разнообразные проблемы.

Aims of Research

The (main) aim of the paper is … (Основная) цель данной работы заключается в …

To attain our aim we must consider … Для достижения цели мы должны рассмотреть …

One of the chief aims was to test hypothesis …

Одной из основных целей … являлась проверка гипотезы …

At present we do not set the aim of… В настоящее время мы не ставим цели …

In the framework of … the first objective to achieve is …

В рамках … основной целью явля-ется …

Our objective is the investigation of … Нашей целью является изучение … Our objective is to explain … Нашей задачей является объясне-

ние … The purpose of our work is to examine and investigate and consequently to determine more precisely …

Цель нашей работы состоит в том, чтобы изучить и исследовать и в результате более точно определить …

For this purpose we may examine an example from …

Для этой цели можно проанали-зировать пример из …

It is our purpose on this occasion to analyze some of the basic issues …

Нашей целью в данном случае является анализ основных вопро- сов …

It is the purpose of this investigation to explain the principles of this viewpoint …

Целью данного исследования является объяснение основных положений данной концепции …

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Hypotheses of Research

We are confined to immediate aims to …

Наши непосредственные цели заключаются в …

What we are aiming at is … То, к чему мы стремимся, заклюю-чается в …

Research Questions

It has been no part of our aim to make a comprehensive survey of …

В наши задачи не входило проведение глобального исследования …

We are fully aware of the nature of the objective …

Мы в полной мере понимаем специфику данной задачи …

Our task consists in … Наша задача состоит в том, чтобы … Our task is to show … Наша задача состоит в том, чтобы

показать … Our task is to study … В нашу задачу входит изучение … The main task is as follows … Основная задача заключается в сле-

дующем … For carrying out this task it is necessary …

Для осуществления этой задачи необходимо …

We are confronted with a complicated task.

Перед нами стоит сложная задача.

The primary task is to study … Первоочередной задачей является изучение …

The task requires considerable rethinking and revision …

Эта задача требует переосмысления и пересмотра …

The detailed (comprehensive, thorough, careful, profound) study of … is of great importance.

Детальное (всестороннее, тщательное, глубокое) изучение … имеет большое значение.

Nevertheless, it is important to ob-serve …

Тем не менее, важно изучить …

Comprehensive study of … is the key to solving our problems.

Всестороннее исследование … имеет особое значение для решения постав-ленных проблем.

Within the framework of the paper it is impossible to …

В рамках этой работы невозможно …

One of the first tasks was to verify and if possible to amplify knowledge of …

Одной из первостепенных задач яв-ляялась проверка и, по возможности расширение знаний о …

It is necessary to accept the hypot-hesis …

Необходимо принять гипотезу …

One may put forward a working hypothesis for explaining this phenomenon …

Можно выдвинуть рабочую гипотезу для объяснения этого явления …

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Methods of Research

To take all possibilities into account, we are compelled to rule out the hypothesis that …

Принимая во внимание все возможности, мы вынуждены выдвинуть гипотезу …

We are to form a working hypothesis about …

Мы должны сформулировать рабочую гипотезу о …

It may be assumed like a working hypothesis.

Это можно принять в качестве рабочей гипотезы.

For confirmation of the hypothesis we need but turn to a brief consideration of …

Для подтверждения гипотезы необходимо обратиться к краткому рассмотрению …

These data confirm our hypothesis. Эти данные подтверждают нашу гипотезу.

There are different approaches to the solution of the problem.

Существуют разные подходы к решению этой проблемы.

This approach is aimed at … Этот метод направлен на … The usual approach was followed in …

Традиционный метод использовался в …

The most promising approach is … Наиболее перспективный метод состоит в том, чтобы …

The approach used here is … Метод, используемый здесь, заключается в …

An important way of approaching the matter is …

Важный метод в разработке проблемы заключается в …

This is a reasonable and practical approach …

Это целесообразный и практический метод.

A modern approach to this problem of … is based on (consists in …)

Современный подход к проблеме … основан (состоит в …) …

At the present time this research approach rests on …

В настоящее время этот метод исследования основывается на …

Such an approach to … involves … Такой подход к … требует … The subjective approach to the study of … is …

Субъективный подход к изучению… заключается …

The main difference in the approaches is that …

Главное различие в подходах заключается в том, что …

The approach taken by … in … is quite similar to …

Метод исследования, принятый .., идентичен …

A different approach was taken by … Иной метод был использован … These approaches are different but … Эти подходы различны, но … The most common method for … is … Самый распространенный метод …

состоит в … The method of research depends on … Метод исследования зависит от …

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Original Contribution

A method of analogy will help to distinguish a few common features.

Сравнительный метод позволяет выделить общие черты …

Before we can begin to use this method of analysis we have to deal with …

Прежде чем мы начнем применять данный метод анализа, мы должны рассмотреть …

Our work is being carried out in the following directions …

Наша работа ведется в следующем направлении …

These are a number of trends in studying …

Существует ряд направлений в изучении …

The simplest way of solving this problem lies in …

Самый простой путь решения этой проблемы заключается в …

This is one of the ways … Это один из способов … The methods of analysis are … Методами анализа являются … The analysis of … is based on … Анализ … основывается на … With regard to the old analysis we can state …

Учитывая данные предыдущего анализа, можно утверждать, что …

It requires a thorough analysis. Это требует тщательного анализа. At this level of analysis everything is seen as …

На этом уровне анализа все рассматривается как …

To analyze with precision we must turn to …

Для того, чтобы провести точный анализ, мы должны обратиться к …

Before we proceed with our analysis of … it is essential to go over the problem on …

Прежде чем перейти к анализу … необходимо изучить проблему …

The conventional approach to this problem is based on …

Обычный подход к этой проблеме основан на …

Our approach is to study … Наш метод заключается в изучении …

It is the first attempt of the scientific approach to the problem of …

Это является первой попыткой использования научного подхода к проблеме …

The main features of our approach are …

Основными направлениями нашего подхода являются …

We have developed a new approach to the phenomena under consideration.

Мы разработали новый подход к рассматриваемым явлениям.

Our approach will make it possible to clear … up.

Наш подход позволит разобраться в …

The method of research provides a reasonably objective criterion …

Такой метод исследования обеспе-чивает нас достаточно объективным критерием …

It is in keeping with the methods adopted to solve the problems of …

Это непосредственно связано с методами, разработанными для реше-ния данной проблемы …

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Significance

Conclusions

The method is based on the idea that …

Данный метод основывается на том, что …

The method provides an answer to this problem …

Этот метод дает возможность найти ответ на вопрос …

The advantage of this method lies in the fact that …

Преимущество этого метода состоит в том, что ...

This method has thrown light upon … Данный метод пролил свет на … The application of the new method allows us to …

Применение нового метода позволяет нам …

This method can be applied to the study of …

Этот метод можно применить для изучения …

The question of great practical importance deals with …

Вопрос, имеющий большое практи-ческое значение, заключается в …

A special significance attaches to … Особое значение придается …

What is significant is … Значительным является то, что …

The problem raised by … assumed a place of first importance …

Проблема поднятая … приобрела первоочередное значение …

What is important is … Важным является то, что …

On the basis of the work made we have come to the following conclu-sion …

На основании проделанной работы мы пришли к следующему выводу …

These facts give rise to important conclusions …

Эти факты дают основание для важных выводов …

A survey of … led to the conclusion that …

Обзор … позволил сделать вывод, что …

We, thus, arrive at the following observation …

Таким образом, мы приходим к следующему выводу …

Finally mention should be made of … В заключении следует упомянуть о … It has been the result of … Это явилось результатом … The result of … is presented in … Результат … представлен в … We would like to sum up the main points we made above …

Мы бы хотели обобщить основные проблемы, о которых говорилось выше …

Summing up the results of our research we would like to say …

Подводя итоги нашему исследованию, мы хотели бы отметить …

It could be summarized in the following way…

Это можно обобщить следующим образом …

The analysis is summarized in … Анализ суммирован в …

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Appendix 2

Language bank for different logical and communicative tasks

We have made a brief survey of … Мы провели краткий обзор … An important result of … was … Важным результатом … явилось … The main result of … was … Основным результатом … явилось … The results of the work show that … Результаты работы показывают,

что … Through an accurate analysis it has been possible to show that …

Путем точного анализа удалось показать, что …

It is derived from the analysis of … that …

Из анализа … следует, что …

I have stated the problem very briefly in the light of the research of …

Мы кратко изложили проблему в свете исследований …

Vocabulary tips Vocabulary tips 1 2

Introducing a point First of all I’d like to point out ... Speaking of ... The main problem is ... The question of ... What we have to decide is ...

Referring to Cause and Effect The reason for it is ... This is the reason ... Due to ... In view of this ... Consequently ... This depends on ... That tells on ...

Generalizing or Specifying Broadly speaking ... Generally speaking ... To be more specific ... Specifically ... Especially ... To avoid generalizations. Surprising as it may seem ... It is hard (easy) to predict ... It is only natural ... There is no such thing as ... Hopefully ... Needless to say ... In all likelihood It’s (highly) unlikely that ...

Being evasive when you don’t know the answer Don’t ask me. I don’t know. I have no idea. I wish I knew. I’d need more information to answer your question. I’m afraid I can’t give you a defini-tive answer at present. I’m afraid I couldn’t say. Sorry to sound evasive, but there is no straightforward answer to that.

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1 2 Enumeration of points Above all Another example of this is ... Basically Besides Essentially, the problem is ... First of all, I’d like to say ... Firstly / secondly / finally Furthermore, ... In addition to that ... Let me begin by pointing out – and besides Moreover, ... To begin / start with / next / lastly To top it all What is more

Providing Illustrations or Explanations Take for instance ... For example ... To illustrate (this statement) ... In other words ... By way of illustration ...

Introducing a Universally Recognized Opinion It is a proven fact that ... It is common knowledge that ... It goes without saying that ... It is universally acknowledged that ... It is common practice to ... It is (especially) true about ... Needless to say ... We can not but admit that ... Of course ...

Sequencing Arguments in Time Before ... While After ... At the same time ... Sometimes ... Meanwhile ... Nowadays ... It is most often that ...

Stating something as a fact Everyone knows that ... It is a fact that ... It is generally accepted that ... Nobody will deny that ... There can be no doubt that …

Connecting Parts in Reasoning The first (thing) (to understand) is... The second thing is to... And only after that ... All the above (shows) leaves us with the conclusion ... It has been mentioned above that ... As we have mentioned above ... Bearing this in mind ... With this idea in mind ... The former ... The latter ...

Asking for an opinion What do you think about it? What is your opinion? What is your point of view?

Concluding Reasoning As we can see ... As we have seen ... All this proves ...

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1 2 What is your attitude to this problem? Would you like to say something about it?

After all Therefore it is clear that ... Consequently ... Thus we have proved (shown) ... By way of conclusion

Addressing the Reader or Audience (As) you know ... You may probably now ... You have probably heard ... You may not like it ... You might not be aware ... You might be surprised ... If you need (decide, etc.) …

Expressing pros and cons An argument for this would be / in favour of / against is ... On the one hand ..., on the other hand ... Some people think that .., others say that ... There are two sides to the question … While admitting that ... one should not forget that…

Expressing a point of view that is generally thought by people It is thought that ... It is considered ... It is generally accepted that ...

Comparing and Contrasting On the negative side ... Conversely ... By contrast (in contrast) ... On the one hand ... on the other hand ... The more ... the more (better, etc.) ... Same as ... It is one thing to ... but it is another thing to ...

Providing Expertise Research reports that ... The recent surveys found that ... There is evidence to indicate that ... There is a popular theory ... There is a belief shared by many that ... Experts will tell you that ... The approach (opinion) shared by many is ... (Western …) emphasize that ... (Many …) will confess that ... There is a lot of controversy and debate about... The forecast is ... According to ... In reference to ...

Adding up Another Argument or Idea Aside from ... Apart from ... Another thing (area) is ... Other things ... Besides ... Another (approach to ...) is ... The same is true ... Moreover ... And also ... Furthermore ...

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1 2 Adding information Also Besides I’d like to add that In addition to that What’s more

Making a suggestion How about …? I suggest … Let’s … We could … Why don’t we …? Wouldn’t it be a good idea to …? You could …

Giving reasons The reason for this is (that) ... I base my argument on ... I tell you all this because ... There is no reason why … because since as

Keeping to the point ... has nothing to do with my argument. Come to the point. It would be more to the point if ... That’s not relevant. That’s not the problem. What we are discussing is …

Summarising one’s arguments In conclusion … It follows from this that … So, … Therefore … To conclude … To sum up ...

Understanding I understand. I got it. I see what you mean. I see your point.

Explaining and clarifying I mean that … In other words, … What I am trying to say is that … What I wanted to say was that … You misunderstood. Let me explain.

Making suggestions and recommendations Any suggestions? I think we should … Do any of you have any suggestions? Have you thought of ... I’d like to hear your ideas on this. It might be a good idea to … What do you recommend / suggest? I see no alternative but to …

Asking to explain Could you explain it, please? Do you mean that … I’d like to know … I’m afraid I don’t understand. What are you trying to say? What do you mean by saying that … Why? Why not? Would you mind explaining it in detail?

Drawing conclusions and summing up In conclusion we can say that ... Just to give you the main points again, ... Last but not least ... Summing up, I’d like to say that ... The obvious conclusion is ... The only alternative (left) is ... The only possible solution/conclusion is ... To cut a long story short, …

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1 2 Asking to repeat Could you repeat what you just said? Can you repeat it, please? What did you say?

Interrupting the speaker I’m sorry for the interruption. Could I make a suggestion? Excuse me for interrupting you, but … If I could just make a point here. Sorry to interrupt, but I’d just like to say that …

Giving in gracefully I suppose you’re right somehow. I guess you are right. It’s just that I was thinking of. There’s something in what you say, I guess.

Apologising I am terribly / awfully / very / really sorry that … I sincerely apologise for (not) … I greatly / deeply regret … I do / must / would like to / wish to / sincerely apologise for … I hope you will excuse / forgive me for … Please, accept my apologies.

Expressing doubt I’m not(quite) sure if ... I’m not convinced that ... I wonder if you realise that ... I doubt that. Maybe, but I’m not sure. I’m not sure that I agree with your argument. I have to think about it. I have mixed feelings about it. There can be no doubt that … It is a fact that … Indeed / actually

Expressing disagreement Although Are you serious? / You must be joking. Basically, I understand what you mean, but I think your conclusions are wrong. Do you really think so? Even so Hardly However I cannot accept your view that … I cannot share this view. I can’t agree, I’m afraid. I can’t believe it. I don’t agree with you about ... I don’t think it will work. I must take issue with you on that. I shouldn’t / wouldn’t say so. I’m afraid not. I’m not so sure about that. I’m of a different opinion. I’m sorry to disagree with you, but… I’m sorry, but it’s not quite right. It can’t be true! Nevertheless / still

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1 2 Nothing of the kind

On the contrary… Sorry? / Beg your pardon? That’s not entirely / exactly true. That’s not how I see it. That’s not the same thing at all. To tell (you) the truth, I have a different opinion. Yes, but don’t you think… Yet You are mistaken. You’ve got it all wrong.

Expressing a personal opinion As far as I know As far as I’m concerned … As for me … As I see it ... Generally speaking, I think ... I am sure that … I believe that … I feel that ... I have the feeling / the impression that … I rather think that … I’d just like to say ... I’d like to point out that … I’d say that … I’d suggest that … If you ask me ... In my experience … In my opinion … In my view It seems to me that ... Personally, I believe / suppose/ feel (that) ... Personally, I think … Speaking for myself … The way I see it. This is a crazy idea, if you ask me. To be quite honest / frank ... To my mind ... Well, if you ask me ... What I mean is … You can take it from me that …

Expressing agreement I agree completely / entirely. I couldn’t agree more. I agree in some way. I agree in theory, but … I agree with you on this. I couldn’t agree with you more. I don’t think so either. I see your point. I suppose so. I think it depends It’s a good point. It’s great! / That’s great! / Great! It’s very good! / Very good! Looks like that. Maybe / perhaps (not). Most likely. Of course. / Certainly. / Sure. Right you are. That is a very good / important point. That seems reasonable. That’s exactly what I think. That’s just what I was thinking. That’s true. / That’s right. To a certain degree / extent you are right. Yes, definitively. Yes, to some extent Yes, up to a point … You took the words right out of my mouth.

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REFERENCES

1. Бибанова, И. Н. Learn to Speak Science: Интенсивный курсанглийского языка / И. Н. Бибанова, Л. А. Леонова, Е. Н. Сергеева. – М.:Наука, 1995. – 268 с.

2. Щавелёва, Е. Н. How To Make A Scientific Speech / Е. Н. Щавелёва. –М.: Кнорус, 2012. – 96 с.

3. Cox, K. English for Academic Purposes / K. Cox, D. Hill. – Longman:Pearson Longman, 2004. – 269 p.

4. Evans, Virginia. Upstream Upper Intermediate / Virginia Evans. –Express Publishing, 2003. – 186 с.

5. Krathwohl, David R. How to prepare a dissertation proposal / DavidR. Krathwohl, Nick L. Smith. – Syracuse: Syracuse Univ. Press, 2005. – 289 p.

6. McCarthy, M. Academic Vocabulary in Use / M. McCarthy, F. J. O’Dell. –Cambridge: Cambridge Univ. Press, 2008. – 176 p.

7. Nicholas, S. R. Your Undergraduate Dissertation. The Essential Guidefor Success / S. R. Nicholas. – Routledge: SAGE, 2010. – 194 p.

8. Shephard, Kerry. Presenting at Conferences, Seminars and Meetings /Kerry Shephard. – Routledge: SAGE, 2005. – 184 p.

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CONTENTS

Chapter 1. The History of Our University........................................................3

Chapter 2. Graduate Application......................................................................13

Chapter 3. The Methods of Research...............................................................21

Chapter 4. Science and Scientists.....................................................................32

Chapter 5. My Research Work............................................................................41

Appendixs.......................................................................................................48Appendix 1. Talking about research: vocabulary tips..........................48Appendix 2. Language bank for different logical andcommunicative tasks.............................................................................55

References .....................................................................................................61

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МАЛЫШЕВА Ольга ЛеонидовнаМОЧАЛОВА Елена Олеговна

МОЯ НАУЧНАЯ ДЕЯТЕЛЬНОСТЬMY SCIENTIFIC RESEARCH

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Ответственный за выпуск И. В. СиваковаКомпьютерная вёрстка: М. И. Верстак

Дизайн обложки: О. В. Канчуга

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МОЯ НАУЧНАЯ ДЕЯТЕЛЬНОСТЬ = MY SCIENTIFIC RESEARCH · Моя научная деятельность = My scientific research : пособие / О. Л. Малышева,