Download Master`s Degree Course Peoples` Friendship University of Russia

Master’s Degree Course
Peoples' Friendship University of Russia
PROGRAM FOR APPLICANTS
Specialization “COMMUNICATION THEORY AND INTERNATIONAL
PUBLIC RELATIONS”
Field 031100 “LINGUISTICS”
The Program is based on the State Educational Standard (SES) of 14.03.2000 endorsed
by Deputy Minister of Education of the Russian Federation V. D. Shadrikov.
State registration № 66 гум/маг.
GENERAL REQUIREMENTS
At the examination in the basic foreign language, an M.A, aspirant should
IN AUDING
1. At the stage of forecasting
• to be able to identify specific features in the headings of texts borrowed from a
professional sphere:
• to be able to forecast precisely and quickly separate words and word combinations in
professionally oriented texts offered for the test.
2. Following the audition:
of a text (shaped as a story)
• to be able to glean information from it, both new and familiar, and compile an
annotation of the auditioned text;
• to be able to compile a simple plan of the text (in the form of the headings of the
main parts of text)
• to be able to formulate the main idea of the text and compile a brief summary of this
text, and to reveal coincidences and disparities by comparing the text itself and the
brief summary;
• to be able to draw up a full retelling of the text, expanding the obtained information
by introducing additional data inferred from earlier studied or forecast contents.
IN READING
• to have command of exploring devices in reading, that is, to be able:
to identify the main elements in the text (the basic ideas, propositions, facts,
assertions,
-
•
and conclusions), the supplementary (arguments, explanations, and proof to support
the main points in the text), and the third-rate elements (certain details, comparisons
and descriptions); and, further, to use the elements identified in formulating questions
(drawing up a plan in the form of questions);
to correlate individual parts of the text establishing their logical interconnections,
that is, to set the facts and events in a chronological and logical order, with the
reading of the text ending in preparation of a resume;
to be able to interpret facts in the text from various standpoints, and to build up some
sort of statement on this basis, that is, to draw a conclusion, make a generalization,
foresee a continuation or possible culmination, etc.
IN SPEAKING
1. At a dialogue level, to be able to:
• request information on the problem concerned, putting questions and answering the
counterpart’s questions; to conduct a conversation keeping it up with stimulating
and responsive remarks, with the aim of information exchange;
• give the counterpart some description and obtain information or explanation from him
or her, asking questions and answering questions with due account for the criterion of
propriety in this kind of conversation;
2. At a monologue level, to be able to:
• form one’s own statements and information with the use of certain preset theses (starting
points, plans, logical constructs, enumeration of the statement’s points, etc.); to arrange
them in a certain logical sequence, putting forth arguments in support of and against the
thesis, drawing comparisons, and making combinations on the basis of chosen linguistic
means required.
IN WRITING
• to be able to make written answers to questions put in an oral (audio recorded) or written
form;
• to be able to compile a simple plan for one’s own written statements that require breaking
down the text into sense groups, with the key information identified and links established
between the main groups or parts;
• to be able to pass over in writing, after one or two presentations of the text (oral, in audio
recording or in writing), with its size gradually increasing;
• to be able to compile a report in writing on the basis of preset questions, with active use
of lexical and grammatical material.
IN TRANSLATION
• to be able to denote objects and phenomena of reality by various ways in one’s own
native language (the skill of rephrasing);
• to be able to single out key information in a text in Russian, fix it in a scheme (summary),
and then to convey it by other means of the Russian language (intra-linguistic
translation);
• to carry out a semantic and lexico-grammatical analysis of a Russian sentence in order to
establish syntactic divisions, and to identify the subject and predicate, and parts of
speech;
• to be able to pinpoint the main translation difficulties in the original (average complexity)
in translating from a foreign language into Russian and from Russian into a foreign
language;
• to be able to translate (orally and in writing), from a foreign language into Russian and
vice versa, information in the form of a text to a size designated by the present program;
•
•
•
to carry out the necessary transformation of the word order of the Russian sentence into
that in the foreign language, changing if necessary the functions of sentence parts;
to carry out transformation of mononuclear sentences into binuclear;
to be able to draw up a scheme of a Russian text (general contents, the main message and
details), and then, without any recourse to the original, with the scheme used as a memory
aid, to reproduce the initial text in a foreign language relying on one’s active vocabulary
and knowledge of grammar.
MAIN SECTIONS OF THE PROGRAM
ENGLISH LANGUAGE
PHONETICS
Sounds of the English language and the system to record them (phonetic transcription).
International phonetic alphabet. Reading transcription.
Comparison of English and Russian vowels and consonants.
Length of sounds. Syllabic division.
Four types of reading English vowels in stressed syllables. Vowels in unstressed
syllables. Reading vowels and consonants in certain combinations and in various positions.
Word stress. The main and secondary stress. The phrase and logical stress.
The rhythm and intonation of English speech. The main types of tone: 1) descending
scale, 2) ascending scale, 3) descending-ascending scale.
Intonation of declarative, interrogative and imperative sentences (simple and compound).
Emphatic intonation. Specifics of the intonation of the academic (scientific) style of
speech.
Vocal and written forms of speech. The difference between the sound and the letter.
Organs of speech. The difference of the phonetic structure of the English language from that of
Russian.
The notion of a sense group. Full and reduced forms of function words. Combinations of
ejective consonants. Syllabic consonants. The linking [r].
Various speech styles and their intonation features.
ORPHOGRAPHY
The English alphabet. Specific features of English graphics. Letters written and printed. Absence
of absolute correlation between letters and sounds.
GRAMMAR
A. Morphology
Noun.
Nouns: proper names and common names, concrete and abstract.
Numeric forms: singular and plural. The main ways of formation of the plural. Case
forms, their meanings and application with nouns: 1) denoting animate objects, 2) denoting
inanimate objects.
Article.
Article as a function word. Looking into the origin of the article. The definite and the
indefinite article. The use of the article with common names. The article with concrete nouns.
The use of articles with proper names – names of people, geographic sites, hotels, ships,
newspapers and magazines, parts of the world, days of the week, and months. The use of the
article with a noun identified by a proper name. Difficulties in the use of the article with: 1) the
words day, night, morning and evening; 2) the names of the year’s seasons; 3) the nouns school,
college, bed, prison and jail; 4) the noun town; 5) the names of meals; 6) the names of languages;
7) pronouns and numerals: few, a few, the few, little, a little, the little, two, the two, three, the
three, etc., a second, the second, another, the other, last, the last, next, the next, a number, and
the number.
Zero article. Absence of the article before the nouns denoting the names of sciences and
subjects of study.
Adjective.
The place of the adjective in the sentence order. Degrees of comparison of adjectives.
Intensives in the comparative and superlatives degrees. Substantivized adjectives.
Pronoun.
Pronouns: 1) personal (in two cases); 2) possessive (in two cases); 3) reflexive; 4) emphatic; 5)
reciprocal; 6) demonstrative; 7) interrogative; 8) relative; 9) attributive; 10) indefinite; 11)
negative.
The pronoun it.
Numeral.
Numerals: 1) cardinal; 2) ordinal. The use of numerals in a sentence.
Verb.
The main verb forms. Verbs: 1) regular, irregular; 2) full, auxiliary; 3) transitive,
intransitive. Categories of person and number (3rd person singular in the Present Indefinite
(Simple) Indicative; 1st person singular and plural in the Future Indefinite (Simple) Indicative;
the verb to be). Voice: 1) active, 2) passive. Mood: 1) imperative, 2) indicative, 3) subjunctive.
The system of tenses of the English verb in the indicative mood.
The use of tenses in the subjunctive mood. Replacement of future tense forms by present
tense forms in the time and conditional clauses. Sequence of tenses.
Modal verbs: can, may, shall, will, should, would, ought, need, dare. Equivalents of
modal verbs: to be + Infinitive, to have + Infinitive.
The use of modal words in statements referred to the given moment at present, in the past
or future.
Impersonal verb forms: 1) infinitive; tense and voice forms of the infinitive; 2) gerund;
the use of the gerund; tense and voice –
Present,
Past,
Future and
Future-in-the-Past –
forms of the gerund; the gerund and the infinitive; the gerund and the participle; the gerund and
modal verbs;
3) participle; tense and voice forms of the participle; Participle I, Participle II.
Adverb
The meaning and place of the adverb in a sentence. Degrees of comparison of the
adverbs.
Prepositions
The most used prepositions of place and time. Combination of the prepositions of, to, for,
by and with with nouns in order to express syntactic correlations. The place of the preposition in
an interrogative sentence. Prepositions and adverbs. Word combinations used as linkages.
B. Syntax
Simple sentence.
Types of simple sentence: 1) declarative, 2) interrogative, 3) imperative, 4) exclamatory;
their structure. Types of questions: 1) general, 2) alternative, 3) disjunctive, 4) special, 5)
indirect.
Parts of sentence: main – 1) subject, 2) predicate, agreement of the two; secondary – 1)
attributive, 2) adverbial modifier; 3) their place in the sentence.
Sentence word order. Inversion: 1) interrogative sentences, 2) sentences with the expression
there is, there are. Comparison of sentences with the introductory there and sentences with it as
the subject.
Compound sentence.
Compound and complex sentences. Types of linkages in compound sentences (asyndetic
subordination). Types of subordinate clauses. Sequence of tenses. Direct and indirect speech.
Punctuation.
Punctuation marks in a simple and compound sentence.
VOCABULARY
Within the studies of the main spheres of communication – everyday, socio-cultural and
socio-political – the English language program includes the study of the following lexical
themes.
1. Meeting people. Biography. Profession, occupation. Family (family members), relatives.
Friends.
2. A person: his or her appearance, features of character.
3. Objects around us, their description.
4. Quantity and quality. Time and space. Motion.
5. Home. Food, meals. Clothing, fashions.
6. Working day. Holiday, day-off. Leisure, hobbies, favorite pastime.
7. Work. Employment procedure, dismissal, promotion. Successes, achievements, setbacks,
mistakes.
8. College student life. Study group. Educational institution, room for classes, student
hostel, library, cafeteria. School day (year), vacations.
9. The year’s seasons. Weather, climate.
10. City, town. Transport. Stores, shopping. Consumer services.
11. Health service. Visiting the doctor.
12. Mail, post office, telephone. Traveling abroad: getting a visa, passing through the
customs, hotel accommodation.
13. Russia. Moscow – the capital of Russia. My native town (village, settlement).
14. Map of the world. Geographic names.
15. A historical and geographic survey of the country of the language studied – the United
Kingdom, U.S.A.
16. The British and Americans at home. What they think and say about themselves and their
neighbors.
17. People’s traditions, mentality, customs. Commemorative dates.
18. Conversational etiquette: making acquaintance, greeting, saying good-bye, invitation,
judgment – expressing one’s opinion, explaining the reasons and/or circumstances,
coming up with a proposal, having an intention, complaint, necessity, etc.
19. Education.
20. Religion.
21. The world of science, technology and culture.
22. Art: books, cinema, theater, museums, excursions.
23. Favorite writer (actor, musician, singer, painter, etc.), favorite book (film, computer
game, etc.).
24. Sports, tourism. Traveling, sightseeing.
25. Visits, contacts, business talks.
26. International cooperation: in politics, culture, science, education, space exploration.
27. Political institutions, elections.
28. Environmental problems.
29. Family. The woman’s status in society, the woman in public life.
30. Population, environmental and social problems of large cities.
31. Mass media, advertising.
32. Economy, business, finance.
Recommended literature
1. Березина О.А., Шпилюк И.М. English for University Students. Grammar Exercises.
СПб., 2001.
2. Дащенко Н.А. Varietes of English. Учебное пособие по английскому языку.
Оригинальные тексты и упражнения. (English Study Aid. Original Texts and
Exercises) М., 1999.
3. Казакова Т.А. Практические основы перевода. English - Russian. (Practical Principles
of Translation. English – Russian) СПб., 2001.
4. Корчажкина М.О. Мои любимые звуки. Фонетико-орфографический справочник
английского языка. (My Favorite Sounds. English Phonetics and Orthography
Guidebook) М., 1996.
5. Крылова И.П., Крылова Е.В. Практическая грамматика английского языка.
(Practical Grammar of the English Language) М., 2000.
6. Меркулова И.М., Филимонова О.И., Папанова Л.У. English for University Students.
Reading, Writing, Conversation. СПб., 2001.
7. Alexander L.G. For and Against. An Oral Practice Book For Advanced Students Of
English. Longman Group, UK Ltd, England, 1996.
8. Allsop J. Students’ English Grammar. Exercises with Answers. Phoenix Elt, GB, 1998.
9. Allsop J. Students’ English Grammar. Prentice Hall Europe, GB, 1998.
10. Bartel J.C. The Metropolitan Daily News. Understanding American Newspapers. Prentice
Hall Regents, Prentice-Hall, Inc, 1994.
11. Bradford B. Intonation in Context (Intonation practice for upper-intermediate and
advanced learners of English). Cambridge, 1998.
12. Cambridge International Dictionary of English. Cambridge University Press, 1996.
13. Collie J. & Slater S. Short Stories for Creative Language Classrooms. Cambridge
University Press, 1997.
14. Dean M. English Grammar Lessons (Upper-Intermediate) with Answers. An Interactive
Classroom Grammar. Oxford University Press, 1995.
15. English Pronouncing Dictionary by Daniel Jones, 15th edition. Edited by Peter Roach and
James Hartman, Cambridge University Press, 1997.
16. Fuchs M., Bonner M. Focus on Grammar. A High-Intermediate Course for Reference and
Practice. Longman Group, UK Ltd, 2000.
17. Fuchs M., Bonner M., Westheimer M. Focus on Grammar. An Intermediate Course for
Reference and Practice. Longman Group, UK Ltd, 2000.
18. Gimson C. An Introduction to the Pronunciation of English. London, 1981.
19. Harrison M. Word Perfect. Vocabulary for Fluency. Addison Wesley Longman Ltd, 1996.
20. Hartly B. & Viney P. Streamline English. Directions. An Intensive English Course for
Upper-Intermediate Students. Oxford University Press, 1997. (+ Workbooks A&B)
21. Hunt M. Ideas and Issues (Advanced). M., 2000.
22. Maurer J. Focus on Grammar. An Advanced Course for Reference and Practice.
Longman Group, UK Ltd, 2000.
McCarthy M. & O’Dell F. English Vocabulary in Use (Upper-Intermediate). 100 Units of
Vocabulary Reference and Practice. Self-Study and Classroom Use. Cambridge
University Press, 1994.
24. Meinhof U. & Bergman M. ITN World News. Activity Book Oxford English Video.
Oxford Univetsity Press, 1993.
25. O’Connor J. D. Better English Pronunciation. Cambridge, 1997.
26. O’Connor J. D., Fletcher C. Sounds English. А Pronunciation Practice Book. Longman,
1999.
27. Ponsonby M. How Now, Brown Cow? А Course in the Pronunciation of English.
Prentice Hall Europe ELT, Great Britain, 1999.
28. Redman S. English Vocabulary in Use (Pre-Intermediate & Intermediate). 100 Units of
Vocabulary Reference and Practice. Self-Study and Classroom Use. Cambridge
University Press, 1997.
29. Side R., Wellman G. Grammar and Vocabulary for Cambridge Advanced and
Proficiency. Longman Group UK Ltd, 1999.
30. Vince M. First Certificate Language Practice. Macmillan Heinemann (English Language
Teaching). 1998.
31. Walker D.J. Exploring Newspapers. Published by Macmillan Publishes Ltd. London and
Basingstone, 1993.
23.
Questions for preparation for entrance examinations to the M.A. course of the
Foreign Languages Institute at the Peoples’ Friendship University of Russia, the
specialization “Communication Theory and International Public Relations” in the field of
“Linguistics”
1. Grammar. The term “grammar”. Sections of grammar. The most problematic aspects of
grammar. Grammar as related to other branches of linguistics – lexicology and stylistics.
2. The subject of theoretical grammar. Human nature of the language. Grammar as a
structure reflecting specific features of people’s mental activity. Grammar as a system.
Implicit meanings of grammatical forms. The role of communicators (speaking and
listening) in speech activities. The subjective element in the language.
3. Comparative typology of the English and Russian languages. Classification of languages.
Similarities and differences of languages. An analysis of differences (new information) as
a guarantee of success in learning a foreign language. Typical grammar mistakes as a
result of ignoring the differences.
4. The latest trends in the interpretations and methodology in explaining and fixing the
grammatical material. The joint, teacher cum students, grammar exploration. The role of
form in decoding a statement – from form to meaning.
5. The significance of the grammatical form. Comparison of the grammatical and the lexical
forms. Elements of the grammatical form’s meaning.
6. Grammar categories. Categories of the noun: gender, number, case; definite – indefinite –
general. Categories of the verb: transitive-intransitive, predicative, modality, mood, type,
tense. Problems and a new approach to the tense category. Perfection.
7. Simple sentence. Looking at syntactic functions of various words in a sentence. Word
order in the English affirmative sentence. The subject group. The predicate group.
Methods to identify the predicative in a sentence. English negative sentence. English
interrogative sentence. Types of interrogative sentences.
8. Inversion. Inversion of the main parts of the sentence: inversion of the subject, verb
inversion. Inversion of secondary parts of the sentence: inversion of the object, inversion
of the adverbial modifier.
9. The noun: general features and types of nouns. The category of the number. Possessive
construction. Qualifiers of nouns.
10. The article. General information and the purpose of the articles. The system of three
articles: definite, indefinite, zero. Specifics of the use of articles with concrete and
abstract nouns, and with proper names. The article and word combinations with articles.
11. The verb. General features. Types of verbs. Classification of verbs: by methods of form
construction, by their meaning and role in the sentence, by their ability to express the
transitive action towards the object, and by their lexical meaning. Methods to construct
tense forms and forms of mood, voice and perfective/imperfective aspect: synthetic and
analytical.
12. The aspect and tense system of the English verb in traditional and innovative grammar:
the history of formation, the problem of “the time-line perspective and the speaker’s
perception perspective”, the number of aspect and tense forms (“verb conjunction”) in the
course of historical development, the problem of connection between the markers and the
tense forms concerned, topicality of the statement at the moment of communication, the
basic characteristics of the past and present tenses, the model of three-dimensional
perception and reflection of the world, and denotative and connotative meanings of tense
forms.
13. Imperfect tenses. The tenses of the Simple group. The main characteristics and usage. The
tenses of the Progressive group. The main characteristics and usage. The differences
between the Simple and the Progressive forms.
14. Perfect tenses. The tenses of the Perfect Simple group. The main characteristics and
usage. The tenses of the Perfect Progressive group. The main characteristics and usage.
The differences between the Perfect Simple and Progressive Simple forms. Stylistic
specifics in using the tenses. Identifying the differences in the usage of these tense groups
and the Russian Perfect tense.
15. Tenses of the Present group. The main characteristics and usage. Specifics in using these
tenses. A comparative analysis of examples.
16. Tenses of the Past group. The main characteristics and usage. Specifics in using these
tenses. A comparative analysis of examples.
17. Present Perfect Simple and Past Simple. The main characteristics and usage. Specifics in
using these tenses. A comparative analysis of examples.
18. Tenses of the Future group: forecasting / predicting. Dependence of the choice of form on
the context, i.e., the attitude of the speaker, the reasons and preceding circumstances.
19. Tenses of the Future group: planning / agreement.
20. Tense forms and multiplicity / repetition of action.
21. Modal verbs: belief modality. Dependence of the verb choice on the context.
22. Modal verbs and factors that influence their interpretation: possibility, necessity, request /
refusal / permission, advice.
23. Indirect speech. Sequence of tenses.
24. Passive voice.
25. Moods: indicative, imperative.
26. Subjunctive mood.
27. Impersonal verb forms: the infinitive and the ing-form. The general characteristics of
impersonal forms. Origins. Simple and compound forms. The lexical dependence of
impersonal forms. Syntactic functions in a sentence that may be performed by impersonal
forms.
28. Impersonal verb forms: the infinitive and the ing-form. Dependence of the choice of the
form on the differences in their structure. Oppositions – process / non-process, plans, goal
for the future / looking at the accomplished, single / multiple.
29. The participle. General information. Specific features of the participles. The functions in
a sentence that may be performed by participles.
30. The adjective. General features of the adjective. The place of the adjective in a sentence.
The order in sequence of several attributes expressed by adjectives preceding the noun.
Degrees of comparison of adjectives.
31. The adverb: the general features of the adverb. The adverb’s position, its stylistic
differences and its meaning. Degrees of comparison.
32. Prepositions. Their general characteristics. Prepositions as divided into sub-groups.
Prepositions and the three-dimensional perception of the world around.
33. What are the reasons for appearance of new meanings of the word?
34. Explain the difference between the word “blackboard” and the word combination “a
black board”.
35. Give a brief description of the main characteristics of the word.
36. Give a brief description of the division into strata of the English word stock.
37. Define the difference between the literary and the colloquial word formations.
38. What determines the choice of stylistically marked words in each concrete situation?
39. What are the situations in which informal words are used?
40. What are the situations in which formal words are used?
41. Why, in your opinion, does the English word stock contain such a large number of words
of foreign origin?
42. What suffixes and prefixes may be helpful in identifying words of Latin and French
origin?
43. What is it that is viewed as the indigenous component of the English word stock?
44. What are the ways by which words are borrowed into another language?
45. What are the stages of assimilation that word borrowing goes through?
46. What are the main ways of enrichment of the English vocabulary?
47. Name the basic productive types of word formation in the English language.
48. Explain the concept of productivity of the means of word formation.
49. What is derivation?
50. What means of secondary importance of word formation do you know? Please describe
them and cite examples.
51. Polysemy as a linguistic phenomenon. What are the types of connections that exist
between the different meanings of a word?
52. Cite examples of what is called degradation and evaluation, extension and contraction of
the meaning of the word.
53. The traditional classification of homonyms. Cite examples.
54. Please prove that the language units “board” (a long, flat and thin piece of timber) and
“board” (everyday meals) are different words (homonyms), not two meanings of one and
the same word.
55. What is the main difference between homonymy and polysemy? What do they have in
common? Cite examples.
56. The modern approach to classification of synonyms.
57. What are the connotations that help to differentiate between the verbs “to shake – to
tremble – to shiver – to shudder”?
58. What is the word in a group of synonyms that is regarded as dominating? What are its
characteristic features?
59. What is a euphemism? What are its speech functions?
60. What are the parts of speech which most of the antonyms belong to? Why?
61. What are the main criteria of differences between phraseological units and word
combinations?
62. Can proverbs be regarded as phraseological units? Prove your point.
63. Please define the difference between a local version and a dialect of the English language.
64. Identify stylistic differences between the following synonyms: friend – comrade – pal –
buddy – acquaintance.
65. What are the differences between metonymy and metaphor? Cite examples.
66. What is “word-meaning" from the point of view of stylistics? What are the main types of
this meaning?
67. Please comment on the word-play in the following sentence: “Then there were the twin
boys, whom the family called “Stars and Stripes”, as they were whipped regularly” (O.
Wilde).
68. Analyze the specific features of antonomasia by the example of the following sentence:
“There are three doctors in an illness like yours… Dr. Rest, Dr. Diet and Dr. Fresh air”
(D. Cusack).
69. What is an allusion? Cite examples.
70. What is the stylistic structural means that is used in the example “A poor boy… No,
father, no mother, no any one” (Ch. Dickens)?
71. What variety of repetition is used in the example “I looked at the gun, and the gun looked
at me” (R. Chandler)?
72. Explain the meaning of the periphrasis in the example “She was still fat; the destroyer of
her figure sat at the head of the table” (A. Bennet).
73. Explain the meaning of the euphemism in the example “’I expect you’d like a wash,’
Mrs.Tompson said. ‘The bathroom’s to the right and the usual offices next to it’” (J.
Braine).
74. What is irony? What are the types of irony?
75. What is the difference between irony and humour?
76. What is inversion? Cite several examples of various types of inversion.
77. What is the means of conjunction that is used in the following example: “And they wore
their best and more colourful clothes. Red shirts and green shirts and yellow and pink
shirts” (P. Abrahams).
78. Identify the stylistic method in the following sentence: “He already had a car – a large car
– an expensive car. In that car and no other he proposed to continue his journey back to
town” (A. Christie).
79. What is the difference between words becoming disused, obsolete and archaic?
80. In what cases do they usually apply archaic words?
81. What is the difference between the comparison and the metaphor? Cite examples of both
of these.
82. What functional style is devoid of emotion? Why?
REQUIREMENTS FOR ENTRANCE EXAMINATIONS TO THE M.A. COURSE
Entrance examination conducted in written form a test above the average in complexity:
knowledge of orthographic, phonetic, grammatical, lexicological and stylistic fundamentals of
the basic foreign language.
120 minutes are given for the test to be fulfilled.
The test consists of 50 questions.
Each correct answer rated to 2 points.
The highest test grade 100 points.