UNIVERSITATEA BABEŞ-BOLYAI CLUJ-NAPOCA

FACULTATEA DE LITERE
DEPARTAMENTUL DE LIMBI STRĂINE SPECIALIZATE

LIMBA ENGLEZĂ
- CURS PRACTIC LIMBAJ
SPECIALIZAT

2018/2019

Asist.univ.dr. CAMELIA-DANIELA TEGLAŞ

UNIVERSITATEA “BABEŞ-BOLYAI” CLUJ-NAPOCA
FACULTATEA DE LITERE
DEPARTAMENTUL DE LIMBI STRĂINE SPECIALIZATE
Asist. univ. dr. CAMELIA-DANIELA TEGLAŞ
cameliateglas@gmail.com

Study Pack for Students in Psychology and

Education Sciences
2018-2019
1st semester
I. Informaţii generale

Date de identificare a cursului

Date de contact ale titularului de curs:

Nume: Teglaş Camelia-Daniela Limba engleza-curs practic limbaj specializat

Birou: Cab.10, DLSS, Horea nr.7 LLU0011; LLU0012
Telefon: 0264/530724 Anul I, sem.1 si 2
E-mail: cameliateglas@gmail.com Curs obligatoriu
Consultaţii:

Condiţionări şi cunoştinţe prerechizite

Cursul este conditionat de deţinerea de cunoştinţe de limba engleză care situeaza studentul la
nivel B1, conform grilei de autoevaluare a Cadrului comun european de referinta a limbilor:
Trebuie avut în vedere faptul că înscrierea la examenul de licenţa la finalul ciclului
bachelor este conditionat de susţinerea şi promovarea unui test de competenţa
lingvistică într-o limba de circulaţie internaţională.

Nota Punctaj TCL in niveluri

10.00 Nivel C2
9.00 - 9.99 Nivel C1
7.00 - 8.99 Nivel B2
5.00 - 6.99 Nivel B1
3.00 - 4.99 Nivel A2
1.00 - 2.99 Nivel A1
0.00 - 0.99 ‒

Descrierea cursului
Este un curs cu obiective specifice care vizează achiziţia de cunoştinţe şi dezvoltarea deprinderilor de
limbă străină ca instrument de formare şi informare academică şi profesională. Tipologia
programului de învăţare are în vedere crearea unui profil de utilizator cu competenţe axate pe
studiul limbajelor de specialitate. În acest sens, studenţii îşi vor dezvolta capacitatea de
conştientizare a stării actuale a cunoştinţelor şi deprinderilor, se vor deprinde să-şi fixeze obiective
reale şi realiste, să-şi selecteze în mod autonom materialele şi să se autoevalueze.

Organizarea temelor în cadrul cursului

Suportul de curs este structurat în “units”, fiecare unitate fiind împărțită în secțiuni ce vizează
dezvoltarea celor patru competențe lingvistice: citire, scriere, vorbire, ascultare. Textele sunt alese
astfel încât să acopere domenii precum psihologia, pedagogia și psihopedagogia specială iar prin
intermediul activităților aferente fiecărei unități se au în vedere următoarele obiective:
- Cunoaşterea şi înţelegerea aprofundată a contextelor şi rolurilor, precum şi a conceptelor, metodelor
şi a discursului/limbajului specific diverselor situaţii de comunicare profesională în mediul academic
de limba engleză, cu accent pe situaţia retorică, formele de comunicare scrisă şi orală, etapele
procesului de scriere şi produsele scrisului academic, precum şi pe deontologia profesională.
- Transferul conceptelor învăţate în activităţi de receptare a textului scris şi de producere vizând
etapele procesului de scriere, organizarea şi dezvoltarea ideilor, structura textului şi strategiile de
comunicare verbală orală şi scrisă la standarde specifice limbii engleze specializate pentru discursul
ştiinţific.
- Elaborarea unor lucrări scrise şi prezentări orale originale care să utilizeze principiile şi tehnicile de
redactare consacrate în mediul academic, cu accent pe genurile predilecte din psihologie şi ştiinţele
educaţiei.
Formatul şi tipul activităţilor implicate de curs
Cursul este organizat în doua module, corespunzând celor doua semestre de studiu. Activităţile
presupuse de acest curs vor consta în mare parte în studiu şi exerciţii individuale, la care se adaugă
întâlnirile cu profesorul. Ele sunt destinate soluţionării, nemediate, a oricăror nelămuriri de conţinut
sau a celor privind sarcinile individuale.

Materiale bibliografice
1. Short, Jane, English for Psychology in Higher Education. Course Book, Reading, UK: Garnet
Education, 2010
2. Side, Richard – Wellman, Guy: Grammar & Vocabulary For Cambridge Advanced and
Proficiency, Longman, 2002
3. Teglaş, Camelia (coord.), Felea, Cristina, Mezei, Vlad English B2 – C1, Social Sciences and Sport,
Seria Autodidact (coord. Liana Pop), Cluj, Ed. Echinox, 2009
4. Understanding Psychology. Vocabulary Activities, Columbus, Ohio: Glencoe, McGraw-Hill, 2008
5. Longman Dictionary of Contemporary English, Longman, 2003
6. http://granturi.ubbcluj.ro/autodidact
7. www. psychologyabout.com
8. http://esl.about.com/c/ec/1.htm
9. owl.english.purdue.edu/
10. www.psychologytoday.com
11. www.ted.com
Materiale şi instrumente necesare pentru curs
Derularea activităţilor prevăzute necesită accesul studenţilor la următoarele resurse:
- calculator conectat la internet (pentru a putea accesa bazele de date și resursele electronice
suplimentare)
- acces la resursele bibliografice (ex: abonament la Biblioteca British Council)
- acces la echipamente de fotocopiere

Calendarul cursului

Week 1 - Placement test

Week 2 - Introduction; What is ESP; Academic Skills
Week 3 - Psychology in A Nutshell
Week 4 - The Branches of Psychology
Week 5 - Social Psychology
Week 6 - Human Relationships
Week 7 - Brain and Behaviour
Week 8 - Thought and Language
Week 9 - Sleep and Dreaming
Week 10 - Memory
Week 11 - Educational Psychology
Week 12 - Motivation
Week 13 - Emotions
Week 14 - Revision

Politica de evaluare şi notare

Evaluarea finală se va realiza pe baza unui examen scris desfăşurat în sesiunea de la finele
semestrului 1, respectiv un test complex la finele semestrului 2.
Testul de la finele semestrului I . Reading Comprehension / Exercitiile de intelegere a textului
vor respecta tipologia celor din suportul de curs – gapped text, unfinished sentences,
synonymy, true/false statements, etc.
 Testul de la finele semestrului 2 vizeaza testarea celor 4 competente lingvistice: scriere, citire,
ascultare, vorbire. Este un test pe limbaj academic de specialitate impartit in 2 probe – scrisa
si orala. Proba scrisa cuprinde: Listening Comprehension – exercitii de comprehensiune a
textului ascultat; Reading Comprehension – gapped text, unfinished sentences, synonymy,
true/false statements; Writing – redactarea unui eseu argumentativ. Proba orala presupune
examinarea competentei de vorbire in conversatie si exprimare pe o tema de specialitate.
Fiecare competenta se noteaza de la 0 la 10, nota finala fiind obtinuta din media celor 4 note.

Elemente de deontologie academică

În caz de fraudă sau plagiat, vezi poziţia UBB.

Studenţi cu dizabilităţi
Titularul cursului îşi exprima disponibilitatea, în limita constrângerilor tehnice si de timp, de a adapta
conţinutul şi metodelor de transmitere a informaţiilor precum şi modalităţile de evaluare (examen
oral, examen on line etc) în funcţie de tipul dizabilităţii cursantului. Altfel spus, avem în vedere, ca o
prioritate, facilitarea accesului egal al tuturor cursanţilor la activităţile didactice si de evaluare.
UNIT 1 - INTRODUCTION TO ESP. THE ACADEMIC SKILLS

English for Specific Purposes, or ESP, is the methodology of teaching English for
professionals in various fields, focusing on types of expressions, vocabulary, standard and
formal structures that will be used most of all in a specific field, etc. The most common ESP
is Business English; there are also e.g. English for law, English for medical purposes, English
for tourism, English for science purposes, etc.
(Source: https://www.quora.com/What-is-ESP "English-for-Specific-Purposes")

ACADEMIC SKILLS

Reading

Writing

Listening

Speaking

READING: The Reading Process

Though reading is often considered a passive skill, research in the field of psycholinguistics has
demonstrated that it is actually a highly complex process of interaction between the reader and text.

For example, it has been shown that the reader does not decode the
text in his first language in an orderly, linear fashion, word after word, but rather his eyes move
rapidly over the page, going forward and backward as he perceives meaningful groups of words and
relates these to the non-verbal information at his disposal (that is, to his knowledge of the world and
topic of the written text), thereby deriving meaning from the text.
Reading thus can be seen as the processing of information. The reader brings to the text his own
store of information deriving from his native culture, education, personal experience, and, normally
some specific knowledge of the written text. At the same time, the reader possesses a linguistic
competence, including knowledge of words, of how these words are deployed according to the
linguistic system in order to form sentences, and the rhetorical pattern and linguistic conventions
which characterize different types of text.
Furthermore, in an ideal situation, the reader approaches a text with a genuine motivation to read and
a reading purpose. Whatever the text, he will also have some expectations or predictions regarding
its content and how the text is likely to be organized depending on its genre. As he reads, these
predictions are confirmed or not confirmed by the text. Depending of his reason for reading, he will
use one or more specific strategies.

Reading strategies
When we read in our own language we use – often unconsciously – a variety of reading strategies and
techniques depending on the text and our reason for reading. There are four principal “styles” of
reading:
Skimming involves moving your eyes rapidly over the page or pages in order to get a general idea of
what the text is about, focusing on certain key words or phrases.
Scanning, instead, is a strategy we use when we seek specific pieces of information in a text, such as
names, dates, statistics, or whether a particular topic is treated. Here our expectations are heightened
by our awareness of certain lexical fields or other textural features which are likely to signal the
presence of the information we are looking for.
Intensive reading is the style we use when we wish to have a very clear and complete understanding
of the written text. This implies a careful de-codification of the writer’s discourse, usually with the
aim of comprehending not only the literal meaning of the text, but also the writer’s deeper purpose,
his position or other eventual text subtleties.
Extensive reading is the term we use to describe the strategies called into play when we read longer
texts either for pleasure or for information, and may involve all the strategies previously mentioned,
which the reader applies according to the individual text and his interest in its various parts.
Thus, the reading style we apply to any given text should be a function of the type and content of the
text on the one hand, and our reading purpose on the other. It is important to use these strategies
appropriately and flexibly: obviously not all texts need to be read intensively, though language
learners often apply only this strategy to texts in foreign languages. In reading English for academic
purposes, for example, it will often suffice to have a general idea of whether certain information is
contained in an article and, if so, where, so that it might be consulted at a later date. On the other
hand, information which is of interest may be located quickly and selected passages focused upon for
the purpose of extracting and annotating specific information.
(Source: Adapted from Jordan, R.R, Academic Writing Course, Longman Publishing Group, 2004)

The “word cloud” below contains the keywords of the text. Use them to write down the
main ideas.
WRITING
Without doubt, the single most important reason for assigning writing tasks in disciplinary courses is
to introduce students to the thinking and writing of that discipline. Even though students read
disciplinary texts and learn course material, until they practice the language of the discipline through
writing, they are less likely to learn that language thoroughly. [...] Such writing helps students to:
- integrate and analyze course content
- provide a field-wide context to course material
- practice thinking skills relevant to analyses in the discipline
- practice professional communication
- prepare for a range of careers in the field

Types of writing:
- Project or lab notebook
- Progress report
- Research report
- Management plan
- Opinion paragraph/ Position paper
- Essay
- Casebook
- Review of literature
- Journal or professional article
- Project proposals
- Grant proposals
- Lab/field reports
(Source: Adapted from https://wac.colostate.edu/resources)

“If we were supposed to talk more than we listen, we would have two tongues and one ear.”
Mark Twain
LISTENING: The Listening Process

Language learning depends on listening. Listening provides the aural input that serves as the basis for
language acquisition and enables learners to interact in spoken communication.

With the help of language instructors, students learn how they can adjust their listening behaviour to
deal with a variety of situations, types of input, and listening purposes, develop a set of listening
strategies and match appropriate strategies to each listening situation.
Listening Strategies
Listening strategies are techniques or activities that contribute directly to the comprehension and
recall of listening input. Listening strategies can be classified by how the listener processes the input.

Top-down strategies (listening for the main idea, predicting, drawing inferences, summarizing )
are listener based; the listener taps into background knowledge of the topic, the situation or context,
the type of text, and the language. This background knowledge activates a set of expectations that
help the listener to interpret what is heard and anticipate what will come next.
Bottom-up strategies (listening for specific details, recognizing cognates, recognizing word-order
patterns) are text based; the listener relies on the language in the message, that is, the combination of
sounds, words, and grammar that creates meaning.
Strategic listeners also use meta-cognitive strategies to plan, monitor, and evaluate their listening.
 They plan by deciding which listening strategies will serve best in a particular situation.
 They monitor their comprehension and the effectiveness of the selected strategies.
 They evaluate by determining whether they have achieved their listening comprehension
goals and whether the combination of listening strategies selected was an effective one.

SPEAKING: Features of academic spoken English

Academic speaking is similar in many ways to academic writing: it is linear, it is explicit, it has one
central point and it is presented in standard language. Academic spoken style is also similar in many
ways in that it is formal, explicit, hedged, and responsible. However, it is less complex and objective
than written language.
Formal
In general this means that when you are speaking you should avoid colloquial words and expressions.
Explicit
It is the responsibility of the speaker in English to make it clear to the listener how various parts of the
talk are related. These connections can be made explicit by the use of different signalling words.
Precision
When speaking in an academic contexts, facts and figures are given precisely.
Hedged
In any kind of academic speaking you do, it is necessary to make decisions about your stance on a
particular subject, or the strength of the claims you are making. Different subjects prefer to do this in
different ways.
A technique common in certain kinds of speaking is known by linguists as a 'hedge'.
Responsible
In academic speaking you are responsible for demonstrating an understanding of the source text. You
must be responsible for, and must be able to provide evidence and justification for, any claims you
make.
Accuracy
Academic speaking uses vocabulary accurately. Most subjects have words with narrow specific
meanings. Linguistics distinguishes clearly between "phonetics" and "phonemics"; general English
does not.
Complex
Spoken language is less complex than written language. Spoken language has shorter words, it is
lexically less dense and it has a less varied vocabulary. It uses more verb-based phrases than noun-
based phrases. Spoken texts are longer and the language has less grammatical complexity, including
fewer subordinate clauses and more active verbs.
Objective
Spoken language in general has more words that refer to the speaker. This means that although the
main emphasis should be on the information that you want to give and the arguments you want to
make, it is not unusual to refer to yourself or your audience.
Planned
Formal academic spoken language is well planned. It usually takes place after research and
evaluation, according to a specific purpose and plan.
Organised
Formal academic speaking is well organised. It flows easily from one section to the next in a logical
fashion. A good place to start is the genre of your text. Once you have decided on the genre, the
structure is easily determined.

(Source: Adapted from http://www.uefap.com/speaking/spkframfeat.htm)