Documente Academic
Documente Profesional
Documente Cultură
Facultatea de Psihologie
Departamentul de învaţământ la distanţă
MODUL:
COMUNICARE DE SPECIALITATE ÎN
LIMBA ENGLEZĂ
-2019 -
CUPRINS:
Cuprins 2
Introducere 3
Unitatea 1 : 7
Why studying psychology
Unitatea 2 : 13
Thinking like a psychologist
Unitatea 3 : 19
Human attachment
Unitatea 4 : 24
Feelings and the self
Unitaea 5 : 30
Divergence of interests
Unitatea 6 : 37
Aggression
Bibliografie 42
2
INTRODUCERE
Obiective generale:
Obiective specifice:
2. Cerinţe preliminare:
3
3. Conţinutul materialului de studiu. Organizarea pe unităţi de studiu
OBIECTIVE
CUNOȘTINȚE PRELIMINARE
RESURSE BIBLIOGRAFICE
CUVINTE CHEIE
TESTE DE AUTOEVALUARE
RĂSPUNS CORECT
5
5. Recomandări de evaluare
6
UNITATEA 1
WHY STUDYING PSYCHOLOGY?
Engleza pentru admitere, Bantaş, Andrei, Ed. Teora, Bucureşti, 1995, vol. 1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;
Două ore
7
Text 1: from “GENERAL PSYCHOLOGY”, Littlefield, Adams & Co., New Jersey,
1963, pages 4-6
Why We Study Psychology
“Interest in the study of psychology grows out of a felt need to gain a better
understanding of people. The purpose of an elementary or first course in psychology is
to give the student an opportunity to become acquainted at first hand with the functional
aspects of psychological principles, to correct misconceptions he may have had
concerning his own and other people’s attitudes and behaviour, and to come to
appreciate the various areas of psychological study.
Functions of psychological study
An individual of any age is faced with problems that have psychological
implications. From early childhood through old age, everyone experiences situations
involving one or more specific form of relationship. His abilities, motives and mode of
thinking may be inadequate for success-achieving behaviour unless he is helped to gain
a better understanding of all the factors inherent in the situation.
The primary concern of psychology is human adjustment. An individual is
stimulated to action by forces within or outside himself. He experiences needs, wants, or
interests, and seeks ways of fulfilling them. People and objects in his environment
become motivators of the kind of behaviour which he exhibits. A person’s entire life
consists of series of responses that are either satisfying or unsatisfying to himself and
that earn either approval or disapproval from his associates. In other words, as a child,
an adolescent, or an adult, a person constantly is engaging in the process of adapting
himself or adjusting to inner strivings or outer demands.
Without some knowledge or understanding of a situation, the individual by chance
makes a good adjustment; too often the adjustment is bad and may even become serious
maladjustment. The psychologist’s functions are to discover the basic principles of good
adjustment and then to help people apply these principles in every phase of human
relationships so that they become well-adjusted, constructive members of their various
groups. A further responsibility of psychologists is to recognize the overt symptoms of
maladjustment, trace its causes, and utilize such methods as may seem appropriate to
effect an improved adjustment.
AREAS OF RELATIONSHIP. An individual’s problem of adjustment may
concern the relationship of,
1. One person with another, e.g., teacher-child, husband-wife,
2. One person with a group, e.g., worker-fellow workers, child-siblings (fraţi sau surori
cu un părinte comun),
3. Group with group, e.g., adolescent gang with rival gang, nation with nation,
4. Person with object, e.g., driver with automobile, scientist with atom,
5. Object with object, e.g., earth with moon, fiber glass with curtain,
6. Self with self, e.g., personal honesty with loyalty, immediate desire with long range
goal.
Each of the foregoing problems-arousing relationships represents many influencing
8
factors. It is the function of psychology to assist the individual to analyse these
factors, recognise their relative significance, and pattern his behaviour in such way
as to solve the problem satisfactorily.”
Pre-reading
I. Discuss the following questions in groups:
1.Why do you want to study psychology?
Suggested motives:
Because we like the domain;
Because we can get good jobs;
Because we can earn a good living;
Because I’d like to understand myself and the others better.
Give at least five motives, and group them under the right heading: 1. extrinsic
motives; 2. intrinsic motives.
2.Has anyone (a family member, a friend, …) influenced you in making such a
decision ?
Reading
LANGUAGE FOCUS
New Vocabulary: gain, earn, win; purpose, goal, aim, target; to become
acquainted; (in) adequate; to trace; to achieve, accomplish, to fulfil; area, domain, field;
foregoing; to arouse; (mal)adjustment; (dis)approval; to approach, to tackle; average;
(un)skilled; peers; further; hence; thoroughly, in detail; concern; regard(less); thus; to
evolve; in terms of.
Practice
Group Work: Decide upon 3-7 key words in the text you have read. Try to give
your personal meaning to these words. Discuss the meanings you have assigned to them.
STRUCTURES
The Noun:
irregular plural of nouns (child – children, ox—oxen, man—men, woman—women,
foot—feet, tooth—teeth, goose—geese, louse—lice, mouse—mice; …);
spelling irregularities (Nouns which receive “-es” at the plural form, end in :
a)-sh: flash–flashes;
b)-ss: kiss-kisses;
c)-ch: watch-watches;
d)-x: box-boxes;
e)-z: buzz-buzzes;
f f)-consonant + «o»:tomato-
tomatoes;
g)-consonant + “y” (y -
flies;
h)-f/- -wives,
leaf-leaves.
9
nouns borrowed from Latin and Greek (datum-data, addendum-addenda, thesis-
theses, synthesis-syntheses, analysis-analyses, basis-bases, focus-foci, genius-genii,
stimulus-stimuli, trauma-traumata, schema-schemata, phenomenon-phenomena,
criterion-criteria, matrix-matrices, appendix-appendices); nouns that have the same
form both in the singular and in the plural: series-series, species-species, means-
means.
Practice:
Insert the missing noun forms (either plural or singular) in the table below:
SINGULAR PLURAL
a) analysis …
b) … addenda
c) … diagnoses
d) priority …
e) process …
f) hypothesis …
g) … foci
h) … phenomena
i) genius …, …
j) schema …
k) … appendices
l) datum …
m) life …
n) … teeth
o) woman …
p) … children
q) stimulus …
r) phone-booth …
s) letter-box …
t) … series
u) millenium …
GRAMMAR FOCUS
Auxiliaries BE, DO, HAVE
I)BE
SIMPLE PRESENT SIMPLE PAST
I am I was
You are You were
He/She/It is He/She/It was
We are We were
10
You are You were
They are They were
II.)DO
SIMPLE PRESENT SIMPLE PAST
I do I did
You do You did
He/She/It does He/She/It did
We do We did
You do You did
They do They did
III.)HAVE
SIMPLE PRESENT SIMPLE PAST
I have I had
You have You had
He/She/It has He/She/I had t
We have We had
You have You had
They have They had
Use:
Habitual, repeated actions in the present;
Permanent situations;
General truths;
Timetables/ official programmes (with future meaning).
Time Expressions: (expressing frequency) never, always, sometimes, often,
usually, seldom (rarely); every day/week….
Practice
Arrange the expressions of time in the right place on an axis which has “0%”
marked at one end, and “100%” at the other end, to express frequency.
100% always
………
………
……...
……...
………
………
0% ………
11
Form: Affirmative (no auxiliary !): Add “-s” or “-es” to the short infinitive of the verb,
at the 3rd person singular.
Verbs which receive “-es” at the 3rd person singular, end in :
a)-sh: wash–
washes;
b)-ss: miss-
misses;
c)-ch: search-
searches;
d)-x: mix-mixes;
e)-z: buzz-
buzzes;
f)-consonant +
«o»:do-does;
g)-consonant +
-
flies.
Give the simple present third person singular form of the following verbs:
a) Smile; g) Cry; m) Scratch;
b) Fix; h) Pray; n) Try;
c) Travel; i) Teach; o) Admit;
d) Match; j) Crash; p) Deny;
e) Go; k) Fry; q) Say;
f) Caress; l) Do; r) Hiss.
Practice (bibliography)
Grammar exercises from: G. Gălăţeanu, Exerciţii de gramatică engleză, Editura
Albatros, 1980 (sau reeditări mai recente), paginile 6-7, sau V. Evans, Round-up 4,
Longman, 1993, paginile 3-8, sau N.Coe, Grammar Spectrum 3, Oxford Univ. Press,
1995, paginile 6-7, sau alte volume cu exerciţii de gramatică.
12
UNITATEA 2:
THINKING LIKE A PSYCHOLOGIST
Două ore
13
Pre-reading
Perception PSYCHOLOGIST
Affectivity/ Feelings
SKILLS
Reading
LANGUAGE FOCUS:
New Vocabulary: (under)graduate; to neglect; to succeed vs to fail; practice (word
family); broad vs. narrow; to tie, to connect, to link; weak, feeble vs. strong; proper,
suitable; to jump to conclusions ; to be due to; shortcut; to focus ; evidence (cognate); to
grow accustomed; to inquire; (dis) order; to occur-occurence; to assess(to evaluate); to
weave; to overlook; to miss the mark; to challenge; to engage in; faculty; tool; trial; to
put on the stand; spouse(wife or husband); debiasing; forensic work; lack of; to lack; to
run a risk; to enable (word family).
PRONUNCIATION:
Alcoholism; skepticism; hostile; doubt.
16
Practice
I.Match the abbreviations in column A to their explanations in column B:
A . B
BBC Bachelor of Arts
TB General Meeting
LP Doctor of Philosophy
UN Television
FBI The United Nations Educational,
Scientific & Cultural Organisation
TV Very Important Person
BA British Broadcasting Corporation
UNESCO Long-playing record
MSN Program Information File
IBM The Microsoft Network
Hi-Fi Basic Input/Output System
PIF International Business Machines
BIOS Tuberculosis
VIP The United Nations
GM The Federal Bureau of
Investigation
PhD High fidelity
URL Portable Document Format
OLE Uniform Resource Locator
(address of a document on the
web)
PDF Object Linking and Embedding
GRAMMAR FOCUS
17
Simple Present
Form: Interrogative: Do/Does + Subject + Verb……?
Negative: Subject + do/does + not + Verb (short form: don’t/doesn’t).
Practice
Write/Say at least four things that you usually, often, always do, and other four that you
don’t do/never do.
Exercises
1.Make up affirmative, interrogative or negative sentences as suggested by the hints
below:
a) She/always/approach/a hypothesis/thoroughly.
b) …/his parents/approve of/ his behaviour?
c) What kind of data …/she/obtain/whenever/she/apply/such a test?
d) A child/…not evolve/normally in an aggressive environment.
e) He/seldom/speak/in terms of/his own life experience.
f) A researcher/usually/show/special interest in the adjustment problems.
18
UNIT ATEA 3
HUMAN ATTACHMENT
Engleza pentru admitere, Bantaş, Andrei, Ed. Teora, Bucureşti, 1995, vol. 1;
Două ore
19
Speaking
A student draws a family (as he/she imagines it) on the blackboard. The other
students are asked to write sentences (in the present progressive tense: am/ is/ are +
verb-ing) to describe the mimic and the gestures of the student at the blackboard as
he/she is drawing.
Then the student at the blackboard is asked to describe his/her drawing using the
present progressive.
Such tests are applied in psychotherapy and counselling.
Practice
I. LIKING AND LOVING Test (from Social Psychology; page 260, table
6.2.)
Answer each of the following questions on a scale from 1=not at all, to 10=totally.
Answer them first with a good friend in mind and then thinking of a possible
partner.
What kind of relationships have you been thinking about: (tick the right answer)
Casual dating …
Exclusive dating…
Engaged couple…
Married couple…
I. RUBIN’S CONCLUSIONS Short text (page 260)
“They found that casual daters reported more liking than loving. But among those in
more committed relationships, liking and loving did not differ.”
Do these conclusions apply to our situation/context ?
GRAMMAR FOCUS
Practice:
LANGUAGE FOCUS
Archaic forms of the personal pronoun: thee, thine, thou, thy, etc.
Suffixes: “-ship”, as in “relationship“. Give other examples.
Expressing similarities: “Both…and…”(see also Penny Ur, page 9, Comparing
things)
Practice:
Use the structure “Both …and…,” and the hints below to make comparisons:
a) I / my fellow students / study at university.
b) A shrink / a psychotherapist / have studied psychology.
c) A cat / a dog / are mammals.
d) Freud / Jung / are well-known psychoanalysts.
Practice:
Match the definition in the first column to the right concept in the second column
(concepts: passionate love, attachment style, companionate love) by drawing arrows
to connect them.
Definition Concept
a secure, trusting attachment Attachment style
the way in which a person interacts with Passionate love
significant others, may be relatively constant
across the life span.
a state of high arousal: being loved by the Companionate love
partner is ecstasy; being rejected is agony
23
Passionate love/ companionate love
UNITATEA 4:
FEELINGS AND THE SELF
Cunoştinţe privind tipurile de verbe care suportă forma continuă şi cele care nu
suportă forma continuă în limba engleză
Engleza pentru admitere, Bantaş, Andrei, Ed. Teora, Bucureşti, 1995, vol. 1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;
Exerciţii de gramatică engleză, Gălăţeanu-Fârnoagă, Georgiana, Editura
Albatros, Bucureşti,1987;
I. Fill in the blanks with the suitable words from the box below:
Reading:
LANGUAGE FOCUS
PRONUNCIATION:
Beloved [bi
Practice:
Match the concepts in column A to their right definitions in column B (table 6.5,
page 264, Social Psychology).
Additional Activities:
I. Describing people’s appearance. (see also B.J. Thomas, Advanced Vocabulary &
Idiom, Longman 1989, p.71-72 – What are they wearing ? for further practice)
Complete each passage below with the correct words from the list above it to make
an accurate description of one of the people in the illustration.
27
Picture 1
Picture 2
Picture 3
28
II. Re-arrange the lines of the following poem from “Sonnets from the Portuguese”
XLIII to make up another poem.
“How do I love thee? Let me count the ways,
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and Ideal Grace.
I love thee to the level of every day’s
Most quiet need, by sun and candlelight.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise;
Replace the underlined words/phrases with other words of your choice to follow in
Elizabeth Browning’s footsteps.
Attachment style
29
UNITATEA 5:
DIVERGENCE OF INTERESTS
Engleza pentru admitere, Bantaş, Andrei, Ed. Teora, Bucureşti, 1995, vol. 1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;
Exerciţii de gramatică engleză, Gălăţeanu, Georgiana, Editura Albatros,
Bucureşti,1987;
Două ore
30
Speaking:
Chain Story (simple past) Students choose a word from the recently learnt
vocabulary. Each student contributes to the telling of a story started by the teacher.
The sentence must contain the chosen word.
Reading:
Text “Danger of Too Great Divergence of Interests”, General Psychology, page 165
Although a person should have more than one interest which has become
habitual with him, there is danger in the possession of too many interests, in that none of
them can be developed successfully. An illustration of this danger may be seen in the
story of a man who was extremely versatile.
This man painted a little,; he sang a little; he took part in several successful
motion pictures; he was one of the first to explore artistic photograhy; he was deeply
religious, and he devoted time freely to boys’ organisations. He seemed intensely
interested in each of these activities at the time of engaging in it, but he was unable to
stay with any one of them long enough to develop more than moderate success. This
man is now old and disillusioned, without any definite interest for his old age.
Often a bright student is interested in so many fields that he finds it difficult to
decide upon his vocation or his major in college. He may choose one field of interest and
switch to another. For a student of this kind the advisable thing to do might be to choose
a vocation or profession which is in line with his abilities and interests, and which also
represents a definite occupational need of his community. He then can specialise in that
field, and direct some of his other interests into a-vocational or leisure-time activities.
Practice
Expressing (dis)like.
1. What are you interested in ? (use the gerund forms: verb-ing)
I’m mostly Interested in Reading books
mainly Collecting stamps,…
2. I’m very fond of + verb-ing
I like Verb-ing
Enjoy
Love
Dislike
hate
3.Express like or dislike regarding the following activities:
a) playing soccer;
b) studying psychology;
c) watching TV;
d) playing chess;
e) collecting things;
f) gardening.
GRAMMAR FOCUS
The Adjective
1.Irregular Adjectives
Positive Comparative Superlative
good better (than) (the) best
ill/bad Worse worst
much More most
many More most
little Less least
far further/farther furthest/farthest
32
old Older/elder oldest/eldest
near nearer nearest/next
3..Adjective + “enough”
Long enough
Big enough
Strong enough
Practice
1.Provide the required forms (as specified above the arrow) of the following:
comparative 1
a) old
b) old comparative 2
superlative
c) ill
comparative
d) many
superlative
e) many
comparative
33
f) hot
superlative
g) easy
superlative
h) little
adverb
i) improper
noun
j) occupy
adverb
k) good
superlative
l) good
adjective
m) success
adverb
n) success
adjective
o) use
adverb
p) use
past (second form)
q) do
past (second form)
r) have
past (second form)
s) be
past participle (third form)
t) be
2.Match the words in the two columns below to make up the appropriate set phrases
(structure: as + adjective + as + noun):
as adjective as a noun
a) Mad 1) Lightning
b) Proud 2) Toast
c) Quick 3) Feather
d) Light 4) Ice
e) Heavy 5) Hatter
f) Warm 6) Lead
g) White 7) Peacock
h) Sweet 8) Snow
i) Cold 9) Gold
j) Good 10) Honey
Example:
(a) (b) (c) (d) (e) (f) (g) (h) (i) (j)
34
5
1) 6.Simple Past
Use:
Activities in the past;
Past state or habit;
Past actions which happened one after the other.
Time Expressions:
(the day before) yesterday;
last Sunday/week/month/July/year;
three years/a fortnight ago;
in 1985; on the 1st of December 1918;
then;
“When…?”; “How long ago…?”
Form:
Affirmative:
Regular verbs: Subject + verb-ed (spelling: short verbs; verbs which end in
cons. + y)
Irregular verbs: Subject + verb at the 2nd form
Interrogative: Did + S + verb(short infinitive)…?
Negative:S + did + not (didn’t) + verb…
Practice
I. Find (by skimming through the text) the verbs in the Past Tense and write them under
the right heading :
Regular Verbs Irregular Verbs
…………………. ……………………
III. Put the time expressions in italics under the right heading in the table below (to say
what verb tense each is used with):
Usually; a fortnight ago; now; seldom; rarely; in 2000; nowadays; the day before
yesterday; never; on April the first 1992; When…?; these days; How long ago...?; often;
35
every other day; now and then; sometimes; last Sunday; at the moment, then.
IV. Ask questions and give answers according to the hints below (add any necessary
words):
Interest factors
36
UNITATEA 6:
AGGRESSION
Engleza pentru admitere, Bantaş, Andrei, Ed. Teora, Bucureşti, 1995, vol. 1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;
Exerciţii de gramatică engleză, Gălăţeanu, Georgiana, Editura Albatros,
Bucureşti,1987;
Două ore
37
Pre-reading
Concept Definition
Longitudinal research Behaviour intended to injure another person
Angry aggression Behaviour intended to injure another person to obtain
something of value
Aggression Impulsive, emotional behaviour intended to injure another
person
Instrumental Regarding someone as less than human and therefore not
aggression deserving of compassionate treatment (Bandura, 1975)
Cycle of family Studying the same subjects over a period of time so that
violence changes in behaviour can be observed
Dehumanization The transmission of aggressive behaviour across generations
II.Vocabulary Steps
Arrange the following nouns (to show that they gradually differ in terms of meaning) on
imaginary steps: fury, anger, cruelty, rage, grudge, resentment, outburst (of anger).
Reading
Child Abuse
When six-year-old Lisa Steinberg died in the fall of 1987, the whole country
reacted with outrage. Illegally adopted by Joel Steinberg, a disbarred attorney, Lisa lived
with Steinberg and Hedda Nussbaum, a former editor of children books. According to
Nussbaum, Steinberg terrorized both her and Lisa by repeated beatings. After one
vicious attack, Lisa was left lying on the bathroom floor for nearly twelve hours. By the
time Steinberg and Nussbaum called for medical assistance, Lisa’s brain injuries were
irreversible. She died. On January, 30, 1989, Steinberg was convicted of first-degree
manslaughter.
The amount of media attention given to Lisa’s death is unusual. Unfortunately,
the tragedy of child abuse is not. The abuse of children is widespread in the United
States, as indicated by the result of two surveys conducted by Straus and his colleagues.
Although levels of overall violence toward children have remained stable across the
38
decade, the incidence of both severe and very severe violence has declined. This decline
does mean, however, that we should expect reduced reports of child abuse to police and
social agencies. Increased reporting and decreased incidence, at least of extreme abuse,
are likely to go hand in hand as people become more aware of the problem and more
determined to do something about it.
The Conflict Tactics Scale used in Straus’s two surveys examines only a limited
number of abusive behaviors towards children. It does not, for example, ask about
sexual abuse. There are some important differences between physical and sexual abuse.
Mothers are more likely than fathers to physically abuse their children, and most victims
are boys (Straus et al., 1980). In contrast, fathers are more likely than mothers to
sexually abuse their children, and most of these victims are girls (Russell, 1984). Despite
these differences, certain factors are associated with both types of abuse: stress, social
isolation, marital conflict, and having been abused as a child (Russell, 1984: Straus et
al., 1980; Wolfe, 1985).
LANGUAGE FOCUS
New Vocabulary: outrage; disbarred attorney; (the) former vs (the) latter; vicious
(attack); to convict; manslaughter; amount; widespread; survey; graph; overall, global;
increase vs decrease; inflate vs deflate; to be/become aware of...; determined; to injure,
to wound, to hurt; “lay” vs “lie” (see B.J. Thomas, Advanced Vocabulary and Idiom,
Longman, 1989, pages 44-45, exercises 6 & 7).
GRAMMAR FOCUS
Practice:
Write about, and then tell the other students at least three things that you used to do in
the past, but no longer do.
E.g.: “When I was a child I used to …”
II.FREQUENTATIVE “WOULD”
Use: to talk/write about habitual/frequent activities in the past
Practice:
I. Underline the frequentative “would” forms of the verbs in the text below.
II. Write a short composition (of 50-100 words) about Christmas and/or Easter.
(See “Thanksgiving on the Farm”, from Patricia Wilcox Peterson,“Changing Times,
Changing Tenses”, U.S.Information Agency, Washington D.C., 1992, page 90).
Child abuse
I. Put the verbs in brackets into the present simple or the present continuous (progressive):
a) Young people (become)……………..less willing to assume commitment
through marriage.
j b) According to Philip Shaver and his colleagues (1988) the way in which a
person (interact)………...with significant others (be)….. called attachment style.
c) He … always (avoid)………… people who don’t look up to him and praise
him excessively.
d) The documentary “Focus on Attachment Styles” (begin) …………tomorrow
at 5 p.m..
e) Jerry (work)…………. at a psychological research institute in Vienna.
f) But this week he (participate)……………… to an international colloquium in
Berlin.
g) We (go)………………. to the library for the next couple of days.
h) As John Lee (put)………..it, there are three types of love.
40
II. Match the definition in the first column to the right concept in the second
column (concepts: passionate love, attachment style, companionate love) by drawing
arrows to connect them.
Definition Concept
a secure, trusting attachment Attachment style
the way in which a person interacts with Passionate love
significant others, may be relatively constant
across the life span.
a state of high arousal: being loved by the Companionate love
partner is ecstasy; being rejected is agony
I.
1. are becoming
2. interact, is
3. is always avoiding (Present Tense Continuous of Annoyance)
4. begins
5. works
6. is participating
7. are going
8. puts
II.
41
BIBLIOGRAFIE
42