Английский язык для аспирантов: коммуникативный аспект подготовки к экзамену

И.Г. Белякова
А.А. Молнар
Ж.В. Кургузенкова
Л.В. Кривошлыкова

АНГЛИЙСКИЙ ЯЗЫК
ДЛЯ АСПИРАНТОВ

Коммуникативный аспект 
подготовки к экзамену

Учебное пособие

Москва
Издательство «ФЛИНТА»
2023

УДК 811.111(075.8)
ББК 81.432.1я73
Б44

Пособие подготовлено на кафедре языковой подготовки кадров
государственного управления ИГСУ РАНХиГС

Ре це нзе нт
канд. филол. наук, доцент кафедры языковой подготовки 
кадров государственного управления ИГСУ РАНХиГС
В.П. Андросенко

Б44 

Белякова И.Г.
Английский язык для аспирантов: коммуникативный аспект 
подготовки к экзамену : учебное пособие / И.Г. Белякова, 
А.А. Молнар, Ж.В. Кургузенкова, Л.В. Кривошлыкова. — Москва : 
ФЛИНТА, 2023. — 48 с. — ISBN 978-5-9765-5106-0. — Текст : 
электронный.

Учебное пособие предназначается для студентов, обучающихся 
в аспирантуре, с уровнем владения английским языком не ниже 
Intermediate. Пособие состоит из 10 уроков. Каждый урок включает 
три раздела. Первый раздел посвящен отработке навыков перевода 
с английского языка на русский, второй сосредоточен на проблемах 
развития навыков говорения, третий посвящен расширению словарного 
запаса студентов-аспирантов. Основная цель пособия — автоматизация 
употребления сложных грамматических конструкций при 
переводе с английского языка на русский, а также расширение словарного 
запаса студентов-аспирантов для свободной беседы на научные 
темы с опорой на базовую тематическую лексику.
Для аудиторной и самостоятельной работы студентов-аспирантов, 
а также для работы по программе «Переводчик в сфере профессиональной 
коммуникации».
УДК 811.111(075.8)
ББК 81.432.1я73

ISBN 978-5-9765-5106-0 
© Белякова И.Г., Молнар А.А.,
 
 
Кургузенкова Ж.В., Кривошлыкова Л.В.,
 
 
2023
© Издательство «ФЛИНТА», 2023

Содержание

Предисловие  ....................................................................................................4

 
UNIT 1  ......................................................................................................6

 
UNIT 2  ......................................................................................................9

 
UNIT 3  ....................................................................................................13

 
UNIT 4  ....................................................................................................17

 
UNIT 5  ....................................................................................................21

 
UNIT 6  ....................................................................................................25

 
UNIT 7  ....................................................................................................30

 
UNIT 8  ....................................................................................................34

 
UNIT 9  ....................................................................................................38

 
UNIT 10  ..................................................................................................42

Литература  .....................................................................................................47

ПРЕДИСЛОВИЕ

Учебное пособие «Английский для аспирантов: коммуникативный 
аспект подготовки к экзамену» предназначено, прежде 
всего, для студентов, обучающихся в аспирантуре. Данное пособие, 
разработанное И.Г. Беляковой, А.А. Молнар, Ж.В. Кур-
гузенковой и Л.В. Кривошлыковой, написано в соответствии 
со всеми требованиями ФГОС ВПО к результатам освоения 
основных образовательных программ подготовки научно-
педагогических кадров в аспирантуре.
Данное учебное пособие может быть также использовано 
для проведения занятий по дисциплине «Иностранный язык 
 (английский)» со студентами, обучающимися по широкому 
спектру гуманитарных специальностей (социология, педагогика, 
связи с общественностью, лингвистика, психология).
Пособие состоит из 10 уроков. Несомненным достоинством 
данного учебного пособия является предложенный авторами 
корпус упражнений. Каждый урок включает три раздела. Первый 
раздел посвящен отработке навыков перевода с английского языка 
на русский, второй сосредоточен на проблемах развития навыков 
говорения, третий посвящен расширению словарного запаса 
студентов-аспирантов. Основная цель пособия — автоматизация 
употребления сложных грамматических конструкций при переводе 
с английского языка на русский, а также расширение словарного 
запаса студентов-аспирантов для свободной беседы на 
научные темы с опорой на базовую тематическую лексику.
Будучи практикумом, пособие не предусматривает подробных 
объяснений хорошо известных теоретических моментов по 
переводу, которые легко можно найти в любом соответствующем 
учебнике. В иных случаях предполагается повторение теоретического 
материала либо на занятии с педагогом, либо самостоятельно. 
Основная цель пособия — автоматизация, а также 
расширение словарного запаса студентов-аспирантов для свободного 
перевода и последующего обсуждения научной литературы 
с опорой на базовую тематическую лексику.

Таким образом, учитывая тот факт, что одной из важнейших 
проблем методики преподавания иностранного языка аспирантам 
является автоматизация перевода ими сложных грамматических 
и синтаксических конструкций, ознакомление со 
стилистическими особенностями перевода и характерными особенностями 
мышления, типичного для русского и английского 
языков, а также развитие навыков свободной работы с научной 
литературой путем изучения различных способов и приемов перевода, 
считаем, что данный практикум способствует работе с 
оригинальным научным текстом с последующим обсуждением 
результатов проведенного исследования.

U N I T  1

P a r t 1. DEVELOP YOUR TRANSLATION SKILLS

1.1. Translate the text.

“Catastrophic” sleep is killing people,
say scientists

New research shows that many people are not sleeping enough 
and that this is having a serious impact on health. Professor Matthew 
Walker from the Center for Human Sleep Science at the University 
of California warned that a “catastrophic sleep-misfortune plague” 
was putting people in danger of ill health. He said a continued lack 
of sleep was putting people at risk from a large number of possibly 
fatal diseases. Professor Walker said people need eight hours sleep 
a night to stay healthy. He continued that people who don’t sleep 
enough will have a shorter life. Walker said the effect of not sleeping 
enough negatively impacts every single aspect of our health and 
every part of our body.
Professor Walker warned that a lack of sleep is linked to 
debilitating diseases such as Alzheimer’s, cancer, heart disease, 
obesity and diabetes. He warned that we are in a dangerous 
situation whereby we do not fully understand the very serious, 
“catastrophic” consequences of not getting eight hours a night. He 
gave several reasons why we are sleeping less. He said: “First, we 
electrifi ed the night. Light is a profound degrader of our sleep.” 
He also blamed longer working hours and longer commuting 
times, a desire to be with friends more rather than sleep, mobile 
devices, and the increased availability of alcohol and caffeine. He 
also blamed anxiety and said: “We’re a lonelier, more depressed 
society.”

P a r t 2. DEVELOP YOUR SPEAKING SKILLS

2.1. Read the following article and answer the questions:

1. When was “zero” fi rstly used?
2. Where was “zero” fi rstly used?
3. What is the origin of this symbol?

2.2. Make a summary of the following article.

Written zero 500 years older
than scientists thought

Scientists from Oxford University in England have discovered 
that the written use of the zero is 500 years older than previously 
thought. The scientists used carbon dating to trace the symbol’s 
origins to a famous ancient Indian scroll called the Bakhshali 
Manuscript. Scientists found the scroll dates back to the third 
century, which makes it the oldest script using the symbol. Before 
the carbon dating of the scroll, scientists believed the manuscript was 
created in the eighth century. It was found in the village of Bakhshali 
in 1881. The zero symbol that we use today evolved from a round 
dot frequently used in India. This symbol can be seen several times 
on the manuscript.
Marcus Du Santoy, a mathematics professor at Oxford University, 
explained the signifi cance of the zero in our lives. He told Britain’s 
‘Guardian’ newspaper that: “Today, we take it for granted that the 
concept of zero is used across the globe and is a key building block 
of the digital world. But the creation of zero as a number in its own 
right, which evolved from the placeholder dot symbol found in the 
Bakhshali manuscript, was one of the greatest breakthroughs in the 
history of mathematics.” Zero has many names in English, including 
nought, nil (in football) and love (in tennis). It is often said as “oh” 
in the context of telephone numbers. Informal or slang terms for zero 
include nowt, nada, zilch and zip.

P a r t 3. SPEAKING ABOUT YOU
AND YOUR RESEARCH

3.1. Learn the following vocabulary:

to enter a university — поступить в университет
faculty — факультет
postgraduate course — аспирантура
to specialize in — специализироваться
to be interested in — интересоваться
to do / carry out / conduct research — проводить исследование
supervisor — научный руководитель
to work under supervision of — работать под руководством

3.2. Now make up sentences about yourself using the active 
vocabulary above.

3.3. Translate from Russian into English using the active vocabulary 
above.

1. Я поступил в университет в 1995 году на факультет экономики.

2. В ходе учебы я всегда интересовался научной работой, 
поэтому после окончания магистратуры решил продолжить 
обучение в аспирантуре.
3. Моим научным руководителем стал мой бывший профессор 
экономики. Мы решили проводить исследование на 
материале нашей страны.
4. Я решил специализироваться в области антикризисного 
менеджмента.
5. Теперь я пишу диссертацию под руководством Иванова 
В.П.

U N I T  2

P a r t 1. DEVELOP YOUR TRANSLATION SKILLS

1.1. Translate the text.

Having сhildren

Many of us believe that having children is the key to happiness 
and a perfect family life. Naturally, this idealistic image is true for 
some, but researchers say that in reality, children make us happiest 
when they fl y the nest — when they have grown up and left home. 
Researchers in Germany looked at data from a survey of 55,000 over 
50-year-olds living in Europe. The survey respondents were quizzed 
about their emotional wellbeing. The researchers discovered that 
most parents were happier with life after their offspring had left 
home and started making their own way in life. Researchers say 
this could be because raising children creates fi nancial worry, stress, 
fatigue and anxiety.
The research was led by Christoph Becker at Heidelberg 
University. He concluded that a big reason for parents being happiest 
when their children leave home is that the tables are turned and the 
children provide more support to their parents. He said parents whose 
children no longer live with them suffer from fewer symptoms of 
depression and have a more positive outlook on life. Regarding the 
role reversal in providing support, Mr Becker said: “Children’s roles 
as caregivers, providers of fi nancial support or simply as a means of 
social contact might outweigh the negative aspects of parenthood.” 
He added that maintaining family relationships may stave off 
loneliness in ageing parents.

P a r t 2. DEVELOP YOUR SPEAKING SKILLS

2.1. Read the following article and answer the questions:

1. When did people report higher levels of well-being according 
to the article?
2. How did the scientists explain this conclusion?
3. What tips did the scientists give to all married couples with 
children?

2.2. Make a summary of the following article.

The key to happiness: Friends or family?

The answer may surprise you. Think spending time with your 
kids and spouse is the key to your happiness? You may actually be 
happier getting together with your friends, said SMU psychology 
professor Nathan Hudson.
Hudson’s research fi nds that people report higher levels of 
well-being while hanging with their friends than they do with their 
romantic partner or children. In fact, being around romantic partners 
predicted the least amount of happiness among these three groups, 
reveals a study published in the Journal of Personality and Social 
Psychology.
Hudson stressed, however, that the fi nding has more to do with 
the activity than the person it is shared with. That’s because people 
tend to spend more of their time doing enjoyable activities with 
friends than they do with family members, who occasionally fi nd 
themselves together doing unpleasant tasks like chores or caretaking 
duties.
“Our study suggests that this doesn’t have to do with the 
fundamental nature of kith versus kin relationships,” he said. “When 
we statistically controlled for activities, the ‘mere presence’ of 
children, romantic partners, and friends predicted similar levels of 
happiness. Thus, this paper provides an optimistic view of family 

and suggests that people genuinely enjoy their romantic partners and 
children.”
More than 400 study participants were asked to think back on 
times with their friends or family — identify the activity they 
shared — and rate whether those experiences left them feeling 
various emotions, such as happy, satisfi ed, and with a sense of 
meaning. Each emotion was rated from 0 (almost never) to 6 (almost 
always).
This information and other responses about how study 
participants felt at different times allowed Hudson and his co-
authors, Richard E. Lucas and M. Brent Donnellan, to estimate rates 
of happiness with their friends and family. Lucas and Donnellan are 
both from Michigan State University.
The activities people most frequently perform while they’re with 
their romantic partners include socializing, relaxing, and eating. 
People tend to do similar activities when they are with their friends, 
too. They just do a lot more of these enjoyable tasks while hanging 
with their friends and a lot less housework, the study found. For 
instance, 65 percent of experiences with friends involved socializing, 
but only 28 percent of the time shared with partners.
Spending time with their children also meant more time doing 
things that had a negative association, such as housework and 
commuting.
However, the activity that people reported most often with their 
offspring — childcare — was viewed positively. And overall, people 
report feeling similar levels of well-being while in the presence of 
friends, partners, and children once the activity was taken out of the 
equation.
There’s a lesson here, Hudson said. “It’s important to create 
opportunities for positive experiences with romantic partners and 
children — and to really mentally savor those positive times. In 
contrast, family relationships that involve nothing but chores, 
housework, and childcare likely won’t predict a lot of happiness.”