Англоязычная академическая коммуникация в многокультурной полилингвальной среде = Communicating in academic English in a multicultural and multilingual environment

 
 

Ж. О. Кузьминых
Н. В. Красильникова

АНГЛОЯЗЫЧНАЯ АКАДЕМИЧЕСКАЯ 

КОММУНИКАЦИЯ В МНОГОКУЛЬТУРНОЙ 

ПОЛИЛИНГВАЛЬНОЙ СРЕДЕ

COMMUNICATING IN ACADEMIC ENGLISH 

IN A MULTICULTURAL AND MULTILINGUAL 

ENVIRONMENT

Учебное пособие

Йошкар-Ола

2021

УДК 81-111(075.8)
ББК 81я73

К 89

Рецензенты:

кандидат филологических наук, заведующая кафедрой, доцент кафедры 

английской филологии Марийского государственного университета

К. А. Балышева;

кандидат филологических наук, доцент кафедры иностранных языков 

и лингвистики Поволжского государственного технологического 

университета А. В. Береснева

Кузьминых, Ж. О.

К 89
Англоязычная академическая коммуникация в многокультур
ной полилингвальной среде = [Communicating in academic English
in a multicultural and multilingual environment]: учебное пособие / 
Ж. О. Кузьминых, Н. В. Красильникова. − Йошкар-Ола: Поволжский государственный технологический университет, 2021. – 236 с. 
ISBN 978-5-8158-2253-5

Цель учебного пособия – оптимизация аудиторной и самостоятельной 

работы для развития у обучающихся навыков академической коммуникации с акцентом на совершенствовании навыков говорения, чтения и понимания англоязычной речи.

Для преподавателей неязыковых вузов и их подразделений, студентов 

всех уровней и направлений подготовки неязыковых специальностей и других категории обучающихся, для которых актуален вопрос продуктивного 
академического взаимодействия в поликультурной мультилингвальной образовательной среде вуза.

УДК 81-111(075.8)

ББК 81я73

ISBN 978-5-8158-2253-5
© Ж. О. Кузьминых, 
Н. В. Красильникова, 2021
© Поволжский государственный 
технологический университет, 2021

CONTENTS

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

Unit 1. COMMUNICATING EFFECTIVELY 

IN THE ACADEMIC ENVIRONMENT................................................6

Unit 2. ACADEMIC CULTURES ACROSS THE WORLD .......19

Unit 3. DIFFERENCES IN UNIVERSITY STUDY.......................34

Unit 4. TEACHING METHODS AND TECHNIQUES 

ACROSS CULTURES.........................................................................57

Unit 5. MAKING THE MOST OF THE ACADEMIC 

LECTURE...........................................................................................71

Unit 6. EXAMS IN DIFFERENT ACADEMIC CULTURES .........91

Unit 7. CHECK AND REVIEW ...................................................108

Annex 1. Audio and video transcripts............................................115
Annex 2. Answer key....................................................................207

Предисловие

Набирающий в настоящее время обороты экспорт отечественного 

высшего образования является реальностью, вызовом и стимулом 
развития для каждого российского вуза. Вне зависимости от своих 
масштабов, профиля, удаленности от географических центров страны
или позиций в репутационных рейтингах, университеты стремятся 
привлечь студентов из-за рубежа, предлагая программы обучения на 
английском языке, что особенно актуально для абитуриентов из 
стран, где не знают или не изучают русский.

Для того чтобы вуз был способен предоставить молодежи из-за ру
бежа качественное образование на английском языке наряду с возможностями для насыщенной студенческой жизни и погружения в 
новую культуру, необходимо прежде всего наличие в этом вузе достаточного числа преподавателей, студентов и администраторов, владеющих английским языком в степени, которая позволяла бы эффективное общение со студентами-представителями иноязычных культур. 
Именно английский для академических целей (English for Academic
Purposes) представляет собой тот языковой стиль, который необходим 
в высших учебных заведениях для успешной коммуникации и реализации образовательного процесса.  

Настоящее учебное пособие предназначено для широкого круга 

лиц, заинтересованных в целенаправленном развитии навыков говорения, аудирования и чтения на английском языке, а также расширении словарного запаса в области академического английского. Целевая аудитория включает вузовских преподавателей и администраторов, студентов всех уровней и направлений подготовки языковых и 
неязыковых специальностей, слушателей специализированных языковых курсов, т.е. всех тех, для кого актуален вопрос продуктивного 
академического взаимодействия на английском языке со студентами 
из-за рубежа.

Цель учебного пособия – оптимизация аудиторной и самостоя
тельной работы для развития у обучающихся навыков академической 
коммуникации с акцентом на совершенствовании навыков говорения, 
чтения и понимания англоязычной речи. Освоение новой лексики и 

повторение грамматики в процессе выполнения предложенных заданий различного уровня сложности также обогатит языковой опыт 
обучающихся.

Предложенное пособие включает шесть тематических разделов и 

один раздел на повторение изученного материала. Каждый раздел состоит из текстов и заданий для организации практики по разным видам коммуникативной деятельности. Тематика пособия охватывает 
различные аспекты общения в образовательной среде: особенности 
академической культуры, учебной деятельности студентов и обучающей деятельности преподавателей в современных университетах, их 
речевого поведения в процессе академического взаимодействия, традиционное и новое в образовательном процессе. Важно отметить, что
тематика и логика построения пособия, рассмотрение материала с позиций разнообразия и взаимодействия культур призваны способствовать развитию межкультурной компетентности обучающихся.

Каждый раздел пособия содержит текст для чтения с приложен
ным тематическим словарем, за которым следует серия оригинальных 
упражнений на отработку тематического материала. Работа в рамках 
раздела предполагает прослушивание аутентичных аудиозаписей и 
просмотр видео как основы для выполнения последующих заданий 
для контроля понимания и стимулирования речемыслительной активности обучающихся. В заключительную часть пособия включены 
Приложение 1, в котором представлены транскрипты аудио- и видеозаписей, и Приложение 2, включающее ответы к заданиям.

Материал, представленный в пособии, был успешно апробирован 

в ходе реализации интенсивного курса английского языка для преподавателей неязыковых подразделений Поволжского государственного технологического университета с целью развития их иноязычной коммуникативной компетентности в 2019-2020 и 2020-2021 учебных годах.

Unit 1
COMMUNICATING EFFECTIVELY 

IN THE ACADEMIC ENVIRONMENT

 

Academic communication involves presenting ideas effectively and 

formally within a scholastic environment. In addition to this, academic 
communication refers to methods of communication that are highly 
structured and generally only used in pedagogical settings for example 
academic essays and delivering presentations. 

Nowadays the learning environment is getting more and more 

international which has an impact on academic communication. Although 
diversity is considered to be added value to the learning process by sharing 
various perspectives from different backgrounds, international in-class and 
out-of-class communication requires extra care and attention around both 
language and communication. 

1. Text 1. Academic communication in a foreign language

1.1. Read the text about key challenges that both instructors and 

international students face during their communication in a foreign 
language and make a list of these challenges.

Vocabulary notes:

language proficiency –
знание языка

to obtain –
получать

fellow student –
однокурсник

demanding task –
сложная задача

to engage smb. in smth. / 

doing smth. –

вовлекать кого-то в какую-то 
деятельность

comprehensible –
понятный

to assign –
назначать

Effective academic communication in a language that is not the mother 

tongue of any of its participants poses a number of challenges to both the 
participants. 

The main challenge is related to the language proficiency of 

international students compared to domestic students. 

Obtaining a degree abroad students have to face some language barriers 

while communicating with fellow students in class, lecturers or even with 
friends in a society different from their homeland. The necessity to speak in 
a language that is not their native one results in low confidence in their 
spoken local language, low willingness to communicate in this language, and 
fear of negative evaluations, such as leaving faulty impressions and being 
judged. They sometimes feel like children who are powerless and unable to 
express the thoughts and feelings they have because they are not well-versed 
using the language of instruction. Moreover, students are sometimes 
unaware of communication norms and styles of the host university culture –
norms related to student-faculty interaction style, participation in class 
discussions and team work – which may affect their academic performance 
and pose a challenge for teaching staff.

Dealing with second language students is a very demanding task. 

Instructors may face misunderstanding of their requirements and 
expectations. They find it hard to engage international students in class 
activities and assess their performance. Although campus support services 
do a lot of activities aimed at facilitating effective communication of 
international students, instructors have to develop their own practices. 
They adapt their communication style so that their language is more 
comprehensible, take into account students' language backgrounds and 
prior experience when assigning groups or make various accommodations 
in teaching and assignments.

Thus, culturally diverse academic communication offers both benefits 

and challenges to its participants and requires special attention.

2. Getting acquainted with the university classroom culture 

Vocabulary notes:

host university –
принимающий университет

to familiarise smb. with smth. –
знакомить кого-то с чем-то

pronounce –
произносить

pronunciation –
произношение

to make sense –
иметь смысл

Upon arrival to a host university all international students are usually 

required to attend a mandatory International Student Welcome Session / 

Week. This event is aimed at familiarising students with the university 
policies, professors’ expectations, and opportunities on campus.

2.1. Video 1. Understanding the U.S. classroom culture

You are going to watch the video “Understanding the U.S. classroom 

culture” providing guidance to international students on classroom culture 
at a U.S. university.

Watch the video and answer the questions below. 
1. What documents serve to be students’ guide to the course? 
2. How can students address their professors in U.S. universities?
3. Why do professors ask the same question to multiple people in the 

class?

4. What are students recommended to do while reading homework for 

class?

5. What electronic devices are allowed to be used in class by consent 

of the professor?

6. What faculty member leads discussion and lab sections?
7. When should students ask questions if they are confused about 

requirements and need clarification?

8. When should students discuss with professors any personal 

problems that may affect students’ academic performance? 

3. Listening in different languages

One of the key characteristics of an international class is the language 

of instruction which is not the first language of all the participants. Not all 
the international students have a high level of foreign language proficiency, 
which may impede communication and requires attention.

3.1. Look at the following factors that make it difficult for non
English speaking students to listen to and understand spoken English. 
Add two or three factors to this list and compare your ideas with your 
partner.

− The speed at which someone is speaking.
− Background noise.

3.2. Audio 1. Listening to a lecture in a foreign language

Listen to Part 1 of a talk in which a lecturer describes some of the 

problems of listening. Then answer the following questions.

1. Which of the factors listed in Ex 1.1 does she talk about?
2. Which other factors does she talk about?
3. After talking about the factors which affect listening, the lecturer 

discusses two additional problems that students may have. What are they?

3.3. Audio 2. Understanding a lecture in a foreign language

Now listen to Part 2 of the talk. The lecturer asks you to write down a 

phrase. Do this as you listen.

_____________________________________________________
Does this example make the points in Ex 3.2 question 3 clearer?

3.4. Audio 3. Understanding a lecture in a foreign language 

Listen to Part 3 of the talk. Complete this excerpt by writing two to six 

words in each space.

So what is the solution to these two problems? Well, firstly, you need 

to get as much practice listening to natural speech as possible. Listen to 
_____________________________ (1) and try to develop your 
understanding of how words and phrases are really pronounced, not how 
you 
________________________________ 
(2) 
pronounced. 
And 

secondly, you need to accept that when you listen you may misunderstand 
what 
is 
being 
said. 
So 
you 
need 
to 
be 
ready 
to 

______________________________ (3) about your understanding of the 
meaning, if what you hear _____________________________ (4) 
compared to what you understood before. And this means taking a flexible, 
open-minded approach to listening.

3.5. Reflect on the talk you listened to in Ex 3.2 - 3.4. Answer the 

following questions.

1. Did you have any difficulties doing this activity?

2. If so, why do you think you had problems?
3. Were they the same problems the lecturer talked about?

4. Teaching international students: using a foreign language of 

instruction 

Vocabulary notes:

to come up with –
придумать, выработать, 
предложить

to overcome –
преодолеть, справиться

proper noun –
имя собственное

to be fluent in a language –
свободно говорить на каком-то 
языке

Apart from coming up with their own strategies on how to overcome 

the arising difficulties in academic communication with international 
students, including the use of a language of instruction and communication 
which is students’ foreign language, instructors may use the experience of 
their colleagues. Thus, it is helpful for instructors to organise and take part 
in meetings where colleagues share their challenges in communicating with 
international students and offer solutions.

4.1. Video 2. Teaching international students

You are going to watch Part 3 of the video “Teaching international 

students” in which three instructors of the City University of Seattle (the 
USA) - Brenda Howald, Hong Ying Douglas, and Gudrun Scheffler – are 
sharing their opinions on the challenges they face when teaching 
international students. 

Part 3. Gudrun Scheffler (09:50- 15:20)

Watch the extract from the video and say whether the following 

statements are true or false. Give extra information wherever possible.

1. Communication and listening skills of the international students are 

lower than those of native speakers.

2. It is critically important for a teacher to identify the key words before 

explaining a new topic / idea / concept so that the students could understand it.

3. Gudrun Scheffler never uses brainstorming to assess her students’ 

previous knowledge.

4. Proper nouns (names of places, people, companies) are among the 

easiest things for international students to spell and pronounce as the words 
sound somewhat ‘international’.

5. Cultural references (to TV shows, movies, music, etc.)  are a big 

challenge for international students.

6. The only time international students can relax intellectually and 

psychologically is the breaks when they socialize with their classmatesnative speakers. 

7. A teacher should use jokes and slang in class as often as possible to 

integrate international students into the U.S. classroom community.

8. Gudrun Scheffler prefers not to use online resources in the 

classroom to teach her students to pronounce difficult words. 

9. Short English words are easier to learn for international students 

because long words have too many meanings. 

10. Academic vocabulary is much easier to navigate for newcomer 

students than informal language or slang. 

4.2. Video 3. Language experiences of international students

You are going to watch the video “Language experiences of 

international students” in which two international students and a tutor 
describe typical language and cultural challenges faced by students when 
they first arrive in the UK. They also suggest some ways of dealing with 
these challenges.

Watch the video “Language experiences of international students” 

and move the various problems and solutions mentioned by each speaker 
into the appropriate place. Some have already been done for you as an 
example.

Problems
Solutions

Student 1

Fear of 
speaking in 
everyday 
situations

Gain confidence from 
speaking
Get a balance in terms of 
who you socialise with