СОДЕРЖАНИЕ СамостоятельнОЙ ВНЕАУДИТОРНОЙ работы КАНДИДАТА (СОИСКАТЕЛЯ)
Модуль 2
Тема: Globalization (12 часов)
Самостоятельная подготовка к практическим занятиям по теме включает следующие задания:
Чтение и перевод (устный) текста «Globalization», выполнение упражнений 2-20, стр. 70-81 (А.П. Миньяр-Белоручева и др. Английский язык. Учебник устного перевода. М., 2005).
Самостоятельное изучение грамматического и лексического комментария (А.П. Миньяр-Белоручева и др. стр. 81-83).
Подготовка пересказа текста «Globalization».
Работа с профессионально-ориентированным текстом (перевод, реферирование, аннотирование). Анализ переводческих трудностей и нахождение способов их преодоления (трансформации).
Модуль 3
Тема: Mass Media (10 часов)
Самостоятельная подготовка к практическим занятиям по теме включает следующие задания:
Чтение и перевод (устный) текста «Mass Media», выполнение упражнений 2-20, стр. 233-244 (А.П. Миньяр-Белоручева и др. Английский язык. Учебник устного перевода. М., 2005).
Самостоятельное изучение грамматического и лексического комментария (А.П. Миньяр-Белоручева и др. стр. 244-248).
Подготовка пересказа текста «Mass Media».
Работа с профессионально-ориентированным текстом (перевод, реферирование, аннотирование). Анализ переводческих трудностей и нахождение способов их преодоления (трансформации).
Модуль 4
Тема: Mass Culture (10 часов)
Самостоятельная подготовка к практическим занятиям по теме включает следующие задания:
Чтение и перевод (устный) текста «Mass Culture», выполнение упражнений 2-20, стр. 212-225 (А.П. Миньяр-Белоручева и др. Английский язык. Учебник устного перевода. М., 2005).
Самостоятельное изучение грамматического и лексического комментария (А.П. Миньяр-Белоручева и др. стр. 225-231).
Подготовка пересказа текста «Mass Culture».
Работа с профессионально-ориентированным текстом (перевод, реферирование, аннотирование). Анализ переводческих трудностей и нахождение способов их преодоления (трансформации).
Модуль 5
Тема: Clash of Civilizations (12 часов)
Самостоятельная подготовка к практическим занятиям по теме включает следующие задания:
Чтение и перевод (устный) текста «Clash of Civilizations», выполнение упражнений 2-20, стр. 28-39 (А.П. Миньяр-Белоручева и др. Английский язык. Учебник устного перевода. М., 2005).
Самостоятельное изучение грамматического и лексического комментария (А.П. Миньяр-Белоручева и др.).
Подготовка пересказа текста «Clash of Civilizations».
Работа с профессионально-ориентированным текстом (перевод, реферирование, аннотирование). Анализ переводческих трудностей и нахождение способов их преодоления (трансформации).
Модуль 6
Тема: Human Rights (12 часов)
Самостоятельная подготовка к практическим занятиям по теме включает следующие задания:
Чтение и перевод (устный) текста «Human Rights», выполнение упражнений стр. 111-125 (А.П. Миньяр-Белоручева и др. Английский язык. Учебник устного перевода. М., 2005).
Самостоятельное изучение грамматического и лексического комментария (А.П. Миньяр-Белоручева и др. стр. 126-132).
Подготовка пересказа текста «Human Rights».
Работа с профессионально-ориентированным текстом (перевод, реферирование, аннотирование). Анализ переводческих трудностей и нахождение способов их преодоления (трансформации).
За период обучения аспирант (соискатель) должен самостоятельно прочитать и перевести (устно) научные профессионально-ориентированные тексты (монографии, книги, статьи) по специальности аспиранта/соискателя объемом не менее 350000 печатных знаков, то есть 200-210 стр.
Качество понимания изученной литературы проверяется во время занятий, отведенных для индивидуального чтения, на которых аспирант/соискатель отчитывается перед преподавателем о прочитанной на иностранном языке оригинальной литературе по специальности:
Учебные тексты для подготовки самостоятельной внеаудиторной работы:
Текст к Модулю 2
Globalisation
Globalisation is the growth and enactment of world culture. Since at least the middle of the nineteenth century, a rationalised world institutional and cultural order has crystallised that consists of universally applicable models that shape states, organisations, and individual identities. Conceptions of progress, sovereignty, rights, and the like, have acquired great authority. After World War II international life gained a cultural structure. States at very different economic levels adopted common precepts and established common institutions. Far from being the prime movers on the international scene, states derived much of their structure and authority from being embedded in a larger system, a world polity consisting of common legitimating models. But states are not the only globally enacted model. More and more organisations, from scientific associations to feminist groups, from standard-setting bodies to environmental movements, helped to elaborate and implement this common world culture.
By the end of the twentieth century, world culture became the constitutive element in world society. But it cannot claim global consensus; regions differ, for example, in their interpretation of core notions such as individual rights. Nor is world culture free from contradiction; it contains values such as freedom and equality that are necessarily in tension. Enacting global models will not lead to a completely homogeneous worlds if only because institutionalisation under different conditions will produce significant local variation. World culture actually produces new conflicts, for when many believe they live in one world under universally valid principles, they become critical of state actions that deviate from global norms. Since the state of the world is always bound to fall short of high global standards, world culture actually encourages the discovery of new social problems. But the world-wide recognition of problems, ranging from global warming to corruption, is a sign of world culture's current strength. In a diverse, conflictual, and decentralised world, it provides common models for thinking and acting.
Текст к Модулю 3
Mass Media
Since it was first formed as a company in 1922, the BBC has been a world leader in program production. It has pioneered communications in radio, television and online technologies. John Reith, the BBC's founding father, looked westwards in the 1920s to America's unregulated, commercial radio, and then east to the fledgling Soviet Union's rigidly controlled state system. Reith's vision was of an independent British broadcaster able to educate, inform and entertain the whole nation, free from political interference and commercial pressure. The British Broadcasting Company started daily transmissions on November 14, 1922. "Listening in" to the wireless in the United Kingdom quickly became a social and cultural phenomenon as the BBC in London, and regional stations around the country, gave birth to a new form of mass communication. There was drama, variety, talks, children's programs, popular and classical music and some news but in the early days only after 7 p.m. to avoid upsetting the newspapers. King George V was first heard on radio during a broadcast from the British Empire Exhibition of 1924. The speech was relayed on loudspeakers outside major department stores and the crowds were so large they stopped the traffic in the road. On the eve of World War II, the BBC had already started services to Europe in French, German, Italian, Portuguese, Spanish and English.
The BBC's Television Service was created in 1936. Viewers were able to watch King George VI's Coronation Procession, see Wimbledon and the FA Cup Final, enjoy plays and opera and laugh at children's cartoons. The television service was suddenly blacked out for defence reasons on September 1, 1939. World War II was radio's war and the BBC nearly lost it in the opening skirmishes. Listeners wrote in to complain about the new Home Service, which seemed, to some, to be dominated by organ recitals and public announcements. Winston Churchill had no love for the BBC in the beginning. He called it "the enemy within the gates." The BBC emerged from the war with an enhanced reputation as a news broadcaster, particularly among listeners to the BBC's wartime radio services in the occupied countries. The Coronation of Queen Elizabeth II on June 2, 1953 in Westminster Abbey ushered in the television age.
Текст к Модулю 4
Mass Culture
The twenty-first century is beginning as the century of culture, with the differences, interactions, and conflicts among cultures taking centre stage. This has become manifest, among other ways, in the extent to which scholars, politicians, economic development officials, soldiers, and strategists are all turning to culture as a central factor in explaining human social, political, and economic behaviour. In short, culture counts, with consequences for both good and evil. If culture counts, what is it? Culture is one of the most ambiguous, most debated words or concepts in the social science lexicon. There is little agreement on what it means or implies. The concept of culture arouses passion. People – ordinary people, extraordinary people, and politicians – often discuss the concept of culture with ferocity. Scholars warned against getting bogged down in debating definitions.
It is known far and wide that culture has many meanings. Just three are mentioned here. First, culture refers to the products of a society. People speak of a society's high culture – the art, literature, music – and its popular or folk culture. Second, anthropologists speak of culture in a much broader sense to mean the entire way of life of a society, its institutions, social structure, family structure, and the meanings people attribute to these. Finally, other scholars, perhaps particularly political scientists, see culture as something subjective, meaning the beliefs, values, attitudes, orientations, assumptions, philosophy.
However it is defined, civilisations are the broadest cultural entities with Innumerable subcultures. Two central elements of culture are language and religion, and these obviously differ greatly among societies. Scholars have also measured societies along a number of other cultural dimensions and classified them in terms of individualism and collectivism, egalitarianism and hierarchy, pluralism and monism, activism and fatalism, tolerance and intolerance, trust and suspicion, shame and guilt, instrumental and consummatory, and a variety of other ways. In recent years, however, many people have argued that we are seeing the emergence of a universal world-wide culture. They may have various things in mind.
Текст к Модулю 5
Clash of Civilisations
Nation states remain the principal actors in world affairs. Their behaviour is shaped as in the past by the pursuit of power and wealth, but it is also shaped by cultural preferences, commonalties, and differences. The most important groupings of states are the eight major civilisations. Non-Western societies are developing their economic wealth and creating the basis for enhanced military power and political influence. As their power and self-confidence increase, non-Western societies increasingly assert their own cultural values and reject those "imposed" on them by the West. The "international system of the twenty-first century," Henry Kissinger has noted, "will contain at least six major powers – the United States, Europe, China, Japan, Russia, and probably India – as well as a multiplicity of medium-sized and smaller countries." These six major powers belong to five very different civilisations. In this new world, local politics is the politics of ethnicity; global politics is the politics of civilisations. The rivalry of the superpowers is replaced by the clash of civilisations.
In this new world the most pervasive, important, and dangerous conflicts will be between peoples belonging to different cultural entities. Tribal wars and ethnic conflicts will occur within civilisations. Violence between states and groups from different civilisations carries with it the potential for escalation as other states and groups from these civilisations rally to the support of their "kin countries." Cultural conflicts are more dangerous today than at any time in history. The most dangerous cultural conflicts are those along the fault lines between civilisations. The major differences in political and economic development among civilisations are rooted in their different cultures. The West is and will remain for years to come the most powerful civilisation. Yet its power relative to that of other civilisations is declining. A central axis of the present world politics is the interaction of Western power and culture with the power and culture of non-Western civilisations.
Текст к Модулю 6
Human Rights
The concept of human rights has existed under several names in European thought for many centuries, at least since the time of King John of England. After the king violated a number of ancient laws and customs by which England had been governed, his subjects forced him to sign the Magna Carta, which enumerated a number of what later came to be thought of as human rights. Among them were the right of the church to be free from governmental interference, the rights of all free citizens to own and inherit property and be free from excessive taxes. Magna Carta established principles of due process and equality before the law and it also contained provisions forbidding bribery and official misconduct. The political and religious traditions in other parts of the world also proclaimed what have come to be called human rights, calling on rulers to rule justly and compassionately, and delineating limits on their power over the lives, property, and activities of their citizens. In the United States, a bloody war over slavery came close to destroying a country founded only eighty years earlier on the premise that, "all men are created equal."
The women's rights movement succeeded in gaining for many women the right to vote. National liberation movements in many countries succeeded in driving out colonial powers. The modern human rights movement didn't invent any new principles. It was different from what preceded it primarily in its explicit rejection of political ideology and partisanship, and its demand that governments everywhere, regardless of ideology, adhere to certain basic principles of human rights in their treatment of their citizens. This appealed to a large group of people, many of whom were politically inactive, not interested in joining a political movement, not ideologically motivated. They were simply outraged that any government dared abuse, imprison, torture, and often kill human beings whose only crime was in believing differently from their government and saying so in public. They took to writing letters to governments and publicising the plights of these people in hopes of persuading or embarrassing abusive governments into better behaviour.
Литература
Основная литература
Бреус, Е.В. Основы теории и практики перевода с русского языка на английский: Учеб. пособие - М.: Изд. УРАО, 1998.
Виссон, Линн. Практикум по синхронному переводу с русского на английский/ Учеб. пособие - М.: «Р. Валент», 2000.
Мешков, О. Практикум по переводу с русского на английский:Учеб. пособие/Е.В. Гореус, М. Лэмберт - М.: НВИ-Тезаурус, 2002.
Миньяр-Белоручева, А.П., Английский язык. Учебник устного перевода: Учеб. пособие/ А.П. Миньяр-Белоручева, К.В. Миньяр-Белоручев - М., 2005.
Чужакин, А. Мир перевода/ А. Чужакин, П. Палажченко - М.: «Р. Валент», 1999.
Комиссаров, В.Н. Общая теория перевода: Учеб. пособие - М.: Юрайт, 2000.
Пичугина Е.И. English Grammar Rules and Exercises : Учебное пособие. – ДВАГС. – Хабаровск, 2010.
Г.П. Белинская, Е.П.Дыбова, Н.А.Лесникова Учебное пособие по английскому языку для развития навыков чтения «READER», ДВАГС, 2008.
Дополнительная литература
Периодические издания
Журнал «The Economist»
Журнал «Newsweek»
ОГЛАВЛЕНИЕ
Структура учебной дисциплины 3
УЧЕБНО-ТЕМАТИЧЕСКИЙ ПЛАН ДИСЦИПЛИНЫ 5
ТРЕБОВАНИЯ ПО РЕЧЕВОЙ КОММУНИКАЦИИ 6
Контроль знаний студентов 9
ТРЕБОВАНИЯ К ЭКЗАМЕНУ И РЕКОМЕНДУЕМАЯ СТРУКТУРА ЭКЗАМЕНА 10
СОДЕРЖАНИЕ СамостоятельнОЙ ВНЕАУДИТОРНОЙ работы КАНДИДАТА (СОИСКАТЕЛЯ) 16
Литература 23
Английский язык: методические указания по подготовке кандидатского экзамена для аспирантов и соискателей по специальности 22.00.04 «Социальная структура, социальные институты и процессы» / Г.П. Белинская, Н.А. Лесникова, И.П. Муха.– Хабаровск : ДВИ-Ф РАНХ и ГС, 2011. – 24 с.
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