МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ РОССИЙСКОЙ ФЕДЕРАЦИИ

ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ АВТОНОМНОЕ

ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ
«САМАРСКИЙ НАЦИОНАЛЬНЫЙ ИССЛЕДОВАТЕЛЬСКИЙ
УНИВЕРСИТЕТ ИМЕНИ АКАДЕМИКА С.П. КОРОЛЕВА»
(САМАРСКИЙ УНИВЕРСИТЕТ)

ИНОСТРАННЫЕ ЯЗЫКИ В XXI ВЕКЕ:

АКТУАЛЬНЫЕ ВОПРОСЫ
ЛИНГВИСТИКИ И ЛИНГВОДИДАКТИКИ
МЕЖДУНАРОДНАЯ КОНФЕРЕНЦИЯ
(Самара, 10–11 марта 2020 г.)
Материалы и доклады

Одобрено редакционно-издательским советом федерального государственного

автономного образовательного учреждения высшего образования
«Самарский национальный исследовательский университет
имени академика С.П. Королева»

САМАРА
Издательство Самарского университета
2020
УДК 811
ББК 81.2
И683

Рецензент: д-р фил. наук, проф. М. И. С о л н ы ш к и н а

Редакционная коллегия:
д-р пед. наук, проф. В.В. Л е в ч е н к о (отв. ред.),
канд. пед. наук, доц. Л.А. К о ж е в н и к о в а ,
канд. пед. наук, доц. Е.В. П о с т н и к о в а

И683 Иностранные языки в XXI веке: актуальные вопросы

лингвистики и лингводидактики: материалы и доклады
Международной конференции (Самара, 10-11 марта 2020 г.) / отв.
ред. В.В. Левченко. – Самара: Издательство Самарского
университета, 2020. – 428 с.: ил.

ISBN 978-5-7883-1553-9

Сборник включает тексты докладов участников Международной конфе-

ренции, состоявшейся 10-11 марта 2020 года в Самарском национальном иссле-
довательском университете имени академика С.П. Королева.
В сборнике представлен материал, посвященный вопросам повышения ка-
чества иноязычного образования, вопросам иноязычной профессиональной ком-
петентности учителей и преподавателей иностранных языков в рамках интерна-
ционализации, способствующей интеграции образования в международное
пространство. В работе конференции приняли участие учителя и преподаватели
учебных заведений Соединенных Штатов Америки, Китая, России, включая такие
города как Москва, Нижний Новгород, Челябинск, Ульяновск, Самара, Тольятти,
Новокуйбышевск, Чапаевск, Сызрань, Кинель, Кинель-Черкассы и другие.
Материалы международной конференции предназначены для специали-
стов, занимающихся процессом обучения иностранным языкам в различных
типах учебных заведений в условиях реализации ФГОС.

УДК 811
ББК 81.2

ISBN 978-5-7883-1553-9 © Самарский университет, 2020

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 web/common-european-framework-reference-languages/level-
descriptions (accessed 03.09.2018).
5. Zhou Sh., Zhang T. (2017). Research on the Construction of Flipped
Classroom Model for English Teaching Based on SPOC. Revista de
la Facultad de Ingenieria U.C.V., no. 32 (14), pp. 267–273.

GENERAL ENGLISH COURSE FOR MASTERS

STUDENTS OF “PEDAGOGY AND PSYCHOLOGY OF
TEACHING FOREIGN LANGUAGES” PROGRAMME

Natalia V. Ilicheva
PhD, associate professor
Modern languages and professional communication department
Samara National Research University
34 Moskovskoye shosse Samara, Russia 443086
nilycheva@mail.ru

Anna V. Gorelova
PhD, senior lecturer
Modern languages and professional communication department
Samara National Research University
34 Moskovskoye shosse Samara, Russia 443086
anna_gorelova@mail.ru

Anastasia A. Gavrilova
English Philology department
Samara National Research University
34 Moskovskoye shosse Samara, Russia 443086
nastya.gavrilovz@mail.ru

Abstract. When preparing to plan a General English course for

students doing a masters degree in Pedagogy and psychology of
teaching foreign languages, we consider a number of topics, such as
the language level, purpose of the course and many others. Having
done an entry test and needs analysis we have chosen a communication
skills course for tutors, lecturers and PhD students “English for
Academics”. It helps to develop clear, persuasive English for a range

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of academic situations, from making small talk at a conference to
giving a presentation, from reading academic texts to writing
correspondence, abstracts and summaries.
Key words: Pedagogy and psychology of teaching foreign
languages, General English, adult learners, communication skills,
academic communication

When preparing to plan a General English course for students

doing a masters degree in Pedagogy and psychology of teaching foreign
languages, a primary influence was the language level and purpose of
the course. The entry test and needs analysis showed that the students:
 have B-1 / B-2 level according to the Common European
Framework;
 share the same language and cultural background;
 have access to computers, audio/video facilities and relevant
software at home and in the university;
 decided to enroll in the program themselves and therefore are
willing to put in the necessary effort;
 are highly motivated to continue studying English and use the
language for professional and educational purposes.
Thus we could plan a course geared towards active and committed
adult learners. We have chosen a communication skills course for
tutors, lecturers and PhD students “English for Academics” [1].
A successful academic career increasingly depends on academics
being able to collaborate and publish internationally and in English.
“English for Academics” is a communication skills course for tutors,
lecturers and researchers who need English in their working lives, in
both formal and informal situations. Suitable for B-1 level and above,
the four modules – one for each skill (Reading, Listening, Writing and
Speaking) help develop clear, persuasive English for a range of
academic situations, from making small talk at a conference to giving a
presentation, from reading academic texts to writing correspondence,
abstracts and summaries. This modular approach also allows us to
design a course adding materials from different publishers and design
some materials ourselves. The free online audio supports the
development of listening and speaking skills and is available at
http://www.cambridge.org/elt/english-for-academics.
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 As companion volumes to our course we use a reference grammar
with exercises “English Grammar in Use” [3] and encourage students to
use a monolingual Longman Dictionary of Contemporary English at
https://www.ldoceonline.com for British / American pronunciation and
extra vocabulary activities.
Many teachers, including us, enjoy producing their own materials.
We build up files of interesting texts to exploit as reading, grammar and
vocabulary practice material. Nowadays, with so much text available
online and with the possibility of searching for particular topic areas,
we use web-based sound files for listening and images to prepare
attractive speaking materials.
A great source of text and talk is the students themselves. They are
encouraged by the fact, that most communication in English around the
world takes place between non-native speakers using English as a
lingua franca [2]. This is very often the case when academics
communicate with each other within their specialisms. Students are
ready to experiment with their English, not allowing some mistakes to stop
communication – nobody is perfect! Students enjoy and benefit from
adding their own materials for their classmates, and, as they are doing a
masters degree in pedagogy and psychology of teaching foreign languages,
for using in their own class later. They prepare close passages or reading
tasks, particularly scrambled or gapped-text tasks. The students are asked
to give short talks in class and prepare true/false or gap-fill questions to test
their peers’ listening comprehension. They also enjoy taking part in role-
plays the “English for Academics” book provides.
All the above-mentioned helps the students to improve their
English in order to take part in international communication in their
academic field, it deals with topics and situations that you will find
relevant and helpful, within these three broad areas: planning and
taking part in international conferences and other academic events
writing up your research for publication in international journals
planning and delivering your teaching through the medium of English.
In class time our students are involved in challenging tasks and
interesting activities together with fellow learners. It is important to
remember that you also need to make time to work outside class hours
in order to make significant progress in English. In this way our

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students build both competence and their confidence in using English in
international academic contexts.

References

1. English for Academics (2014). Cambridge: Cambridge

University press, first published, 175 p. Available at:
www.cambridge.org (accessed 12.01.2020).
2. Burgess S., Head K. (2015) How to teach for exams. Pearson
Education Limited. 156 p.
3. Murphy R. (2016) English Grammar in Use. Cambridge:
Cambridge University press, 380 p.

PERSONALIZED MEDICINE
AND ITS TERMINOLOGY

Tamara V. Rozhkova
PhD, associate professor
Chair of Foreign Languages and Latin
Samara State Medical University
89 ul. Chapaevskaya, Samara, 443099, Russia
rozhkovatamarav@yandex.ru

Elena V. Bekisheva
Doctor of Philological Sciences, рrofessor,
Head of the Chair of Foreign Languages and Latin
Samara State Medical University,
89 ul. Chapaevskaya, Samara, 443099, Russia
zondterm@gmail.com

Abstract. Personalized medicine is a new and evolving branch of

medicine, which stresses the uniqueness of each individual and the
uniqueness of his health and diseased state, so it’s important to tailor
treatment for each patient. Currently its terminology is developing and
represents the interaction of several self-consistent and sometimes even
remote term systems like biology, genetics, pharmacology, oncology,
neurology, cardiology on the one hand, and insurance, economics, law,
and ethics on the other hand. Borrowed lexical units undergo some

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