автордың кітабын онлайн тегін оқу Английский язык для сферы IT и программистов
Информация о книге
УДК 811.111(075.8)
ББК 81.2Англ-923
Х27
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Автор:
Хахалина М. С., доцент кафедры английского языка для профессиональной коммуникации Российского государственного педагогического университета имени А. И. Герцена.
Рецензенты:
Белоглазова Е. В., доктор филологических наук, профессор кафедры английского языка и лингвострановедения Российского государственного педагогического университета имени А. И. Герцена;
Лагутина А. А., кандидат педагогических наук, доцент кафедры английского языка для профессиональной коммуникации Российского государственного педагогического университета имени А. И. Герцена.
Данное учебное пособие предназначено для магистрантов и бакалавров старших курсов, обучающихся в сфере информационных технологий и программирования и осваивающих дисциплины «Английский язык в профессиональной коммуникации», «Научно-технический перевод» и другие специальности, связанные с иноязычной профессиональной лексикой.
Каждый модуль содержит аутентичные научно-популярные статьи по различным сферам компьютерных наук, а также серию упражнений для успешного освоения и закрепления профессиональной лексики. Благодаря наличию ключей пособие может использоваться как в аудиторном формате, так и для самостоятельной работы студентов.
УДК 811.111(075.8)
ББК 81.2Англ-923
© Хахалина М. С., 2024
© ООО «Проспект», 2024
Module 1. COMPUTER SCIENCE AND COMPUTER GAMES
Text 1. COMPUTER GAMES GIVE A BOOST TO ENGLISH
Pre-reading
Discuss in pairs or small groups
• How can computer games influence studying school disciplines?
• Can you think of ways computer games can help you learn new skills (e.g. computer skills, languages, math, etc.)?
• Can you think of ways computer games can affect your health (positively or negatively)?
Source: University of Gothenburg
Summary: If you want to make a mark in the world of computer games you had better have a good English vocabulary. It has now also been scientifically demonstrated that someone who is good at computer games has a larger English vocabulary.
The study confirms what many parents and teachers already suspected: young people who play a lot of interactive English computer games gain an advantage in terms of their English vocabulary compared with those who do not play or only play a little.
The study involved 76 young people aged 10-11. Data was collected via questionnaires and a so-called language diary. This was used to list all encounters with the English language outside school, such as using the computer and playing digital games. Among other things, the study investigated whether there was any correlation between playing digital games and motivation to learn English, self-assessed English linguistic ability and strategies used to speak English.
The results indicate that there is a major difference between the genders when it comes to computer gaming. Boys spend an average of 11.5 hours a week playing, while girls spent less than half that time, 5.1 hours. Girls instead spent far more time (11.5 hours) than boys (8 hours) on language-related activities online, primarily on social networks.
The computer games that appear to be most effective for the development of English vocabulary are those known as Massively multiplayer online role-playing games (MMORPG), a genre of role-playing computer games in which a large number of players interact with one another in a virtual world.
“As a player you simply have to be able to understand what’s being said, to read English and to interact yourself by both writing and speaking English,” says Liss Kerstin Sylvén, Associate Professor at the University of Gothenburg, who conducted the study together with Pia Sundqvist, Senior Lecturer in English at Karlstad University.
The results from the study underline the results from other studies conducted by both researchers. Regular gamers have a significantly better English vocabulary than others.
“The importance of coming into contact with English outside school, for example by reading English or, as in this case, by playing computer games, means a lot in terms of young people’s English vocabulary. It also has positive effects on what happens at school in the classroom. The subject of English at school and the English that the young people encounter and use in their leisure time are not two separate worlds,” says Liss Kerstin Sylvén.
Journal reference:
Pia Sundqvist, Liss Kerstin Sylvén. Language-related computer use: Focus on young L2 English learners in Sweden. ReCALL, 2014; 26 (01): 3 DOI: 10.1017/S0958344013000232
EXERCISES
Mark the statements true or false
1. The study confirms that playing computer games helps teenagers significantly improve their English grammar.
2. The study was conducted by University of Gothenberg and involved 11 participants.
3. The participants had to write about their daily life in a special diary.
4. The results indicate that girls spend an average of 11.5 hours a week playing computer games.
5. Playing computer games helps improve English vocabulary.
Match the words from the text to make collocations
| make scientifically multiplayer self major conduct come |
games difference a study demonstrated into contact a mark assessment |
Explain the words and phrases from the text with your own words
Confirm; suspect; interactive; involve; via; questionnaire; diary; encounter; correlation; indicate; average
Rephrase the abstract of the article
Translate into English
Положительное влияние, подчеркивать результаты, собирать данные, получить преимущество, значительно лучше, указывать, сталкиваться
Text 2. COMPUTER GAMES IN THE CLASSROOM: EDUCATIONAL SUCCESS DEPENDS ON THE TEACHER
Date: March 3, 2022
Source: University of Cologne
Summary: Future teachers see educational potential in computer games, study shows. Teacher training should therefore address their potential in the classroom.
New study results by a research team at the University of Cologne show that future teachers increasingly want to use computer games in the classroom. The study identifies particularly relevant aspects that should be addressed in teacher training programmes in order to support this intention. The study results have been published under the title ‘Teaching with digital games: How intentions to adopt digital game-based learning are related to personal characteristics of pre-service teachers’ in the British Journal of Educational Technology.
Computer games play a major role in the lives and media use of children and adolescents people. However, current school teaching rarely takes this medium into account. The future generation of teachers currently being trained at universities could change this. ‘In our current study, we focused on the teachers of tomorrow and how they can be better prepared to employ computer games in the classroom because computer games have great potential for teaching’, said Marco Rüth from the University of Cologne’s Psychology Department.
In previous studies, the authors had already shown that as a learning tool in the classroom, computer games can support students’ skills development. They also found that after using computer games in class, students can reflect critically and constructively on their experiences with the medium. Based on this, the researchers surveyed 402 teacher trainees from German-speaking universities online about their intention to integrate computer games as learning tools and as an object of reflection in their future school lessons. The team examined 21 personal characteristics, including perceived effectiveness of computer games, knowledge about computer games, and fear of using computer games in the classroom. ‘Above all, the perceived effectiveness of computer games and perceived connections of computer games to curricula play a central role in the intention of teacher trainees to actually want to use them in school lessons,’ Professor Kai Kaspar explained.
The current survey also revealed differences between the scenarios in which computer games are used: ‘If teacher trainees want to use computer games to promote the competencies of students, they pay particular attention to their own fear of using computer games and the extent to which people important to them think they should use computer games,’ explained Marco Rüth. ‘If, on the other hand, they want to use computer games for media-critical discussions, the focus was instead on the effort involved for them.’
Since computer games are currently rarely included as a relevant medium in teacher training programmes, the researchers recommend that, above all, insights into the effectiveness of computer games and their relevance to curricula should be included in teacher training programmes. Likewise, teacher trainees should be aware of potential pitfalls in practical implementation and be able to deal with them, so that teaching competencies with computer games are promoted in the long term. ‘This would require not only adjustments to the curriculum of the teacher training programme, but also further support services and research findings so that teachers in their later school practice know exactly when and how they can use computer games effectively in the classroom,’ said Professor Kaspar.
Journal Reference:
Marco Rüth, Adrian Birke, Kai Kaspar. Teaching with digital games: How intentions to adopt digital game‐based learning are related to personal characteristics of pre‐service teachers. British Journal of Educational Technology, 2022; DOI: 10.1111/bjet.13201
EXERCISES
True/false
1. The article analyses the use of computer games in teacher training.
2. Computer games are quite often included in teacher training programmes.
3. In previous studies, the authors had already shown that as a learning tool in the classroom, computer games can support teachers’ skills development.
4. According to the research, computer games help develop critical thinking skills.
5. 21 students took part in the research.
Match the words to make collocations
| educational teacher particularly media take into employ learning promote practical |
the competencies account implementation use relevant computer games tool training potential |
Explain the words and phrases from the text with your own words
Relevant, support, adolescents, survey, reflect, curriculum, scenario
Rephrase the abstract of the article
Translate into English
Успех в обучении, результаты исследования, будущие поколения, основная роль, лучше подготовленный, предыдущие исследования, развитие навыков, критически осмыслять свой опыт, выявленная эффективность, подвох
Text 3. BOYS WHO PLAY VIDEO GAMES HAVE LOWER DEPRESSION RISK
Read the article and answer the questions
1. How many people participated in the research?
2. What caused the girls depressive disorder?
3. Who conducted the research?
4. What symptoms were the participants asked about?
5. What factors did the research team consider in the survey?
Boys who regularly play video games at age 11 are less likely to develop depressive symptoms three years later, finds a new study led by a UCL researcher. The study, published in Psychological Medicine, also found that girls who spend more time on social media appear to develop more depressive symptoms.
Taken together, the findings demonstrate how different types of screen time can positively or negatively influence young people’s mental health, and may also impact boys and girls differently. Lead author, PhD student Aaron Kandola (UCL Psychiatry) said: “Screens allow us to engage in a wide range of activities. Guidelines and recommendations about screen time should be based on our understanding of how these different activities might influence mental health and whether that influence is meaningful.
“While we cannot confirm whether playing video games actually improves mental health, it didn’t appear harmful in our study and may have some benefits. Particularly during the pandemic, video games have been an important social platform for young people. “We need to reduce how much time children — and adults — spend sitting down, for their physical and mental health, but that doesn’t mean that screen use is inherently harmful.”
Kandola has previously led studies finding that sedentary behaviour (sitting still) appeared to increase the risk of depression and anxiety in adolescents. To gain more insight into what drives that relationship, he and colleagues chose to investigate screen time as it is responsible for much of sedentary behaviour in adolescents. Other studies have found mixed results, and many did not differentiate between different types of screen time, compare between genders, or follow such a large group of young people over multiple years.
The research team from UCL, Karolinska Institutet (Sweden) and the Baker Heart
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