Academically Speaking

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Academically Speaking

Mauro Lo Dico Steven Shea Nicolai Struc James Michael Underwood Richard John Walker

2016

Academically Speaking Š2016 Mauro Lo Dico, Steven Shea, Nicolai Struc, James Michael Underwood, and Richard John Walker, and Perceptia Press Published by Perceptia Press, Nagoya, Japan in association with Panurgic Publishing www.perceptiapress.com First Edition Printing: 10 9 8 7 6 5 4 3 2 1 All rights reserved.This book must not be copied or reproduced in any form whatsoever.

The publisher and authors have endeavoured to trace all copyright holders of images and/or other media included in this book. If anything has inadvertently been omitted, please contact us and we will make the necessary arrangements.

ISBN978-4-939130-46-5 Book Code: E145

About The Authors Mauro Lo Dico, from Montreal, Canada, has a PhD in English Literature & Culture from the University of Sussex, Brighton, UK and is an associate professor in the Department of English Language & Literature at Nihon University, Tokyo, Japan.

Steven Shea, from Los Angeles, USA, has a BA in Sociology from California State University, Long Beach, USA, studied Business Communications at Harvard University, Cambridge, USA, and is a lecturer in the Department of Foreign Languages at Reitaku University, Kashiwa, Japan and a writing consultant for corporate and government sectors.

Nicolai Struc, from Calgary, Canada, has an MEd in TESOL from the University of Calgary and is an associate professor in the Department of Foreign Languages at Reitaku University, Kashiwa, Japan.

James Michael Underwood, from Reading, UK, has an MA in Applied Linguistics & TESOL from the University of Portsmouth, UK and is a lecturer in the Faculty of Law at Chuo University, Tokyo, Japan.

Richard John Walker, from Lincoln, UK, has an MSc in TESOL from Aston University, Birmingham, UK and is a lecturer in the Department of Foreign Languages at Reitaku University, Kashiwa, Japan.

Acknowledgements This textbook would not have been realized without the aid of several people. Firstly, we would like to thank the Department of Foreign Studies at Reitaku University for giving us the opportunity and the proper conditions to create this textbook. Secondly, we are indebted to Chris McVay for proofreading this book. Also, many thanks to Evan, Emily, Hiroko, Eri, Sky, and Alec for their patience and support.

Finally, we are grateful to Paul Lewis at Perceptia Press for helping us to bring this project to its successful completion.

The publishers would like to thank Annie Hopkins.

Map of the Book

Theme

Unit 1. Foreign Languages

I Education

(pp. 5–10)

2. STEM versus the Humanities (pp. 11–16)

3. University Life (pp. 17–22)

II Technology

4. Online Communication (pp. 23–28)

5 Dependence on Technology (pp. 29–34)

Reading

Functions

How to Study a Foreign Language

Leading a Discussion

The Great Debate

Giving an Opinion

What Is University For?

Agreeing

Virtual Networking

Disagreeing

Do We Really Need All This? Interrupting

III Environment

6. Technology & Global Challenges Global Problems & Technology (pp. 35–40)

Checking Your Own Comprehension

7. Consumerism

To Buy or Not to Buy?

Checking Others’ Comprehension

Live & Let Live?

Rephrasing

(pp. 41–46)

8. Endangered Species (pp. 47–52)

9. Energy (pp. 53–58)

10. The News

IV Media

(pp. 59–64)

11. Advertising (pp. 65–70)

12. Freedom of Expression (pp. 71–76)

13. Population Aging

V Society

(pp. 77–82)

14. Immigration (pp. 83–88)

15. Gender (In)Equality (pp. 89–94)

VI Employment

16. Work & Priorities (pp. 95–100)

17. Exploitation in the Workplace (pp. 101–106)

18. Automation (pp. 107–112)

Alternative Sources of Energy Reporting Information Read It or Watch It?

Leading a Discussion & Giving an Opinion

The Evolution of Advertising Agreeing & Disagreeing Free Speech

Interrupting & Checking Your Own Comprehension

The Aging of Japan

Checking Others’ Comprehension & Rephrasing

The Big Move

Leading a Discussion & Reporting Information

Equal Opportunity?

Giving an Opinion & Agreeing

Job Satisfaction

Disagreeing & Checking Your Own Comprehension

Sweatshops

Interrupting & Rephrasing

Artificial Intelligence (AI)

Checking Others’ Comprehension & Reporting Information

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To our students

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Academically Speaking

UNIT 1 |

Foreign Languages

Vocabulary 1. Definitions: Match each word with its meaning and write in the part of speech.

Word

Definition

a) concrete

( adj )

....... unclear meaning

b) efficient

(..........)

...a.. specific and clear

c) an immigrant

(..........)

....... a person living in a foreign country

d) proficiency

(..........)

....... competence or skill

e) realistic

(..........)

....... achieving maximum results without wasted effort

f) vague

(..........)

....... a sensible idea of what can be achieved or expected

2. Word Families: Complete the table below, then use the words to complete the sentences. ww Immigrant Word

Part of Speech

immigrant

noun

immigration immigrate a) My grandparents immigrated to the United States from Europe. b) After arriving at the airport, you have to go through ............................. and then customs. c) Many ............................. from Africa are now entering Europe.

3. Transformations: Prefixes such as un- and in- can change words to the opposite meaning. Write the correct prefix for the following words, then complete the sentences below using the new words. a) unimportant b) .......efficient

c) .......realistic

a) His dream of being a professional musician was ............................. because he did not even know how to play a musical instrument. b) Your studying methods are very ............................. and you waste a lot of time.

4. Collocations: Which nouns go with the adjectives concrete and vague? Choose three. a) concrete + i) plan b) vague + i) plan

ii) idea ii) idea

iii) book iii) book

iv) holiday v) suggestion iv) holiday v) suggestion

5

Reading

How to Study a Foreign Language

In English language education for speakers of other languages, it is widely recognized that different learners have different needs. The terms ESL (English as a Second Language) and EFL (English as a Foreign Language) are used to distinguish between learning contexts. For example, a new immigrant to Canada (ESL) and a university student in Japan (EFL) will likely 5

be using English for different purposes. Therefore, teachers of English prepare a curriculum to meet learner needs. It is also necessary for the learner to understand his or her own purposes and needs to approach language learning effectively.

What is your purpose? It is important to consider how you will use English in order to plan your studies. The proficiency you want to achieve in the four skill areas (reading,

10 writing, listening, and speaking) is also related to your purpose. Do you want to work as a translator, a cabin attendant, in a hotel, or in a trading company? Each of these careers requires specific skills. Other people might want to use English for travel and entertainment.

Some may even consider living in an English-speaking country. How will you use English and what skills will you need?

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Once you establish your purpose, it is important to set goals and consider how you can achieve them. However, learners’ goals are sometimes vague and unrealistic. A learner may say, “I need more vocabulary,” or “I want to speak fluently.” If you want to be fluent, you need to think about how you can achieve this. In other words, you need to make a concrete and realistic plan, with clear steps. Additionally, you need to think about the best method of

20 study. For example, reading an English newspaper every day may help build vocabulary but may not be the most efficient way to help you become a fluent speaker.

Because it is the most popular language for international communication, many people believe English is important for success in today’s world. Many students want to learn from a native speaker. However, if you plan to use English for work in tourism, hospitality, or 25 business, you will likely be speaking with people whose first language is not English. So, it is important that learners hear a variety of English accents. This is why textbooks now use nonnative speakers in the listening sections.

As a learner, you have to make decisions about learning. You need to think critically about your purposes, goals, and ways of achieving them in order to make the most of your 30 time.

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Academically Speaking

Comprehension 1. Name the two English language-learning contexts. a) ......................................................................................................................................................................... b) .........................................................................................................................................................................

2. Give an example of the kinds of student that can be found in each context. a) ......................................................................................................................................................................... b) .........................................................................................................................................................................

3. Name four examples of careers in which you might use English. a) ......................................................................................................................................................................... b) ......................................................................................................................................................................... c) ......................................................................................................................................................................... d) .........................................................................................................................................................................

4. Name two problems with many learners’ goals. a) ......................................................................................................................................................................... b) .........................................................................................................................................................................

5. What kind of plan do you need to make in order to achieve your goals?

6.

...................................................................................................................................................................................

If you work in tourism, hospitality, or business, who will you probably speak English with?

...................................................................................................................................................................................

7. How have textbooks changed? ........................................................................................................................

8. What should you consider for your language learning? a) ......................................................................................................................................................................... b) ......................................................................................................................................................................... c) .........................................................................................................................................................................

Unit 1

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Warm Up 1. Why did you decide to study English at university?

2. Do you study or use English in your free time? Where and how?

3. In what ways do you think you will use English in the future?

Functions ww In the following discussion, use these four discourse markers to lead the discussion.

Leading a Discussion 1.

2.

3.

4.

Let’s begin with (question 1, etc.)

What do you think, Paul?

Let’s get back to the topic.

Let’s move on to the next question.

Hint

There can be m ore than one leader. Anyone can take the leadership role anytime.

1. Name two countries in which English is spoken as a first, second, and foreign language (choose from the box above the table). While discussing them, use the discourse markers.

Example: A Okay, let’s begin with China. John, what do you think?

B I think English is a foreign language in China.

A Right. Let’s move on to New Zealand. What do you think?

B I think English is a first language in New Zealand. …

Singapore First language

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Canada

India Japan Second language

France

Australia Foreign language

Academically Speaking

2. In the following professions, which English language skills are most important? Discuss with your partner(s) and for each profession, choose the two most important skills. While discussing them, use the discourse markers (for example, “Let’s move on to translator.”).

Reading

Writing

Listening

Speaking

Hotel clerk Translator Interpreter Cabin attendant Business person

3. What are the different needs of ESL and EFL learners? What are typical things they need to be able to do in English? Choose items from the box below and write them in the table. Then, add two of your own ideas for each category. While discussing them, use the discourse markers.

• get a driver’s license • order at a restaurant • ask for directions • shop ESL Learner (immigrant)

Unit 1

• open a bank account • book a hotel • have a job interview • book a tour EFL Learner (traveler)

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Discussion ww Use all the knowledge, discourse markers, and vocabulary you have learned in this unit while discussing the questions below. Every time you use any of this unit’s vocabulary and discourse markers, check the appropriate square in the following boxes.

Vocabulary concrete

       

efficient

       

immigrant

       

proficiency

       

realistic

       

vague

        Discourse markers

Let’s begin with (question 1, etc.)

       

What do you think, Paul?

       

Let’s get back to the question/topic.

       

Let’s move on to the next question/topic.

       

Questions ww Discuss the following questions. One student reads them aloud and the others respond. Remember to explain your answers by giving reasons, examples, and other support.

1. What are the differences between immigrants and travelers with respect to the level of proficiency they need in the four language skills?

2. What are typical language-learning goals for university students studying English?

3. What kinds of careers using English are university students interested in?

4. For yourself and your classmates, what English skills will be necessary for your future careers?

5. Do you think students are properly prepared to use English for work after they graduate from university?

6. Would you be interested in traveling, working, or living abroad in the future? If so, where?

How important will English be for you in this country?

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Academically Speaking

UNIT 2 |

STEM versus the Humanities

Vocabulary 1. Definitions: Match each word with its meaning and write in the part of speech. a) b) c) d) e) f)

Word to analyze competitive a degree to endanger a major practical

Definition (..........) (..........) (..........) (..........) (..........) (..........)

....... to put in danger ....... useful, sensible ....... a student’s main field of study ....... to examine closely ....... having a strong desire to win ....... a qualification given for completing university

2. Fill in the blanks: Use the correct form of the words above to complete the sentences. a) b) c) d) e) f)

Her ............................. in university was English.

Instead of reading books about it, he wanted to learn ............................. skills for his job.

Neither Bill Gates nor Steve Jobs received an undergraduate ..............................

The government created zones to protect ............................. species.

She had to ............................. several pieces of writing by Haruki Murakami.

He was a ............................. player and often won competitions.

3. Phrase Building: Match the items to create phrases. a) b) c) d) e) f)

endanger competitive practical major degree analyze

.......3..... .............. .............. .............. .............. ..............

1 knowledge 2 from Oxford University 3 her life 4 the data 5 sports are popular with children 6 or minor

4. Collocations: Which nouns go together with the adjectives competitive and practical? Circle 3 out of 5 for each adjective. a) competitive + b) practical +

i) person i) skills

ii) sports ii) knowledge

iii) market iii) door

iv) education v) music iv) solution v) song

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Reading

The Great Debate

At university, a student chooses a major from two fields of study. Humanities (including history, languages, literature, etc.) focuses on human culture, while STEM (Science, Technology, Engineering, and Math) focuses on skills for the workplace. Both fields hold much importance, but in recent times, governments have called for more students to major 5

in a technical area. They believe this will make their nation more competitive in the global economy.

There is a debate, however, between these two fields: STEM supporters see university as a place to train for a specific career; supporters of the humanities see it as a place for critical thinking and studying a wide range of subjects. A recent American president expressed a pro-

10 STEM opinion when he said such graduates make more money than those with a degree in the humanities. In addition, other governments around the world expressed a wish to replace humanities departments with programs that contribute more directly to the economy.

STEM courses certainly teach practical skills for modern society. For example, where can we build up the knowledge needed to design new medical technology? Where can we 15 develop the skills required to invent environmentally-friendly vehicles? In STEM fields of study. The humanities majors develop different kinds of skills, for instance: Where can we analyze the use of language in literature? Where can we learn lessons about how individuals, or nations, became successful (or not)? In the humanities.

Some humanities departments may be endangered, but their importance is not 20 in question. Former Apple CEO, Steve Jobs, said “Technology alone is not enough—it’s technology … married with the humanities that gives us a result that makes our heart sing.”

Jobs saw the need for skills in both fields, and a business certainly needs a workforce with both STEM and humanities graduates.

Do we all need such a balance? Should students study more balanced programs at 25 university? Perhaps we need to stop comparing the fields, and instead look at how they can work together. Science graduates with humanities-based skills and humanities graduates with technical-based skills are very desirable and welcome in the modern workplace. They may even be more efficient workers.

Look at your own situation. Have your studies covered a good balance between 30 both fields? Are there skills you need to develop or strengthen? Remember: To excel in a workplace, you need a variety of skills. An employer wants workers with the ability to understand and work with people from various cultures, but needs those who have technical skills and knowledge too.

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Academically Speaking

Comprehension 1. What two fields of study can students major in? a) ......................................................................................................................................................................... b) .........................................................................................................................................................................

2. What do humanities students focus on?

..........................................................................................

3. What do STEM students focus on?

.........................................................................................................

4. What do STEM supporters see university as a place to do? ...................................................................................................................................................................................

5. How do humanities supporters view university? a) ......................................................................................................................................................................... b) .........................................................................................................................................................................

6. What did a recent American president say about STEM graduates? ...................................................................................................................................................................................

7. What do some governments around the world want to replace humanities departments with? ...................................................................................................................................................................................

8. What can knowledge taught in STEM courses be used to do? ...................................................................................................................................................................................

9. What can knowledge taught in humanities courses be used to do? ...................................................................................................................................................................................

10. Which side was Steve Jobs on: STEM or the humanities? ...................................................................................................................................................................................

Unit 2

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Warm Up 1. Are the following STEM or humanities subjects: biology, chemistry, geography, history, literature, math, physics, psychology, sociology?

STEM

Humanities

2. What knowledge taught in STEM subjects do you use every day?

3. What knowledge taught in humanities subjects do you use every day?

Functions ww When you want to give an opinion, use these four discourse markers.

Giving an Opinion 1. I think …

Hint

2. (As) For me, …

3. It seems to me that …

Use discourse m arkers 3 and 4 to sound mo re formal.

4. In my opinion, …

1. Work alone. Look at the 10 skills in the box below. In what field are you more likely to learn them: STEM (S) or Humanities (H)? Choose only one for each.

Skill designing (clothes, a system, …) planning (a budget, goals, …) evaluating (a person, performance, …) selling (a product, service, …) creating (ideas, inventions, …)

S H

Skill S estimating (size, costs, …) repairing (a machine, device, …) presenting (a report, plan, …) programming (a computer, software, …) sketching (a picture, drawing, …)

H

ww In pairs, discuss using opinion discourse markers. As you discuss, put a number in the appropriate space.

Example: A Do we develop designing skills in STEM or the humanities?

B Well, I think we learn them in the humanities. How about planning?

A It seems to me that we study that in STEM, like in engineering courses. …

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Academically Speaking

2. Look at the list of academic subjects in the table below. How can they be used in our daily lives? Think of two uses: one for leisure and one for work. While discussing, give an opinion using the discourse markers above.

Subjects

Leisure

Work

art

drawing as a hobby

making posters

biology

taking care of a pet

nursing

computer science film studies foreign language geography history literature math music physics sports

3. Discuss and write down three skills needed for each job below. Are they taught in STEM or humanities fields?

Jobs

Skills 1 calculating

Accountant

Architect

Game designer

Nurse

Sports trainer

Unit 2

2 reading

STEM

Humanities

✓ ✓

3 1 2 3 1 2 3 1 2 3 1 2 3

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Discussion ww Use all the knowledge, discourse markers, and vocabulary you have learned in this and previous units while discussing the questions below. Every time you use any of this unit’s vocabulary and discourse markers, check the appropriate square in the following boxes.

Vocabulary analyze

       

competitive

       

degree

       

endanger

       

major

       

practical

        Discourse markers

I think …

       

(As) For me, …

       

It seems to me that …

       

In my opinion, …

       

Questions ww Discuss the following questions. One student reads them aloud and the others respond. Remember to explain your answers by giving reasons, examples, and other support.

1. Name some examples of typical STEM and humanities programs offered at universities.

2. Name some examples of careers in STEM. 3. What are the three most useful subjects you studied at high school?

4. What are the three least important subjects you studied at high school?

5. What humanities subjects are important to help us live in the modern world?

6. What STEM subjects are most important for our modern world?

7. University is where we should concentrate on a workplace skill. Do you agree?

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Academically Speaking