Диссертация 2 (Методика внутривузовского контроля сформированности межкультурных Методика внутривузовского контроля сформированности межкультурных), страница 17

Q&A session skills(Listener’s skills)dateCEFRLevelVANTAGEdateSkills1B2dateI can thank a speaker for his/heracademic presentationI can show respect for speaker’scultural valuesI can ask for confirmation of whathas just been heardI can show interest to what is saidby a speaker21212124I can take into account theaudience’s professional interestsand needsI can repeat or paraphrase myquestions if the speaker doesn’tcatch themIcaneasilysignalnonunderstanding, ask for repetitionI can listen attentively to what aspeaker says without interruptingI can askclarificationfordefinitionorI can show that I am followingsomeone’s academic presentationat some international scholarlyconference / seminarI can understand speaker’s attitudetowards some matters underdiscussionI can observe the time limit ofasking question in interculturalacademic settingsI can follow conventions of the bodylanguage, accepted in internationalacademic environmentC1EFFECTII can use sociocultural forms ofpolite addressing the speakerI can highlight some advantages ofthe academic presentationI can follow the essentials ofscholarly presentations as a formalmode of intercultural academiccommunicationVENESS125I can ask a speaker some politefollow-up questions concerning his /her academic presentation subjectmatterI can ask about speaker’s opinionon this or that scholarly issueI can express strong agreement /neutralagreement/neutraldisagreementwithspeaker’sopinion on some scholarly issuesduring a Q&A sessionI can politely express objections tospeaker’s point of viewI can express my personal opinionsand thoughts on some scholarlymatters under discussionI can develop a clear argument,expanding and supporting my pointof view at some length withsubsidiary points and relevantexamplesI can follow academic presentationemploying a high degree ofunfamiliar terminologyC2MASTERYI can demonstrate respect forpresenter’s ideas and culturalvaluesI can put and articulate argumentconfidently, at no disadvantage tonative speakersI can make a proposal for workingout some scholarly issues126(Speaker’s skills)dateCEFRLevelI can thank one of the listeners forhis / her question(s)Icanunderstandquestionsdelivered to me by a member of theacademic audienceI can understand what I am askedto repeat or to explainI can easily repeat or paraphrasewhat I have said if members of theacademicaudiencedon’tunderstandB2I can show interest to the questionsasked by members of the academicaudience during a Q&A sessionIcaneasilysignalnonunderstanding, ask for repetitionI can listen attentively to what aconference participant is sayingwithout interrupting him / herI can ask for confirmation of what alistener has just saidI can askclarificationfordefinitionorI can understand listeners’ attitudetowards some matters underdiscussionI can observe the time limit ofansweringthequestionsinintercultural academic settingsdateSkills1VANTAGEdate21212127I can follow conventions of the bodylanguage, accepted in internationalacademic environmentC1EFFECTIVENESSI can clarify listeners’ questionsI can fill hesitation pauses whilelooking for a forgotten word orphraseI can answer the questions brieflyand informativelyI can avoid giving my answersduring a Q&A sessionI can politely express objections toone of the listeners’ point of viewI can briefly give reasons andexplanations for my opinionI can express strong agreement /neutralagreement/neutraldisagreement during a Q&AsessionC2MASTERYI can give trustworthy answers tothe questions of the academicaudienceI can demonstrate respect forlisteners’ ideas and cultural valuesI can handle with difficult and evenhostile questioning during a Q&AsessionI can make a respond to listeners’suggestions1282.3.

Small talk skillsdateCEFRLeveldateSkills1I can show interest to what myinterlocutors sayI can remember my interlocutors’names after being introducedI can demonstrate respect for myinterlocutors’ ideas and culturalvaluesI can listen attentively to what myinterlocutorssaywithoutinterrupting themB2I can leave my interlocutors politelyfor a short timeVANTAGEI can finish up a small talk politelyfollowing existing etiquette norms ofintercultural academic interactionI can make my interlocutors’ contactdetails clearI can invite my interlocutors to somescientificevents(scholarlyconference,seminars,forums,round-tablediscussions,workshops, etc.)I can respond to my interlocutors’invitations to some scientific events(scholarly conference, seminars,forums, round-tables discussions,workshops, etc.)I can react properly on myinterlocutors’ willingness to finish upa small talkdate21212129I can observe the time limit ofinformal intercultural academiccommunicationI can follow conventions of the bodylanguage, accepted in internationalacademic environmentI can keep the distance accepted inacademic sphereI can follow the norms of addresswhen I am starting a small talk withpeople from other countries inacademic environment, taking intoaccounttheirsocioculturalacademic rolesC1EFFECTIVENESSI can start / finish a politeconversation with someone I do notknowatsomeinternationalscholarly conferences / seminarsI can use different strategies ofpolite behaviour when I make asmall talk with some colleaguesfrom foreign countries at one of theinternational scholarly conferences /seminarsI can easily join a small talk inintercultural academic environmentI can react properly on myinterlocutors’ willingness to breakthe ice with me while coffee breakI can briefly introduce myself duringsmall talk in intercultural academicsettingsI can briefly tell about my academicinterests, paying much attention tomy interlocutors’ academic interests130I can introduce others to myinterlocutors and react properly onthe introduction of my colleaguesI can express belief, agreement anddisagreement politelyI can easily ask and deal with smalltalk questions concerning myprofessional and academic interestsI can avoid giving my answersduring small talk in academicsettingsI can exchange, check and confirmscholarly essential informationI can express my personal opinionandthoughtsonsomeone’sacademic presentation that wasmadeatsomeinternationalscholarly conference / seminarI can briefly give reasons andexplanation for my opinionsI can politely express objections tomy interlocutor’s point of viewI can express and respond tofeelings such as surprise, interest,indifference, gratitude, satisfaction,etc.I can fill a silence, using differentphatic phrases in order to calmtension during informal interculturalacademic communicationI can encourage my interlocutors tospeak when I make a small talkwith them in intercultural academicenvironment131I can follow the thread of small talkin academic environment withoutloosing itI can use non-verbal languageproperly while making a small talkin intercultural academic settingsI can discuss various scholarlyproblems with members of foreignacademic communities during smalltalkC2I can avoid some conflict topics ofconversationMASTERYI can provide a basis for effectiveprofessionalrelationshipsinacademic sphereI can offer some cooperation tosome members of foreign academiccommunitiesI can demonstrate my willingness tocontinue professional relationshipswith some members of foreignacademic communities1323.

PROFESSIONAL LANGUAGE DOSSIERHere you can include concrete proofs of your participation in interculturalacademic communication (your assignments, certificates, diplomas, etc.)№DocumentsPage№133DocumentsPage1344. REFERENCES1.Европейскийязыковойпортфельдлястаршихклассовобщеобразовательных учреждений: В трех частях. Часть вторая: Языковаябиография. Часть третья: Досье. – М.: МГЛУ; СПб: Златоуст, 2001. – 64 с.2.Сафонова,В.В.«Языковойпортфель»вРоссии:личностнообразующий потенциал // Современные проблемы языковогообразования: научно-методический сборник. В 2 ч.

Ч. 2. – М.: Еврошкола,2001. – С. 8-17.3.Сафонова, В.В. Современные языки в моей жизни (материалы длясамооценки уровня владения иностранными языками в 8-11 классах школ суглубленным изучением английского языка). – 5-е изд., испр. – М.:Еврошкола, 2019. – 92 с.4.Common European Framework of Reference for Languages: Learning,Teaching, Assessment. – Cambridge: CUP, 2001. – 210 p.5.Common European Framework of Reference for Languages: Learning,Teaching, Assessment.

Companion Volume with New Descriptors. – 2018. –Режим доступа: https://rm.coe.int/cefr-companion-volume-with-ne…/16807879896.Christ, I., Debyzer, F., Dobson, A., Schdrer, R., Schneider, G. / B. Northet al. And J. Trim. European Language Portfolio (Proposals for Development). –Strasbourg, 1997. – 278 p.7.Little, D., Perclova, R.