Структура экзамена. Кандидатский экзамен по иностранному языку проводится в два этапа.

Напервомэтапе аспирант (соискатель) выполняет письменный перевод научного текста по специальности с английского на русский язык и отчитывается о на английском языке о прочитанной англоязычной научной литературе. Успешное выполнение письменного перевода является условием допуска к устному допуску. Качество перевода оценивается по зачетной системе. Объем текста для письменного перевода – 15 000 печатных знаков, объем научной литературы – 250-300 страниц печатного текста.

Второйэтап экзамена проводится устно и включает в себя три задания:

1. Изучающее чтение оригинального текста по специальности. Объем 2000 - 3000 печатных знаков. Время выполнения работы — 45-60 минут. Форма проверки - передача основного содержания текста в форме резюме на иностранном языке (гуманитарные специальности) или на языке обучения (естественнонаучные специальности).

2. Беглое чтение оригинального текста по специальности. Объем — 1 000 - 1 500 печатных знаков. Время выполнения — 1-2 минуты. Форма проверки — передача извлеченной информации на иностранном языке (гуманитарные специальности) и на языке обучения (естественнонаучные специальности).

3. Беседа с экзаменаторами на иностранном языке по вопросам, связанным со специальностью и научной работой аспиранта (соискателя).

Результаты экзамена оцениваются по пятибалльной системе.

Варианты вопросов по биографии, профессиональной деятельности и научным интересам аспиранта (соискателя)

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Text 1. LANGUAGE AND LEARNING. Vocabulary

Text 1. LANGUAGE AND LEARNING By Hilary Shuard

There are considerable language difficulties in the learning of mathematics, even in a country where children are fortunate enough to learn mathematics in their mother tongue throughout their schooldays and where the mother tongue is a Western language, well adapted to the expression of mathematical ideas. When they first enter school, the linguistic skills of many children are insufficiently developed to enable them to join in conversations that have a mathematical content. The school must therefore work to build up children's concepts and vocabulary. Talk in the classroom needs to stress such phrases as "the first in the family", "the oldest child" and "the heavy box", so that, as children's language develop they come to understand the mathematical ideas contained in it.

At a slightly later stage, a single mathematical idea will be expressed (if in English) in a variety of different spoken phrases such as: "count on 2 from 4"; "2 and 4 equal", "2 add 4", "the sum of 2 and 4", “2 more than 4”. All these different speech patterns are expressed uniquely in mathematical symbols by 2 + 4. It is not surprising that, if children have insufficient experience of talking mathematics, they will later find it difficult to tackle work problems, which can be presented, as above, in a variety of different ways. Talking is, likewise, an essential prelude, if they are to relate their learning to the situation in which mathematics is used in their everyday life. The child's essential difficulty is a linguistic one. The mechanical working of 2 + 4 is not difficult. But if the concept and symbolism of addition have not attached themselves to the range of spoken phrases used by the teacher and the textbook the child will not be able to arrive at the symbolism 2+4.

In the teaching of reading, the first aim is to help a child to make a correspondence between the written symbols he sees and the sound and meanings of the oral language, which already makes sense to him. In the teaching of mathematics, and in its reading and writing, the difficulties are compounded. This is partly because the corresponding oral language is not always meaningful when the written language or the mathematical symbols are introduced and partly because a single set of mathematical symbols corresponds to such a variety of oral language.