FOREWORD
This book
is intended for undergraduates and postgraduates studying English for research purposes.
Lack of common research areas among English language learners means missing situation where everyone is an
‘expert’ and where some informed discussion about the subject can take place. As a way
of creating a number of Eng-
lish situations where all postgraduates could approach a topic as equals, we decided to look for
the subject that meets
the requirements of various interests in the group. This turned out to be the methodology of research which provides
postgraduates with the knowledge, understanding and necessary skills to undertake a research project
in a foreign lan-
guage.
The succession of research stages inevitably finds its manifestation in primary genres structures of research dis-
course such as an article, monograph, dissertation and can be used as a basis for syllabus specifications.
The topic-driven syllabus consists of six units:
1. The nature of research.
2. The research process.
3. Choosing and specifying the research topic.
4. Critically reviewing the literature.
5. Deciding on the research approach and choosing a research strategy.
6. Collecting and analyzing data.
Reading materials are taken from authentic up-to-date sources:
Walliman, N. (2001).
Your research Project:
A Step by Step Guide for the First-Time Researcher. London: Sage.
Robson, C. (2002).
Real World Research. Oxford: Blackwell.
Saunders, M., Lewis, Ph. and Thornhill A. (2003).
Research Methods for Business Students. Harlow: Financial
Times Prentice Hall.
English for Researchers is designed to promote developing all four skills with special emphasis on strategies of
communicative reading and general academic vocabulary acquisition.
Each unit includes ‘Focus on Information’ with the aim to introduce relevant information and to create solid foun-
dation for critical thinking
and discussion; “Focus on Language” designed for developing lexical and grammatical
skills; “Practice activities” for providing practical application of English and further development
of cognitive learning
strategies; ‘Case studies’ with associated discussion questions to ensure that you have understood the material. Each
unit contains self-check questions and glossary.
We have tried to make the content of the book
as interesting as possible to help postgraduates
achieve real confi-
dence in mastering English language for science.
Nadezhda Nikulshina
Olga Glivenkova
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