Short, Jane <br/><br/>
English for Psychology in Higher Education Studies /  
Jane Short ; Terry Phillips (Series Editor). 
 - 1st ed.  
 - Reading, UK :  Garnet Education Limited,  2010. 
 - 134 p. :  ill, ;  28 cm.   + 2 CDs 
 - English for Specific Academic Purposes .
<br/><br/>Includes glossary and transcripts.  
<br/><br/>"English in Psychology is a skills-based course designed specifically for students of psychology who are about to enter English-medium tertiary level studies. It provides carefully graded practice and progression in the key academic skills that all students need, such as listening to lectures and speaking in seminars. It also equips students with the specialist listening exercises that come from psychology lectures, and all reading texts are taken from the same field of study. There is also a focus throughout on the key psychology vocabulary that students will need.  Listening: how to understand and take effective notes on extended lectures, including how to follow the argument and identify the speaker's point of view.  Speaking: how to participate effectively in a variety of realistic situations, from seminars to presentations, including how to develop an argument and use stance markers. Reading: how to understand a wide range of texts, from academic textbooks to Internet articles, including how to analyze complex sentences and identify such things as the writer's stance. Writing: how to produce coherent and well-structured assignments, including such skills as paraphrasing and the use of appropriate academic phrases.  Vocabulary: a wide range of activities to develop students' knowledge and use of key vocabulary, both in the field of management and of academic study in general. Vocabulary and Skills banks: a reference resource to provide students with revision of the key words and phrases and skills presented in the unit. Full transcripts of all listening exercises.  The Garnet English for Specific Academic Purposes series covers a range of academic subjects. All titles present the same skills and vocabulary points. Teachers can, therefore, deal with a range of ESAP courses at the same time, knowing that each subject title will focus on the same key skills and follow the same structure" (Book cover).  TABLE OF CONTENTS Unit 1 - WHAT IS PSYCHOLOGY? (Listening - Speaking) TOPICS<br/>  Definition of psychology<br/>  Introduction to branches of psychology VOCABULARY FOCUS<br/>  Words from general English with a special meaning in psychology<br/>  Prefixes and suffixes SKILLS FOCUS Listening:<br/>  preparing for a lecture<br/>  predicting lecture content from the introduction<br/>  understanding lecture organization<br/>  choosing an appropriate form of notes<br/>  making lecture notes Speaking:<br/>  speaking from notes Unit 2 - BRANCHES OF PSYCHOLOGY (Reading - Writing) TOPICS <br/>  Pure and applied science<br/>  Process and person approaches<br/>  Developmental/educational, occupational, biological, forensic VOCABULARY FOCUS <br/>  English-English dictionaries: headwords - definitions - parts of speech - phonemes - stress markers - countable/uncountable - transitive/intransitive SKILLS FOCUS Reading:<br/>  using research questions to focus on relevant information in a text<br/>  using topic sentences to get an overview of the text Writing:<br/>  writing topic sentences<br/>  summarizing a text Unit 3 - PSYCHOLOGY IN PRACTICE (Listening - Speaking) TOPICS <br/>  Professional practice: occupational and clinical psychology<br/>  Phobias<br/>  Mental disorders VOCABULARY FOCUS<br/>  Stress patterns in multi-syllable words<br/>  Prefixes SKILLS FOCUS Listening:<br/>  preparing for a lecture<br/>  predicting lecture content<br/>  making lecture notes<br/>  using different information sources Speaking:<br/>  reporting research findings<br/>  formulating questions Unit 4 - PSYCHOLOGY AND COMPUTERS (Reading - Writing) TOPICS<br/>  Using computers for research<br/>  Using computers to develop cognitive models<br/>  Computers and diagnosis of mental illness<br/>  Virtual reality VOCABULARY FOCUS<br/>  Computer jargon<br/>  Abbreviations and acronyms<br/>  Discourse and stance markers<br/>  Verb and noun suffixes SKILLS FOCUS Reading:<br/>  identifying topic development within a paragraph<br/>  using the Internet effectively<br/>  evaluating Internet search results Writing:<br/>  reporting research findings Unit 5 - DREAMS AND PERSONALITY (Listening – Speaking) TOPICS<br/>  Approaches to dreams<br/>  Freud<br/>  Jung<br/>  Models of consciousness and personality VOCABULARY FOCUS<br/>  Words sets: synonyms, antonyms, etc.<br/>  The language of trends<br/>  Common lecture language SKILLS FOCUS Listening:<br/>  understanding 'signpost language' in lectures<br/>  using symbols and abbreviations in note-taking Speaking<br/>  making effective contributions to a seminar Unit 6 - VYGOTSKY AND PIAGET: THOUGHT AND LANGUAGE (Reading - Writing) TOPICS<br/>  Vygotsky  Development of thought and language across cultures<br/>  Piaget  Cognitive development and education<br/> VOCABULARY FOCUS<br/>  Synonyms, replacement subjects, etc., for sentence-level paraphrasing SKILLS FOCUS Reading:<br/>  reporting findings from other sources: avoiding plagiarism<br/>  locating key information in complex sentences Writing:<br/>  writing complex sentences Unit 7 - MEMORY (Listening - Speaking) TOPICS<br/>  Models of memory<br/>  Input - transfer - storage<br/>  Short-term and long-term memory<br/>  Theories about forgetting<br/>  Memory and hypnosis VOCABULARY FOCUS<br/>  Compound nouns<br/>  Fixed phrases from management English<br/>  Fixed phrases from academic English<br/>  Common lecture language SKILLS FOCUS Listening:<br/>  understanding speaker emphasis<br/> Speaking:<br/>  asking for clarification<br/>  responding to queries and requests for clarification Unit 8 - MENTAL DISORDERS: POPULAR MYTHS (Reading - Writing) TOPICS<br/>  Common myths about mental illness<br/>  The media and stereotypes of mental illness VOCABULARY FOCUS<br/>  Synonyms<br/>  Nouns from verbs<br/>  Definitions<br/>  Common 'direction' verbs in essay titles (discuss, analyze, evaluate, etc.) SKILLS FOCUS Reading:<br/>  understanding dependent clauses with passives Writing:<br/>  paraphrasing<br/>  expanding notes into complex sentences<br/>  recognizing different essay types/structures: descriptive, analytical, comparison/evaluation, argument<br/>  writing essay plans<br/>  writing essays Unit 9 - PERSONALITY (Listening - Speaking) TOPICS<br/>  Trait theory<br/>  Genetics and personality<br/>  Measuring traits<br/>  Leadership VOCABULARY FOCUS<br/>  Fixed phrases from management English<br/>  Fixed phrases from academic English SKILLS FOCUS Listening:<br/>  using the Cornell note-taking system<br/>  recognizing digressions in lectures Speaking:<br/>  making effective contributions to a seminar<br/>  referring to other people's ideas in a seminar Unit 10 - MODERN ADDICTIONS (Reading - Writing) TOPICS<br/>  Internet addiction<br/>  Body image and eating disorders<br/>  Typical procedures including industrial action VOCABULARY FOCUS<br/>  'Neutral' and 'marked' words<br/>  Fixed phrases from industrial relations<br/>  Fixed phrases from academic English SKILLS FOCUS Reading:<br/>  recognizing the writer's stance and level of confidence or tentativeness<br/>  inferring implicit ideas Writing:<br/>  writing situation-problem-solution-evaluation essays<br/>  using direct quotations<br/>  compiling a bibliography / reference list Unit 11 - PARAPSYCHOLOGY (Listening - Speaking) TOPIC<br/>  Parapsychology<br/>  Mind over matter<br/>  Altered states of mind VOCABULARY FOCUS<br/>  Words/phrases used to link ideas (moreover, as a result, etc.)<br/>  Stress patterns in noun phrases and compounds<br/>  Fixed phrases from academic English SKILLS FOCUS Listening:<br/>  recognizing the speaker's stance<br/>  writing up notes in full Speaking:<br/>  building an argument in a seminar<br/>  agreeing / disagreeing Unit 12 - WITH THE FUTURE IN MIND (Reading - Writing) TOPICS<br/>  Virtual relationships<br/>  Violence and video games<br/>  Case study: cyberbullying VOCABULARY FOCUS<br/>  Verbs used to introduce ideas from other sources (X contends/suggests/asserts that ...)<br/>  Linking words/phrases conveying contrast (whereas), result (consequently), reasons (due to), etc.<br/>  Words for quantities (a significant minority) SKILLS FOCUS Reading:<br/>  understanding how ideas in a text are linked Writing:<br/>  deciding whether to use direct quotation or paraphrase<br/>  incorporating quotations<br/>  writing research reports<br/>  writing effective introductions / conclusions 
<br/><br/> Intended for students of psychology who are about to eneter English-medium tertiary level studies. Designed for students at the upper intermediate to proficient level (CEF B2 - C2).  
<br/><br/><label>ISBN: </label>9781859644461 (Student Book with CDs) 
<br/><br/><label>Subjects--Topical Terms: </label><br/>English language--Problems and exercises--Foreign speakers <br/>Psychology --Language and terminology<br/>English language--Audio aid--Psychology<br/>B2-C2 (CEFR).<br/>Upper-intermediate to proficiency.