It is dealt with the ways of preparing tailored materials

Bokun, I.

Electronic Sumy State University Institutional Repository

current role of English as a lingua franca of research timulate the interest of Ukrainian learners and their i academic writing. Certain universities, in particular the nal University of Lviv, have already begun to introduce :s. t problem in this new pedagogical process is the choice ' year more and more English academic writing manuals itly in the Western countries. However, these materials table for Ukrainian learners, since they are not easily pensive, and not necessarily appropriate for our cultural •ntext. One way out of this situation consists either in ition of international textbooks or in producing such in Ukraine. In this demonstration, I suggest to present Writing for Students and Researchers* • a recently specifically designed for Ukrainian graduate students tors. The major principles underlying this book will be nethods of its use will be explicated. The attendees of all be able to familiarize themselves with the content of ire, and tasks through a sufficient number of sample nee of using the textbook in the university classroom appropriate pedagogical advice will be provided. V. English Academic Writing for Students and Ivan Franko National University of Lviv Press, 2002. -MS,2003).-220p. MATERIALS DEVELOPMENT Irina Bokun Sumy Ukrainian Academy of Banking Simplifying Materials a Many elements of a language course can be simplified, including the obstructions and explanations that accompany exercises and activities, {•id even the visual layout of material so that it becomes easier to see how Afferent parts fit together. It is worth noting in passing that teachers are •niietimes on rather dangerous ground, if a wish to 'simplify' grammar or pech in the classroom leads to a distortion of natural language. For ample, oversimplification of a grammatical explanation can be esleadingly one-sided or partial: to tell learners that adverbs are always faied by adding '-ly' does not help them when they come across 'friendly' jr'brotherly', nor does it explain why 'hardly' cannot be formed from ted'. A slow style of speech might result in the elimination of the correct »of sentences stress and weak forms, leaving learners with no exposure Othe natural rhythms of spoken English. However, the main application of this technique has been to texts, most often to reading passages. Traditionally, the emphasis has been on (hanging various sentence-bound elements to match the text more closely tothe proficiency level of aparticular group of learners. Thus, for instance, wean simplify according to: a) Sentence structure. Sentences are reduced in overall length, or a complex sentence is re-written as a number of simpler ones, for example by the replacement of a relative pronouns by nouns and pronouns followed by a main verb. b) Lexical content, so that the number of new vocabulary items is controlled by reference to what students have already learned. c) Grammatical structures. For instance, passives are converted to actives; simple past tense to simple present; reported into direct speech. These kinds of criteria form the basis of many of the published graded 'simplified readers' available for English language teaching. Simplification has a number of further implications. Firstly, it is possible to any linguistic change, lexical or grammatical, will have a corresponding 157 

Simplifying Materials

SocioEconomic Challenges Journal (Sumy State University)

current role of English as a lingua franca of research 
timulate the interest of Ukrainian learners and their 
i academic writing. Certain universities, in particular the 
nal University of Lviv, have already begun to introduce 
:s. 
t problem in this new pedagogical process is the choice 
' year more and more English academic writing manuals 
itly in the Western countries. However, these materials 
table for Ukrainian learners, since they are not easily 
pensive, and not necessarily appropriate for our cultural 
•ntext. One way out of this situation consists either in 
ition of international textbooks or in producing such 
in Ukraine. In this demonstration, I suggest to present 
Writing for Students and Researchers* • a recently 
specifically designed for Ukrainian graduate students 
tors. The major principles underlying this book will be 
nethods of its use will be explicated. The attendees of 
all be able to familiarize themselves with the content of 
ire, and tasks through a sufficient number of sample 
nee of using the textbook in the university classroom 
appropriate pedagogical advice will be provided. 
V. English Academic Writing for Students and 
Ivan Franko National University of Lviv Press, 2002. -
MS,2003).-220p. 
MATERIALS DEVELOPMENT 
Irina Bokun 
Sumy Ukrainian Academy of Banking 
Simplifying Materials 
a Many elements of a language course can be simplified, including the 
obstructions and explanations that accompany exercises and activities, 
{•id even the visual layout of material so that it becomes easier to see how 
Afferent parts fit together. It is worth noting in passing that teachers are 
•niietimes on rather dangerous ground, if a wish to 'simplify' grammar or 
pech in the classroom leads to a distortion of natural language. For 
ample, oversimplification of a grammatical explanation can be 
esleadingly one-sided or partial: to tell learners that adverbs are always 
faied by adding '-ly' does not help them when they come across 'friendly' 
jr'brotherly', nor does it explain why 'hardly' cannot be formed from 
ted'. A slow style of speech might result in the elimination of the correct 
»of sentences stress and weak forms, leaving learners with no exposure 
Othe natural rhythms of spoken English. 
However, the main application of this technique has been to texts, 
most often to reading passages. Traditionally, the emphasis has been on 
(hanging various sentence-bound elements to match the text more closely 
tothe proficiency level of aparticular group of learners. Thus, for instance, 
wean simplify according to: 
a) Sentence structure. Sentences are reduced in overall length, or a 
complex sentence is re-written as a number of simpler ones, for example 
by the replacement of a relative pronouns by nouns and pronouns 
followed by a main verb. 
b) Lexical content, so that the number of new vocabulary items is 
controlled by reference to what students have already learned. 
c) Grammatical structures. For instance, passives are converted to 
actives; simple past tense to simple present; reported into direct 
speech. 
These kinds of criteria form the basis of many of the published graded 
'simplified readers' available for English language teaching. 
Simplification has a number of further implications. Firstly, it is possible 
to any linguistic change, lexical or grammatical, will have a corresponding 
157 


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SocioEconomic Challenges Journal (Sumy State University)