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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
UNIT 1
THE NATURE OF RESEARCH
The aims of this unit:
• to make you think about the true nature of research;
• to analyse the concept of scientific research;
• to reflect upon a variety of research projects according to their purpose and context in which they are under-
taken;
• to enable you to place your research project on a basic-applied research continuum;
• to provide practice in writing formal definitions.
FOCUS ON INFORMATION
1. Skim the text about the nature of research. Find an appropriate heading for each paragraph.
a. academic definition of research
b. everyday use of the term 'research'
c. basic characteristics of research
d. basic and applied research
e. incorrect use of the term 'research'
1. When listening to the radio, watching the television or reading a daily newspaper it is difficult to avoid the term 're-
search'. The results of 'research' are all around us. A debate about the findings of a recent poll of people's opinions inevita-
bly includes a discussion of 'research', normally referring to the way in which the data were collected. Politicians often
justify their policy decisions on the basis of 'research'. Documentary programmes tell us about 'research findings', and ad-
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