Possible sources of problem supply could be

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a) scientific literature, drawbacks in theories and personal experience.

b) contradictory findings and conflicting theories.

c) ideas and theories put forward by scientific advisers.

Usually investigations

a) have similar purposes. They are aimed at clarifying theories.

b) have the same aim: to solve existing practical problems.

c) have different purposes depending on the problem itself.

If one wants to identify a research problem he

a) has to read scientific literature to learn about its historical background.

b) first of all has to outline the general context of the problem area and highlight key theories in it.

c) has to determine what needs to be solved.

A research problem should be stated

a) in such a way that it would result in reasoning on the part of the researcher.

b) in such a way that it would lead to the solution of the stated problem.

c) as completely as possible including all subproblems.

Subproblems

a) are formulated irrespective of the main problem.

b) are included in the main problem statement.

c) result from the main problem.

2. Answer the following questions.

1. What is a research problem?

2. What can give rise to research?

3. What are the main 3 sources of problem supply?

4. What can any research be aimed at?

5. How can one identify a problem?

6. What is the difference between two concepts: the problem and the purpose?

7. What should one bear in mind while trying to identify a problem or to state a problem?

8. In what forms can problems be formulated?

9. What is a subproblem?

3. Prove or disprove the following sentences. Give arguments to support your point of view.

1. Any research represents a cycle as it begins with a problem and finishes with its solution.

2. The problem itself accounts for the aim of the research.

3. A research problem makes a scientist feel annoyed and unhappy.

4. The number of problem situations that may lead to research is limited.

5. One of the sources of problem identification could be scientific literature.

6. When one conducts research he aims to find contradictory facts.

7. The research problem itself and its purpose are not the same.

8. Research problems are usually stated in the form of questions.

9. Any research problem can be divided into subproblems.

10. The statement of the problem is the statement of the hypothesis.

4. Arrange the sentences given below in the logical order taking into account the contents of the text.

1. Research problems are usually stated in the form of questions and statements.

2. While conducting his investigation a researcher feels confused and ill at ease.

3. Purposes of research work may differ.

4. If one wants to identify his problem, he should first of all outline the general context of the problem area and highlight key theories and concepts current in this area.

5. Any research originates from a necessity that appears.

6. There are three sources of problem supply.

7. Any problem includes subproblems that help to reach a goal.

8. Any research begins with a problem and ends with its solution.

9. One should distinguish between the problem and the purpose.

Vocabulary work

1. (A). Find pairs of words having the opposite meaning.

(B). Choose appropriate words from the box and use them in suitable forms in the sentences to follow. (Sometimes more than one word is possible).

1. The doctor … the dosage of medicine.

2. He accused me of … his honour.

3. She went … into this question.

4. Ann … a miserable existence.

5. The sisters were very much ….

6. They always … instructions.

7. He is a … kind of man.

8. Is there anyone … to replace him?

9. It was … to note that the story did not appear in the newspapers.

10. His novels are very mean and ….

2. (A). Find synonyms.

(B). Fill in the blank using the proper words from the box above in suitable forms. (Sometimes more than one word is possible).

1. These negotiations are … for the future of our firm.

2. Her knowledge of English … beyond small talk.

3. He did not have the slightest … of what I meant.

4. I’ll do anything for you within ….

5. The quarrel … in rivalry between two tribes.

6. As … their requirements, I don’t think that we should fulfill them.

7. He is the … of all our troubles.

8. Accidents often … out of carelessness.

9. He set a high … on her help.

10. While travelling he came across … people.

3. (A). Use the nouns given below to form adjectives.

Problem, significance, hypothesis, value, consideration, increase, reason, difference, interest.

(B). Fill in the blanks using some of the adjectives derived from the nouns mentioned above. (Sometimes more than one adjective or more than one form of an adjective is possible).

1. Her future remains ….

2. It was … of her to do that.

3. Few things are more … of a man’s interests than the books on his shelves.

4. He gave a … interpretation of these facts.

5. It’s … to know languages if you work in an export firm.

6. I have given … thought to the matter.

7. Their tastes are widely ….

8. She will be … to know that we have solved our problem.

9. It is … to demand so much from them.

4. Complete the sentences using the words from the box.

1. There is little … available on this problem.

2. His research … from other studies of the same problem.

3. This problem is studied … in literature.

4. In solving our problem we … this famous theory.

5. She …. the problem of heat transfer.

6. The problem I am studying at present is … the role of science in modern life.

7. The literature available … the drawbacks of this approach.

8. The … for conducting experiments is connected with possible applications of this drug in treating cancer.

9. The photon theory didn’t confine itself to recognizing Planck’s … of the quantum nature of absorption and emission of light.

10. The problem under study … in literature.

5. Replace the word(s) in italics in each sentence with the word(s) from the box. Use each word once only.

1. There are a lot of different situations that may result in investigations.

2. The future researcher will have to explain the need to carry out the research.

3. Research originates from some necessity.

4. These issues are of great significance.

5. I am busy researching a new problem.

6. One should think about existing theories.

7. They didn’t follow a certain theory.

8. What is of special interest in your field of research?

6. Fill in the crossword puzzle.

Down

1. Reasoning, thought.

2. To busy oneself with, to take part in.

3. (adj.) of present interest; of current events.

4. Not the same; separate, distinct.

5. To think about, to take into account.

6. (Of objects) able to be used; that may be obtained; (of persons) able to be present.

Across

7. Process of establishing the identity of smb or smth.

8. To come into existence; to come to notice; to present itself.

7. Translate into English.

1. Любое исследование начинается с проблемы и заканчивается ее решением.

2. Сложные исследовательские проблемы могут поставить в тупик любого ученого.

3. Анализ литературы способствует выявлению научных проблем.

4. Недостатки научных теорий могут порождать проблемные ситуации.

5. Целями исследования могут быть: обоснование существующих теорий, разъяснение противоречивых данных, решение практических задач и т.д.

6. Будущий исследовать должен определить, что вызвало необходимость проведения данного исследования.

7. Следует разграничивать проблему и цель.

8. Исследовательская проблема всегда должна быть четко сформулирована.

9. Любая проблема подразделяется на подпроблемы, которые вытекают из нее.

10. Гипотеза находит отражение в формулировке проблемы.

Follow-up activities

1. Prepare a report about your research problem.

2. In pairs, interview each other about your research problems.

UNIT 8

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