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Alex Obskov., Ph.D.

Doctor of Education,
Linguist, Professor of English as a Second Language (ESL), American Accent Coach

Jan 2022 - present at

Professor of English as a Second Language.

Jul 2020 - present at

Professor of English as a Second Language.

Sep 2019 - present at

Founder & Professor of English as a Second Language.

Sep 2013 - Aug 2020 at Corporate Institute

Professor of English as a Second Language.

Mar 2012 - May 2020 at

Professor of English (Phonetics and Phonology), Foreign Languages Dept.
Professor of English as a Second Language, Foreign Languages Dept.
Visiting Professor of English as a Second Language, Foreign Languages Dept.
Assistant Professor of English as a Second Language, Institute of International Education and Language Communication.

Feb 2010 - Dec 2017 at

Professor of English, Institute of Foreign Languages and International Cooperation.
Assistant Professor of Education, College of Education.
Assistant Professor of English, Linguistics and Linguo-Didactics Dept.

Education & Certification

Tomsk State Pedagogical University, Doctor of Philosophy In Education with a specialization in Theory and Technologies of Professional Education.

Oct 2010 - Dec 2017

Ph.D. thesis:

Tomsk State Pedagogical University, Bachelor & Master’s Degree with a Major in Teaching English to Speakers of Other Languages (TESOL).

Sep 2002 — Apr 2009

Coursework:
Topic: “Basic Culture Formation of the Person in Educational Learning Process.”
Topic: “Mastering Phonetic Skills Through Technical Training Aids.”
Thesis Execution and Defense:
Topic: “Affixal Verb Formation in Modern English Language.”

University of Texas at Austin, The Cambridge Certificate in Teaching English to Speakers of Other Languages (CELTA)

In process.

Certificate eLearning management system – Moodle. , Created Course: Practical English Phonetics

Sep 2011 — Oct 2011

Description: In the learning process, students will get acquainted with the abstract concepts of e-learning, the basics of educational design of an electronic environment, design methodology, and technology for developing an e-course in the LMS Moodle environment, as well as gain practical experience by creating a fragment of an e-course on the discipline taught. The result of the training is completing the final certification work – an element of an electronic course in the chosen specialization.

Total hours trained: 72

Certificate Information and communication technologies in distance education.

May 2012 — Jul 2012

Description: The advanced training program aims to improve the existing and (or) obtain new competencies necessary for professional activity and improve the professional level within the current qualifications. The program can be a set of educational modules – relatively independent, logically completed structured units that form one competence or a group of related competencies. Total hours trained: 72

Certificate Teaching Russian as a foreign language in today’s
socio-cultural conditions.

Jun 2015 — Feb 2015

Description: Basic principles of learning productive and receptive types of speech activity; Learning to read and speaking; Teaching listening and writing; Text activity RSLs studying; Principles and methods of teaching Russian phonetics of students with different levels of language proficiency; Problems of teaching vocabulary in a foreign audience; Problematic issues of teaching grammar RSL; Education trials based on the derivation.

Total hours trained: 72

Research & Presentations

English pronunciation, American Accent Training, English as a Second Language (ESL), English Grammar, Theoretical English Phonetics;
Language Education, Education, Psychology, Collaborative Learning, Partnership
Interactive Teaching, Leadership Interactive Teaching;
eLearning, LMS Moodle, and the like.

Teaching
Experience

PROFESSOR of ENGLISH as a SECOND LANGUAGE, RENOLIT
(Corporate Education)

Jan 2022 — Present

Primary responsibilities: 1. Plan, organize, and provide English classes for managers of RENOLIT Group. 2. Develop and deliver lesson plans utilizing a broad range of appropriate differentiated techniques and strategies addressing all aspects of communication that develop each students’ ability to read, write, speak, and listen in content areas at levels that ensure learners meet or exceed learning targets and allow English learners to access the district’s instructional program meaningfully; 3. Administer academic and language assessments to evaluate students’ progress in meeting academic learning targets and progress in language acquisition; 5. Maintain complete and accurate records of students’ progress and evidence of growth and progress; 6. Provide a nurturing, supportive, and positive learning environment with high expectations that encourage students’ responsibility, enhance motivation, clearly communicate classroom routines, and incorporate challenging instructional strategies

FOUNDER & PROFESSOR of ENGLISH AS A SECOND LANGUAGE,
“American Accent Program, LLC”

Jan 2019 — Present

ENGLISH as a SECOND LANGUAGE INSTRUCTOR,
Project Access, 501(c)(3) non-profit organization.

Jul 2020 — Present

Primary responsibilities: 1. Plan, organize and provide online instructions in English that meet state and federal standards; 2. Provide instruction that is consistent and coordinated to ensure that students meet and exceed learning targets; 3. Develop and deliver lesson plans that use a broad range of appropriate teaching techniques and strategies using the Learning Management System “Google Classroom” “Google Meets;” 4. Address all aspects of communication through appropriate instruction that develops each student’s ability to read, write, speak, and listen in the appropriate content area; 5. Administer academic and language assessments to evaluate student progress for meeting academic learning targets and progress in language acquisition; 6. Maintain complete and accurate records of student progress and evidence of growth and progress; 7. Provide a nurturing and supportive learning environment that encourages student responsibility and incorporates challenging instructional strategies; 8. Adapt curriculum to provide individual, small group, and/or remedial instruction to meet students’ needs and subgroups; 9. Employ a variety of instructional techniques and strategies to meet different aptitudes and interests of students; 10. Manage allotted learning time to maximize student achievement; 11. Oversee assigned out-of-classroom activities as needed.

Course taught: • English as a Second Language.

ENGLISH as a SECOND LANGUAGE INSTRUCTOR,
Project Access, 501(c)(3) non-profit organization.

Jul 2020 — Present

Primary responsibilities: 1. Plan, organize and provide online instructions in English that meet state and federal standards; 2. Provide instruction that is consistent and coordinated to ensure that students meet and exceed learning targets; 3. Develop and deliver lesson plans that use a broad range of appropriate teaching techniques and strategies using the Learning Management System “Google Classroom” “Google Meets;” 4. Address all aspects of communication through appropriate instruction that develops each student’s ability to read, write, speak, and listen in the appropriate content area; 5. Administer academic and language assessments to evaluate student progress for meeting academic learning targets and progress in language acquisition; 6. Maintain complete and accurate records of student progress and evidence of growth and progress; 7. Provide a nurturing and supportive learning environment that encourages student responsibility and incorporates challenging instructional strategies; 8. Adapt curriculum to provide individual, small group, and/or remedial instruction to meet students’ needs and subgroups; 9. Employ a variety of instructional techniques and strategies to meet different aptitudes and interests of students; 10. Manage allotted learning time to maximize student achievement; 11. Oversee assigned out-of-classroom activities as needed.

Course taught: • English as a Second Language.

PROFESSOR of ENGLISH as a SECOND LANGUAGE,
Corporate Institute LLC “Gazprom Transgaz Tomsk.”

Sep 2013 — Aug 2020

Primary responsibilities: 1. Perform those activities listed in the district’s classroom teacher job description as appropriate and applicable; 2. Plan, organize, and provide instruction in English in the Corporate Institute LLC, “Gazprom Transgaz Tomsk.” Instruction must be consistent and coordinated with the district’s instructional program so that students meet and exceed learning targets and the requirements outlined in the state and federal law; 3. Develop and deliver lesson plans utilizing a broad range of appropriate differentiated techniques and strategies addressing all aspects of communication that develop each students’ ability to read, write, speak, and listen in content areas at levels that ensure learners meet or exceed learning targets and allow English learners to access the district’s instructional program meaningfully; 4. Administer academic and language assessments to evaluate students’ progress in meeting academic learning targets and progress in language acquisition; 5. Maintain complete and accurate records of students’ progress and evidence of growth and progress; 5. Provide a nurturing, supportive, and positive learning environment with high expectations that encourage students’ responsibility, enhance motivation, clearly communicate classroom routines, and incorporate challenging instructional strategies; 6. Attends staff meetings as may be requested or as established by the Institute.

Course taught: • English as a Second Language • PET • KET • TOEFL

PROFESSOR of ENGLISH as a SECOND LANGUAGE,
National Research Tomsk Polytechnic University. Department of Foreign Languages, Power Engineering Institute.

Mar 2012 — May 2021

Primary responsibilities: 1. teaching undergraduate, masters or doctoral level courses; 2. designing and implementing e-Learning, 3. publishing research 4. advising students; 5. team teaching field-based courses; working collaboratively with faculty and staff to implement departmental programs and Student Learning Outcome Assessments; 6. working with public school partners and community colleges on collaborative projects and mutual goals; 7. providing professional development and mentor teacher training; 8. providing service to the department; 9. continual learning to stay current with research, best practices in teaching, and technological applications in the classroom, including online teaching.

Courses taught: • Practical English Phonetics • English Composition • ESL

ASSISTANT PROFESSOR of ENGLISH as a SECOND LANGUAGE, Tomsk State Pedagogical University, Institute of International Education and Language Communication.

2012 — Jun 2013

Primary responsibilities: 1. Teaching undergraduate, master’s, or doctoral level courses; 2. Designing and implementing e-Learning in the department, 3. Publishing research papers 3. Advising students; 4. Team teaching field-based courses; working collaboratively with faculty and staff to implement departmental programs and Student Learning Outcome Assessments; 5. Providing professional development and mentor teacher training; 6. Providing service to the department; 7. Stay current with research, best practices in teaching, and technological applications in the classroom, including online teaching.

Courses taught: • Practical English Phonetics • Theoretical English Phonetics • Business English • English Grammar • English Composition II, III, IV • ESL • TL Literature.

Editorial
Experience

Editorial Board Member at SLOAP International Journal of Linguistics, Literature and Culture (IJLLC)

2020 — Present

Editorial Board Member at SLOAP International Journal of Humanities, Literature and Arts (IJHLA)

Jan 2020 — Present

Lead Editor at UTM Universidad Técnica de Manabí, International Journal of Social Sciences and Humanities (IJSSH)

Jul 2021 — Present

Vol 4 No 2: Special Issue on “Organization for Educational Communication and Technologies.” (OECT) 2020 by Dr. Alexander Obskov.
Published: 2020-08-31
Editorial Board Member at State University of Jakarta (Universitas Negeri Jakarta)

Jul 2021 — Present

The 2nd International Conference on Education, Language, and Society (ICELS – 2)”.

Editorial Board Member at Turkish Online Journal of Qualitative Inquiry

May 2021 — Present

Indexed by Scopus.

Editor In Chief at American Linguist Association. LingCuRe, Linguistics and Culture Review

Jul 2021 — Present

Indexed by Scopus.

Other
Employment

Assistant Director of Learning Center, National Research Tomsk Polytechnic University. Institute of International Education and Language Communication.

Sep 2015 — Nov 2019

Primary responsibilities: 1. Provide information about programs and procedures to faculty, staff, and students through outreach programs, in-service training, educational materials, presentations, promotional, and assessment activities; 2. Monitor and evaluate students’ academic and interpersonal performance to determine outreach efforts; 3. Assist with managing automated and manual alerts regarding attendance, performance, and the student experience; 4. Provide effective leadership through appropriate training and supervision of academic support staff; 5. Supervise tutoring programs, which include online and face-to-face tutoring support for students; 6. Hire, train, and keep the tutoring staff up to date on current pedagogical trends; 7. Collaborate with the Coordinator, Access & Accommodations to provide learning support to students with alternative learning needs; 8. Manage daily operations, including scheduling and tracking appointments and services and maintaining a tutoring calendar/schedule; 9. Facilitate student involvement in planning and implementing programs in diversity programming; 10. Coordinate study abroad opportunities, international student travel risk management, program development, etc.

Publications
& Appearances

Gavriil A. Nizkodubov., Svetlana S. Kuklina., Alexander V. Obskov., Maria A. Vikulina., and Nikolay A. Kachalov. (2019) Pedagogical Preconditions for the Development of Productive Communication Skills within the Special Course “Computers and Banking “Going Global through Social Sciences and Humanities: A Systems and ICT Perspective Proceedings of the 2nd International Conference “Going Global through Social Sciences and Humanities,” 27–28 February 2019, Tomsk, Russia. Vol 907, 173 -183.
Dmitry L. Matukhin., Alexander V. Obskov., Maria A. Vikulina., Nikolay A. Kachalov., and Olga I. Kachalova, (2019) Structure of Professional and Business Communication of Graduates Majoring in Innovation. Going Global through Social Sciences and Humanities: A Systems and ICT Perspective Proceedings of the 2nd International Conference “Going Global through Social Sciences and Humanities,” 27–28 February 2019, Tomsk, Russia. Vol 907, 157 -165.
Pozdeeva, S. I., & Obskov, A. V. (2015) Justification of the Main Pedagogical Conditions of Interactive Teaching a Foreign Language in High School. Procedia – Social and Behavioral Sciences. Vol 207, 166-172.
Obskov, A. V., Pozdeeva, S. I., Matukhin, D. L., &Nizkodubov., G. A. (2015) Educational Aspects of Interactive Foreign Language Learning in High Schools. Mediterranean Journal of Social Sciences. Vol 6, No 4. 319.
Matukhin, D. L., Nizkodubov, G. A., Zyubanov, V. Y., Khasanshin, Y. R., Obskov, A. V (2014). Methodological Basics of Blended Learning in Teaching English for Academic Purposes to Engineering Students. Asian Social Science. Vol. 10, 97-102.
Obskov, A. V. (2016) Functional Semantic Diagnostics of Collaborative Activities and Teaching Positions in the Technical University. Tomsk State Pedagogical University Bulletin, 1 (11), 92-97.
Obskov, A. V. (2016) Explanation of the Main Educational Conditions of Interactive Teaching a Foreign Language at Technical School. Tomsk State Pedagogical University Bulletin, 1 (11), 92-97.
Obskov, A. V., & Glukhu, Y. A. (2014) The Using of Interactive Foreign Language Teaching at the Universities. Modern problems of science and education. Penza Publishing House “Academy of Natural Sciences.” 3, 267-275.
Obskov, A. V. (2014) Higher School Teacher’s Attitude to Interactive Foreign Language Teaching. Tomsk State Pedagogical University Bulletin, 1 (142), 90-93.
Obskov, A. V. (2013) Theoretical Aspects of Interactive Foreign Language Learning at High Schооl. Proceedings of the Samara Scientific Center of the Russian Academy of Sciences, 2-3, 629-634.
Obskov, A. V. (2012) The Problem of Interactive Study of Teaching Foreign Language at Higher School. Tomsk State Pedagogical University Bulletin, 11 (126), 120-124.

Books and
E-courses

Practical Phonetics of the English Language [electronic resource]: eCourse / A.V. Obskov; Tomsk Polytechnic University (TPU), Institute of Power Engineering (ENIN), Department of Foreign Languages Institute of Energy. – Tomsk: TPU Moodle, 2014
Business English Communication: Textbook / Ed. J. A Glukhy & A. V. Obskov. – Tomsk: Tomsk State Pedagogical University, 2013. – 62 p. (200 copies).
American Accent Program: eCourse / A.V. Obskov Mastering General American English Pronunciation (GAEP) for Speakers of English as a Second or Other Languages. Austin, TX, USA Google Classroom, 2019.

References

References available upon request

American sounds, American consonants

American Consonants sound-by-sound

1. You can understand how to pronounce American consonants correctly using the 2D Sound Simulator;
2. You can practice each sound with “phonetic exercises” (at the beginning, middle, and end of words);
3. You can practice speaking them in “sentence practice” & “paragraph practice.”
Use your consonants confidently!

This chapter consists of 25 American English consonant phonemes: 15 Voiced Sounds & 9 Unvoiced Sounds.


Session 1. American Unvoiced [t] & Voiced [d] Phonemes + Voicing [t̬]
Session 2. American Voiced [r] & Voiced [w] Phonemes
Session 3. American Unvoiced [s] & Voiced [z] Phonemes
Session 4. American Unvoiced [th] & Voiced [t͟h] Phonemes
Session 5. American Unvoiced [ʃ] & Voiced [ʒ] Phonemes
Session 6. American Unvoiced [ʧ] & Voiced [ʤ] Phonemes
Session 7. American Unvoiced [h] Phoneme
Session 8. American Unvoiced [p] & Voiced [b] Phonemes
Session 9. American Unvoiced [f] & Voiced [v] Phonemes
Session 10. American Unvoiced consonant [k] & Voiced consonant [g] Sounds
Session 11. American Lateral Voiced consonant [l] Sound
Session 12. American Voiced consonants [m], [n], & [ŋ] Sonorants
Session 13. Word Endings; ED -ending [t], [d], or [id]

TESTIMONIAL

ADAM

“…I have been working with Dr. Alex Obskov for six and a half months to improve my pronunciation, and I appreciate him for the fantastic job he has done with my accent. I came to the US several years ago, and it was challenging for me to understand people, to speak my mind, and to feel confident in the way I sound. There are eleven sessions that Alex has designed perfectly to target the most important sounds in the American language. I have had a very thick Russian accent, and the manner of speaking was different. Alex has been so patient with me, helping me out to understand the American consonants and vowels, word stress, and intonation patterns. I would say that I often struggle with the feeling of low confidence in my English speaking, but Alex has helped me change my mind completely. Thanks a lot!

TESTIMONIAL

Joseph

Find Your Voice

American Accent Program
for Speakers of English as a Second Language