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Types of Professional communicative skills and their application in ESP classes. J.N. Miliar T.M. Nekrasova Tomsk Polytechnic University May 27, 2009. Introduction. “Side-track” introduction. Communication is a strong tendency; ESP curriculum vitae, syllabus optimization;
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Types of Professional communicative skills and their application in ESP classes. J.N. Miliar T.M. Nekrasova Tomsk Polytechnic University May 27, 2009
“Side-track” introduction • Communication is a strong tendency; • ESP curriculum vitae, syllabus optimization; • Specific authentic contexts is dealt with; • International integration via enhancement and versatile computerized techniques extension;
Types of professional speaking genres: • Interviews; • Presentations; • Conference talks; • Brief reports; • Project description; • Conference talks; • Brief reports; • Project description (group, mini-research, literature-based); • Seminars;
Required competencies: • Introduceoneself and ask for other identification; • Distinguishbetweenformal and informalregister; • Form a statement or a question in accordance with grammatical, syntacticrules of a language; • Requestgeneral or specific information; • Askingndanswering techniques; • Asking and expressngpersonal opinion; • Reformulate/restate/repeat a question; • Requestadditionalinformaton/details; • Avoiding an answering technique or be able to avoid a direct response; • Follow the rules of politeness and culturallyembededrules of social behavior;
More speaking suggestions“Speaking-as-a-skill” in ESP classes • Information-gap activities; • Telling definitions,stories; • Instructions reconstruction; • Important parts; • Meetings and greetings; • Job application; • Surveys; • Situation interviews and Questionnaires ; • Famous peoples great contribution; • Balloon debates; • Role-play ; • Seminars; • Short talks;
Interviews and questionnaires projects Interview analysisshowedsomedifficulties: • Misunderstandingfluentlyspokenlanguage; • Asking questions for appropriatepurposes; • Taking an active part in; • To differenciate and distinguish between formal and nformal registers; Pre-interviewingactivity: • Interview listening and analysis; • Filling out worksheet and probing with questions;
Presentations • Organising information intocoherent structure; • Speakingfrom notes; • Using« signals» to facilitatetask of listeners; • Developinglistenersawareness; • Achievingphonological, gammatical and lexical accuracy; • Operating withgreaterfluency; • Sequencing; • Delivery (speed/clarity); • Visual aids; • Body language; • Signposting; • To avoidanswering techniques; • Answering questions; • Clarification; • Concluding; • To recap and summing up;
Seminar Language- seminarskills • Taking the floor; • Using notes; planning; b • Requesting; • Providing clarification/information; • Stating point of view; • Supportingviewexpressed by another speaker; • Challengengviewexpressed by another speaker; • Report-and-discuss; • To ask questions and give new information; … Dificiulties • The publicness of the performance; • The need to think on yourfeet; • The need to present the logicallyordered arguments; • Academicassessment; • The requirement to call up the relevant subjectknowledge; • It is not the use of appropriatelanguage; • Speed of reaction;
Simple context situations or semi-controlled productive and free-production situations Relevant phrases are routinelyused in different English contexts Semi-controlled productive and free production activities To raisestudentsawareness of the underlinedcompetences; To create context in which students are involved to practice these competences; Inclusive approachis to manage the situation; Interectionalapproachis to notice the essential components of a language; Tecniques to automize the second language acquisition by mismatching what the students can do and need to do; To becomeaware of specificlinguisticformsavaluable in the input; • Uncertainty and inevitebility of usage; • Communication problems and difficulties; • A badlyrun organisation leads to detrimentalconsequences; • People feeldisaffected; • Destructive and maliciuos nature (innuendo, gossip, rumour) caused by studentsbeingexcludedfromcommunicationalchannels; • General expression of dissatisfaction and alienation;
Reflective teaching, surveys and needs analysis Peer evaluation • To stress the value of communication between and amongstudents; • To draw attention to the necessity for non-native speakers; • To get feedback for the speaker on what the audience has understood; • To obtain a widesample of options thanjust one, regarding oral assessment; Self-evaluation or assessment • The use of questionnaire; • Surveys ; • Structured interviews; • Observation in class; • Monitoring; • Case study; • Final tests; • Presentation self-evaluation;
Conclusion • Communication • Types of Professional communication; • Competencesrequired; • Semi-controlled productive activities and fee- production activitiesnecessary to provide and improve second languageaquisition; • Interviews and questionnaires; • Presentation; • Seminarskills and difficulties; • Reflectiveteaching and needsanalysis; • Self- assessment and evaluation;
References • Dramma Techniques in Language Learning. AlomMaley and Alon Duff. Cambridge, 1978, 1982,2001. Pages 2-16, 38, 186, 201. • Communication and Language.N. Thompson. Palgrave Macmillan. Great Britain, 2003.Pages 9, 98, 123-132 • How to teach English.Jeremy Harmer. Pearson Education Limited, 2007.Pages 123-132. • Dramma. Sarah Phillips, Oxford, 2001.Pages 5-9. • How to teach English.Jeremy Harmer, Longman, 1998. Pages 87-96.
