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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

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
“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
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
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
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
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
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
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
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
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
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
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.