Types of Professional communicative skills and their application in ESP classes. J.N. Miliar T.M....
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![Page 1: Types of Professional communicative skills and their application in ESP classes. J.N. Miliar T.M. Nekrasova Tomsk Polytechnic University May 27, 2009.](https://reader035.fdocuments.us/reader035/viewer/2022071718/56649e7d5503460f94b7fce2/html5/thumbnails/1.jpg)
Types of Professional communicative skills and their
application in ESP classes.
J.N. MiliarT.M. Nekrasova
Tomsk Polytechnic UniversityMay 27, 2009
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Introduction
Communication
Rehearsal;Feedback;
Engagement;Real-life situations;
Declarative language
knowledge
Benefits
Effective communicative tasks criteria
Reflective teaching;Survers; Needs
analysis
Suggested speaking activities(speech genres)
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“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;
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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;
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Required competencies:• Introduce oneself and ask for other identification;• Distinguish between formal and informal register;• Form a statement or a question in accordance with grammatical,
syntactic rules of a language; • Request general or specific information;• Asking nd answering techniques;• Asking and expressng personal opinion;• Reformulate/restate/repeat a question;• Request additional informaton/details;• Avoiding an answering technique or be able to avoid a direct response;• Follow the rules of politeness and culturally embeded rules of social
behavior;
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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;
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Interviews and questionnaires projects
Interview analysis showed some difficulties:• Misunderstanding fluently spoken language;• Asking questions for appropriate purposes;• Taking an active part in;• To differenciate and distinguish between formal and nformal
registers;Pre-interviewing activity:• Interview listening and analysis;• Filling out worksheet and probing with questions;
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Presentations
• Organising information into coherent structure;
• Speaking from notes;• Using« signals» to facilitate
task of listeners;• Developing listeners
awareness;• Achieving phonological,
gammatical and lexical accuracy;
• Operating with greater fluency;
• Sequencing;• Delivery (speed/clarity);• Visual aids;• Body language;• Signposting;• To avoid answering
techniques;• Answering questions;• Clarification;• Concluding;• To recap and summing up;
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SeminarLanguage- seminar skills• Taking the floor;• Using notes; planning; b• Requesting;• Providing clarification/information;• Stating point of view;• Supporting view expressed by
another speaker;• Challengeng view expressed by
another speaker;• Report-and-discuss;• To ask questions and give new
information; …
Dificiulties• The publicness of the
performance;• The need to think on your feet;• The need to present the
logically ordered arguments;• Academic assessment;• The requirement to call up the
relevant subject knowledge; • It is not the use of appropriate
language;• Speed of reaction;
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Simple context situations or semi-controlled productive and free-production situations
Relevant phrases are routinely used in different English contexts• Uncertainty and inevitebility of
usage;• Communication problems and
difficulties;• A badly run organisation leads to
detrimental consequences;• People feel disaffected;• Destructive and maliciuos nature
(innuendo, gossip, rumour) caused by students being excluded from communicational channels;
• General expression of dissatisfaction and alienation;
Semi-controlled productive and free production activities• To raise students awareness of the
underlined competences;• To create context in which students are
involved to practice these competences;• Inclusive approach is to manage the
situation;• Interectional approach is 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 become aware of specific linguistic forms avaluable in the input;
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Reflective teaching, surveys and needs analysis
Peer evaluation• To stress the value of
communication between and among students;
• 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 wide sample of options than just 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;
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Conclusion
1. Communication2. Types of Professional communication;3. Competences required;4. Semi-controlled productive activities and fee- production
activities necessary to provide and improve second language aquisition;
5. Interviews and questionnaires;6. Presentation;7. Seminar skills and difficulties;8. Reflective teaching and needs analysis;9. Self- assessment and evaluation;
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References
1. Dramma Techniques in Language Learning. Alom Maley and Alon Duff. Cambridge, 1978, 1982,2001. Pages 2-16, 38, 186, 201.
2. Communication and Language.N. Thompson. Palgrave Macmillan. Great Britain, 2003.Pages 9, 98, 123-132
3. How to teach English.Jeremy Harmer. Pearson Education Limited, 2007.Pages 123-132.
4. Dramma. Sarah Phillips, Oxford, 2001.Pages 5-9.5. How to teach English.Jeremy Harmer, Longman, 1998. Pages 87-96.
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Thank you for your attention!!!