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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
Communication and its benefits
Criteria of communicative tasks
Literature overview + student /content
area teacher’s interviews
◦ Types of professional activities
List of language competencies
Teaching aspects
◦ Presentation (example)
Communication and its benefits
Rehearsal;
Feedback;
Engagement;
Real-life
situations;
Automation of declarative
language knowledge
Criteria of communicative tasks
◦ Productivity
◦ Purposefulness
◦ Interactivity
◦ Challenge
◦ Authenticity
Types of professional speaking
genres
Presentations;
Interviews;
Conference talks;
Brief reports;
Project description;
Conference talks;
Brief reports;
Project description (group, mini-research,
literature-based);
Seminars
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;
Teaching aspects: Presentation
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
Teaching aspects
Scenario 1: provision of set-phrases
◦ 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
Teaching aspects
Scenario 2: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;
Conclusion
Reflective analysis
Needs analysis: Peer evaluation and Self-evaluation
or assessment
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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
The use of questionnaire;
Surveys ;
Structured interviews;
Observation in class;
Monitoring;
Case study;
Final tests;
Presentation self-evaluation;
References
1.
2.
3.
4.
5.
Dramma Techniques in Language Learning. Alom Maley 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.