Transcript Types of communicative skills and its application

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
Rehearsal;Feedback;
Engagement;
Real-life situations;
Declarative
language knowledge
Benefits
Effective
communicative
tasks criteria
Productivity;Purposefulness;
Interactivity;
Challenge;
Authenticity
Semicontrolled
and
freeproduction
conditions
(productive activities)
Reflective teaching;
Survers; Needs
analysis
Suggested speaking
activities(speech
genres)
Interviews
Presentation
Conference talks
Brief reports
Project description
Group discussions
Arguments
Defense talks
Debates
“Side-track” introduction
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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:
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Interviews;
Presentations;
Conference talks;
Brief reports;
Project description;
Conference talks;
Brief reports;
Project description
literature-based);
• Seminars;
(group,
mini-research,
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;
More speaking suggestions
“Speaking-as-a-skill” in ESP classes
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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 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;
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;
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Sequencing;
Delivery (speed/clarity);
Visual aids;
Body language;
Signposting;
To avoid answering
techniques;
Answering questions;
Clarification;
Concluding;
To recap and summing up;
Seminar
Language- 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;
Simple context situations or semi-controlled
productive and free-production situations
Relevant phrases are routinely
used in different English contexts
Semi-controlled productive and
free production activities
• 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;
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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;
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 selfevaluation;
Conclusion
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Communication
Types of Professional communication;
Competences required;
Semi-controlled productive activities and feeproduction activities necessary to provide and
improve second language aquisition;
Interviews and questionnaires;
Presentation;
Seminar skills and difficulties;
Reflective teaching and needs analysis;
Self- assessment and evaluation;
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.
Thank you for your attention!!!