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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
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◦ Types of professional activities
List of language competencies
 Teaching aspects
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◦ 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
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Presentations;
Interviews;
Conference talks;
Brief reports;
Project description;
Conference talks;
Brief reports;
Project description (group, mini-research,
literature-based);
Seminars
Required competencies
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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
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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
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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
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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
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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
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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.