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 Semi- controlled and free- production 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 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: Interviews; Presentations; 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;

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 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; 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 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;

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;

Conclusion 1.Communication 2.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;

References 1.Dramma Techniques in Language Learning. Alom Maley and Alon Duff. Cambridge, 1978, 1982,2001. Pages 2-16, 38, 186, Communication and Language.N. Thompson. Palgrave Macmillan. Great Britain, 2003.Pages 9, 98, How to teach English.Jeremy Harmer. Pearson Education Limited, 2007.Pages Dramma. Sarah Phillips, Oxford, 2001.Pages How to teach English.Jeremy Harmer, Longman, Pages

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