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 ◦ 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. 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