1. Types of Professional communicative skills and their application in ESP classes. J.N. Miliar T.M. Nekrasova Tomsk Polytechnic University May 27, 2009

2. 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

3. “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;

4. 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;

5. 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;

6. 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;

7. 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;

8. 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;

9. 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;

10. 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;

11. 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;

12. 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;

13. 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.

14. Thank you for your attention!!!