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M. V. Shevchenko
The National Technical University of Ukraine “Kyiv
Polytechnic Institute”, Ukraine
Requirements for and Principles of Teaching Students
of Technical Specialities Speaking English
According
to Oxford Dictionary of English [4, p. 1698], speaking is the action of information
transmission or conveying one’s feelings in speech.
As
is mentioned in the Common European Framework of Reference for Languages:
Learning, Teaching, Assessment (CEFR), students for whom English is a foreign
language should have the following B2 level oral skills in order to be able to
communicate in English with their future colleagues from other countries more
or less freely [1, p. 58-60]:
·
Capability to give
understandable, comprehensive, systematically developed presentations (or
continual monologues), as well as descriptions, on numerous topics related to their
general and professional interests, developing and supporting ideas with supplementary
details and pertinent examples, and highlighting significant facts while presenting
the pros and cons of a particular point of view, mentioning advantages and
disadvantages;
·
Ability to
deviate spontaneously from a text prepared in advance and follow up thought-provoking
points proposed by members of the audience, as well as know how to address the audience
properly and at high level: can answer a series of subsequent questions with sufficient
degree of ease, fluency and spontaneity without stressing out or making the
audience feel themselves that way;
·
In the process of
a debate, should be able to offer and confute an argument, expanding and
substantiating their viewpoints and/or constructing a chain of coherent
arguments: can present the advantages and disadvantages of various
possibilities and emphasize significant details.
To
meet the above-mentioned B2 requirements and help students achieve success in
studying English and become good speakers in English, it is necessary to base
the work in class on the following important principles [3, p. 55-56]:
1. Teaching speaking basing on the communicative approach (using group- or
pair work, while limiting teacher talk to explaining some essential details at
the lesson and clarifying tasks).
2. Allow students practice speaking with both fluency and accuracy, i.e. correctly,
quickly and confidently; the teacher should not interrupt a student each time
he/she makes a mistake but give them an opportunity to develop fluency.
3. Prepare speaking tasks for students that involve negotiation for meaning:
students make progress while speaking in foreign language because communication
inevitably involves attempting to comprehend and make yourself understood; according
to D. Nunan [3, p. 55], this process is called “negotiating for meaning”, i.e. checking
whether you figured out what your interlocutor has said, making your
understanding clear, and making sure that person you were talking to has
understood your point of view. By asking for elucidation, explanation or repetition
in the process of a conversation, students of technical specialities get their
interlocutors to address them with the foreign language at a level they can
learn from and comprehend.
4. Provide guidance for students of technical specialities and arrange
their practice in both interactional and transactional speaking at the English
lesson as long as in the real world, not in class, we usually speak with
interactional or transactional aims. The former one is done for social purposes
– starting and maintaining social relations, whereas the aim of the latter – transactional
speech – is to get something done, for instance, order or exchange goods and/or
services. Real-life conversations are quite unpredictable and can have numerous
topics, with participants taking turns and commenting freely. In contrast, as David
Nunan [2, p. 42] states, transactional interaction is fairly restricted and usually
contains highly predictable patterns. For students of technical specialities,
that may be a conversation while calling to some technical company in order to
order machine parts. D. Nunan states
that interactional speech is much more unpredictable and fluid than
transactional one. Therefore, speaking activities at the English for Special
Purposes lesson need to involve both interactional and transactional purposes as
students, who are studying the foreign language now, will have to speak English
in both transactional and interactional situations in the future (with colleagues from other countries and with common people.)
Thus,
it is very important to take into account all the requirements of the CEFR
while teaching students of technical specialities speaking English, as long as
now-students will someday become professionals and will have to correspond to
the European standards if they want to be successful and influential in their
field; and that always and first of all comprises communication with colleagues
from around the world. Therefore, teaching professional speaking in English
must be the top priority at English for Special Purposes lessons at present.
References:
1. Council of Europe (2001). Common
European Framework of Reference for Languages: Learning, Teaching, Assessment.
Cambridge: Cambridge University Press. 278.
2. Nunan, D (1991). Language Teaching
Methodology. A Textbook for Teachers. USA: Prentice Hall. 264.
3. Nunan, D (2003). Practical English
Language Teaching (Methodology). USA: McGraw-Hill Education. 342.
4. Oxford Dictionary of
English (2003). Oxford: Oxford University Press. 2088.