Педагогические науки/ 2. Проблемы подготовки специалиста
Николаенко
О.В.,
Ушатая
Т.А.
Черниговский
государственный институт экономики и управления
Presentation as a form of quasi professional
foreign language activity organization
One of modern
university education peculiarities is prerequisites creation for making
students transfer from educational activity to professional one.
They shift the
emphasis on the student’s activity from knowledge mastering onto professionally
important activity. In course of learning, such an activity acquires tentative
base that gains knowledge status which reflects the world of professions in the
students’ consciousness.
Thereupon
contextual education is one of conditions that urge upon dynamic model-based
professional activity through its subject and social contexts.
In
contextual education there is the movement of the students’ activity from educational
to professional, which is associated with the transformation of needs, motives and goals.
A social problem as a principal content unity of contextual education exacts of the students cognition
as well as activity and search to solve it. The system of lingual and professional interactions deploys the content of education in dynamics and also creates the opportunities to integrate the knowledge of different academic subjects. Thereupon it gives integrity, system and personally-oriented sense to target teaching material that helps to develop cognitive motives as well as
professional ones.
Thus there is a
necessity to search approaches to develop activity motives and identify the
student’s motivational field unity such as motivational variables or components
(values, goals, interests, needs and etc.).
Cognitive and professional motives are
mutually causal and in course of it evidence
of cognitive autonomy motives increases.
Educational motives
in contextual education become the basis of cognitive motives development such
as self-development and new methods of activities mastering.
When the teacher
cooperates with the students in the foreign languages lessons he/she aims her
efforts at the students’ internal motivation development that directs and
supports the personality to satisfy his/her needs and to develop the
axiological potential.
However
it should be mentioned also external motives and needs of the students.
One of
the leading motives is yearning for success in business. If you want to make
progress in the professional activity you should obtain a certain set of skills
and habits.
To make
progress in problems solution prospective specialist has to be able to
cooperate with others in different foreign language communicative interactions,
to obtain different kinds of verbal and nonverbal behaviour.
Thus in
course of communicative approach to foreign languages learning the teacher has
to develop communicative competence of the students as well as to train the
students to transfer given knowledge, skills and habits from educational quasi
professional activity to the real life.
Presentation
skills nowadays are considered as one of the key communicative skills which are
necessary to prospective specialists in their professional activity to take
part in the meetings and negotiations.
That’s
why teaching business foreign language we design such educational interactions which
are quasi-real professional ones and promote to develop lingual and
professional orientations of prospective specialist.
In the
movement of personality orientation in the world of values in the modern
educational environment lingual and professional orientations of the students
are understood as the process of axiological knowledge mastering and skills as
well as forming of valuable attitude to professionally important information
and skills.
We
consider presentation as a form of quasi professional cooperation of activity
oriented character being aimed at as intragroup cooperation as the
teacher-students interaction.
Presentation
is especially efficient 
at the final stage
of working at a subject matter in class. To the point, presentation is a role
game and consists of 3 stages of working at it:
·
preparation;
·
practice;
·
presentation.
In course of preparation the student is offered different kinds of
presentations, which can be used as patterns to build sayings. At this stage
they see presentation structure and master vocabulary and key phrases which
should be used to build presentation logically. A presentation is a
performance in many different ways. You are in the spotlight, which means that
all eyes are on you and you are expected to inform, entertain and inspire.
Moreover, you are expected to be in charge of the time that you are in front of
the audience and maintain the audience's attention. A few simple creative ideas
will assist in your ability to achieve these goals successfully.
While practical
habits acquirement the students select information for their presentations,
build strategies of their performance, compose texts, and choose visuals (
charts, schemes, diagrams, slides) to their presentation. The reporter should
foresee possible questions to be asked to him and be ready to give
comprehensive answers.
At this
stage the students learn to express an opinion about the content of presented
material, the structure of the statement. They also obtain habits and skills of
communication with the audience, language skills, and see the presentation’s
weakness and strength.
Presentation
is a monologue but at the same time it’s an interactive activity because when you
perform in front of the audience you expect effective feedback, to get involved
other students in the presentation.
The
students are keynoted that motivates effective participation in the
performance: they note, evaluate the presentation in terms of complete
statement, use of visuals, write down arising questions.
Having
given presentation the reporter has to simultaneously react on questions and
remarks, being a participant of spontaneous dialogues and group discussion.
Thus
presentation is a role play that sets tasks and forms of behaviour and gets the
students involved in different forms of group discussion and cooperation.
Working
in subgroups or teams on educational tasks that need logical thinking, mutual
analysis, and mutual estimation of different points of view the students have
the opportunity to fulfil their strong points and get help as to
what it is weaker than the others.
This creates a situation of
mutual support, facilitates to form communicative skills, and encourages self-cognition.
In
course of such cooperation we observe that while joint academic work which
modules professional institutional talks there is a growth of the volume and
depth of target material and its comprehension, cognitive activity and creative
autonomy, and also there is a change of the degree of students’ interaction.
But it
should be mentioned there is a growth of self- and mutual respect as well as
self-criticism, an ability to sufficiently evaluate personal opportunities and
others’ ones.
Use of
presentation as a form of quasi professional activity organisation in class
learning foreign languages gives opportunities:
- to
provide authentic profession-oriented institutional talks using foreign
language for specific purposes;
- master
habits of prepared and spontaneous speech in profession-oriented institutional
talks;
- to
provide target material generalization and independent self-cognitive activity;
- to
obtain the most important social habits: sense of tact, responsibility,
sufficient behaviour taking into account other people attitude;
- to
obtain verbal and nonverbal speech habits;
- to create
situation of success and raise the students’ self-appraisal;
- to
provide individual education and group collaboration.
Литература
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