Филологические науки/1.Методика преподавания языка и литературы

Vasylyshyna N. M.

National Aviation University

Implementation of tourism task-designed complex into teaching English for specific purposes

There is no need to say that education in modern world establishes higher standards and demands than it was thought in previous years. As a result such situation leads to improving and raising the level of future professionals. One of the reasonable solutions which can be applied into present day teaching is a logical implementation of real problems, situations, goals, cases of future profession into process of shaping foreign communicative competence. Thus, the aim of the survey is to outline special qualities of ESP (English for Specific Purposes), consider main elements of classes, present tourism task-designed [2, 4].

In order to succeed in getting high result in language teaching process we need to be aware of it’s main features. So, the most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer science to tourism and business management.

The ESP focal point is that English is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area important to the learners. As a matter of fact, ESP combines subject matter and English language teaching. Such a combination is highly motivating because students are able to apply what they learn in their English classes to their main field of study, whether it be accounting, business management, economics, computer science or tourism. Being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases their motivation[1,4].

In planning lesson of shaping foreign competence in tourism we have to consider the following elements: class profile: the number of learners, their age(s), preferred learning style; aims and sub-aims; learning outcomes; anticipated difficulties: ‘Some learners may feel "resistant" to communicative methodologies, and may need more encouragement or patience on the teacher's part’ ; assumptions: ‘The initial syllabus should more or less work otherwise the teacher may have to apply a "process syllabus" model and renegotiate certain parts of the syllabus with his/her group of learners’; pronunciation: 'How will this be taught?'; materials to be used [2, 4].

Modern workplace communication expects well-rounded professionals who not only have an excellent command of their subject area, but who can also communicate well both with colleagues and the general public. The focus needs to be on communication, and consider both accuracy and fluency (with fluency being possibly more important than accuracy ‘at all costs’). This ability to go beyond the subject specialism and be able to communicate well in professional contexts is called ‘soft [4].

Teaching professional communication skills can be achieved by: creating an atmosphere in the classroom which is conducive to learning and teaching; setting a memorable context, with meaningful activities and authentic activities to enhance learning; applying a judicious mix of activities and techniques ; providing learners with meaningful models of good practice to emulate; by identifying and reinforcing aspects of communication most relevant for a particular profession.

Besides all mentioned above special qualities of teaching ESP, there some types of classes on which it’s shaping will be the most appropriate. According our satisfied results we advise the following [2].

The principal criterion of tourism task-designed complex is according to its communicative value. It includes exercises that are speech/communicative, relatively-communicative and language/non-communicative. Speech/communicative

exercises are designed to practice speech skills and develop communicative competences. Relatively-communicative exercises contain leaning-focused tasks only indirectly related to real - life tasks in tourism area where future professionals of tourism sphere have to respond to the situation given [1].

Language/non-communicative exercises aim at accuracy practice of language elements and mainly form-concentrated. In communicative classroom controlled/manipulated exercises aimed at habit formation are associated with meaningful drilling. Meaningful drills are special pattern ractices/exercises contextualized to meet the requirements of a communicatively-oriented design. Appropriate communicative situations are created in the classroom where learners have to repeat target language structures [1].

In order to support theoretical material concerning types of exercises in tourism-designed complex we present following practical assignments in our investigation.

Task1. Explain common peculiarities of the quote and Indonesia if any.

Task 2. Study these words and phrases and complete the sentences with some of them.

Task 3. Read the text about Indonesia and find the correct heading from the list to each passage.

Task 4. Translate the italized phrases and complete the sentences with them.

Task 5. Match the phrases in column A with their equivalents in column B.

Task6. Complete the following phrases with the most suitable word:

to host tradition,visitors can view.

Task 7. Translate the sentences into English using the phrases above.

Task 8. Report about presented destination covering the basic aspects depicted in Culture Corner passage. Use some of linking words and phrases listed below [3].

So, taking everything into consideration it has a sense to point out that teaching English for specific purposes is rather tricky, complicated and interesting process. In case of memorizing special qualities, form of classes and sticking to intentionally designed complex of tourism exercises the polishing as well as mastering foreign communicative competence will be successful, meaningful and fulfilled.

References:

1. Anisimov A. Modern Aspects methods of teaching English. Theory and Practice / AI Anisimov, LS Koshova - D.: ICD wildebeest, 2010. – P. 87 – 99.

2. Brumfrt Ch. J. Communicative Methodology in Language Teaching / Brumfrt Ch. J. – Cambridge: Cambridge Univ. Press, 1990. – 166 p.

3. Grilihes I. V. Getting around the world. Manual for tourism students./ I. V.Grilihes, N. M. Vasylyshyna. – K.: Ryzografyka, 2012. – 142 с.

4. Keen K. Competence: What is it and how can it be developed? / Keen K. – Brussels: IBM Education Center, 1992. – P. 90 – 122. Brumfrt Ch. J. Communicative Methodology in Language Teaching / Brumfrt Ch. J. – Cambridge: Cambridge Univ. Press, 1990. – 166 p.