УДК 378.147: 811.111

The Strategies of Stand Up Presentation for Students of International Relation

Darya Fuhalevych

The senior teacher of KNUofCA

The strategies of stand up presentation and the communicative strategies are highlighted in the article. The stand up organization and the communicative-pragmatic content and genre specific of the video discourse are analyzed. The significance of strategies influence in communicative interaction in class are found. The audiovisual phenomenon is observed in the contemporary authentic resources. The lingua stylistic peculiarities are defined which characterize talk as the TV discourse genre and the complicated communicative and lingua cultural phenomenon, which improves the level of students` proficiency and communicative competence. The term discourse is understood as the general idea that language is structured according the patterns, which provide the people`s thoughts expressions in different spheres of social life. In our case this is the analyses of the TED talk discourse patterns. The aim of the research is highlighting the linguistic and extralinguistic specific, which characterize TED talk as the TV discourse genre, difficult communicative and lingua sociocultural phenomenon. So, in the process of interaction and TV communicators` influence on one another, the certain communicative strategies and tactics are used. The TV communicator realizes the strategies of not deviating from the topic, provoking communicative feedback, clarification and discussion in class. The TV viewers, spectators, the audience use the strategies of self confidence and argument.

Key words: strategies of stand up, authentic video resources, professional communicative competence, students of “international relations” faculty, strategies of foreign language proficiency.

These days the strategy of higher education in Ukraine consists of forming and becoming professionally competent specialist, who’s capable of solving not only occupational tasks, but using creative approach while working on their solution. This kind of strategy was widely used since the middle of XXth century among universities of Great Britain, United States, Canada, Austria, Netherlands and others.

«Stand up» derived from the English language – this is a special journalistic technique and the TV journalists` specialty. «Stand up» is the correspondent comment for the certain event, which the presenter may read with the own voice as well as in front of the camera and behind the screen. In other words, «Stand up» means to stand in front of the camera and tell about the particular event, which is happening at the moment or has already taken place and the report.

For of example, if the TV reporter is in the session hall of Verkhovna Rada during a discussion, or acceptance of legislative acts folk elects, then, appropriately it would be to the journalist, to comment on for an audience a self event. Or, if a telecast is taken off on some certain theme, say, about the embroidery, a journalist at first presents a transmission - greets with an audience, and then tells about what, actually, there will be this transmission.

Such stand-ups are written by the journalists from the place of events that strengthen, so-called, effect of 3D - to the presence of spectator in place of the survey. In addition, a comment of the journalist is very appropriate, when in a short, but accessible form it is needed to explain to the spectator the heat of the matter, to tell about a certain event. The quintessential part in"stand-ups" is a clearness of starting and introducing the  theme by a journalist, if to deliver a spectator certain news, and afterwards to expose all the essence.

Very often stand-ups are used exactly in transmissions, rarer -in  plots from the place of the event. Except that, journalists declare about themselves from a screen or other transmission. Thus, the "stand -up" of a journalist is his address to the audience, conversation with a spectator, that can take place, both indirect either from the place of event and in a record.

Communicative strategies are being considered as methods, and used in the times of communicative issues: content description of lexical unit, literal translation, usage of facial expressions (G. Каsper, Е. Кеllerman). Strengthening of the communicative direction when learning a foreign language, in other words approximation to the actual process of communication, has become a specific trend during the 60-70-s of XXth century. Attempts to bring the process of education closer to the nature of the communication process have been made long time ago. According to the changes in object’s name ("learning the language", → "learning to speak the language ", → "learning of speaking activities", → "learning the communication"), the system of education has also changed. Many researchers in different countries have been involved in the development of communicative direction in its various aspects. The most significant contribution to the argumentation of this method have been made by its most consistent supporters (E. Shubin, P. Gurvich, I. Bim, V. Skalkin, B. Belyaev, I. Zymnia, O. Leontiev, A. Starkov, G. Kitaygorods’ka, Y. Passov, G. Widowsan, W. Littlewood, G. Pifo).

Strategies for foreign language acquisition by students are being developed in methodical approach from the point of cognitive theory of foreign language study and they are divided on strategies that provide language acquisition and strategies that provide language proficiency. The most popular strategies for language acquisition today are:

-emotional and volitional – allow to lower the level of exhilaration and control student’s emotional state during the lectures.

-social – develop student’s skill and desire to phrase and ask questions, to obtain information and to cooperate.

-compensative – focus on ways to replace language means of communication in case of student’s unawareness with some language or speech models and constructions.

Each participant of the communicative act has personal dominative type and style of behavior, including verbal, preferential communication model. These factors have significant influence on communicants’ choice of appropriate communication strategies. M. Canale and M. Swain outline verbal and nonverbal communication strategies [1].

Speaking skills and expertise cover all types of speaking activities: listening, monologue and dialogue speech, reading, writing.

The researcher V. Molyako provides for strategies - distinctive personality structures in the form of activity programs that include logic and intuitive components, displays "situational futurology" based on a precise and fuzzy data, scenes and vague feelings.

Based on the material of design and engineering V. Molyako identifies five main strategies - finding analogues, reconstruction, combining, universal and random substitutions.

– In her monograph O. Parshikova divides strategies into [3]:

– 1) memorizing strategies:

– - strategies of using associative connections;

– - contextualization strategies;

– - strategies of using bilingual cards;

– - strategies of structuring and classification of educational material.

– 2) strategies of educational cooperation:

– - teacher/student interaction in the process of speaking practice in the mode of speech choir, group and pair work;

– - collective speech activity.

– 3) compensation strategies:

– - ignoring unfamiliar words, using support both graphic and intonational, contextual guessing, teacher’s tips in mother tongue;

– - using non-verbal means of speaking, repeating after teacher.

The specific meaning of strategy as a regulator of behavior lays in people’s readiness to creativity. The solution of creative tasks includes using techniques to enhance creative thinking, systems of creative training, learning strategies and the use of creative games and special conditions that create difficulties.

Interest of communication is being displayed in strategies and movements of communicative act participants. K. Rose offers to use such strategies of learning as showing movies in authentic language to attract students’ attention to the different forms of speaking acts. According to her, communication strategies study leads to more effective communication. The concept of "communication strategies" is accompanied by four main linguistic and communicative aspects: grammatical competence is traditionally being associated with syntax; sociolinguistic competence in association with social relevance; discursive competence; strategic competence focused on the pragmatic function of communication. Strategic competence refers to the individual possibilities of using communication strategies, such as paraphrasing, literary translation, lexical approximation, facial expressions and so on.

The analysis result of sources on research problems show that currently available scientific and pedagogical work have no complex study that would have illuminated the meaning and basic characteristics of the concept of "professional communication strategies for students of international relation" as a pedagogical category, and also performed the model analysis of professional communication strategies. Among the factors that led to the importance of creating professional communication strategies in the learning process are: employers’ requests and special demands addressed to the graduates of foreign language institutions; necessity to increase competitive spirit of future diplomats and ensure their social adaptation; the need for rapid and efficient foreign languages study.

According to N. Bilonozhko, I. Kushnarev and other scientists the main goal of studying foreign language should be the formation of oral and writing practical skills, audition, reading and understanding, ability to apply skills to solve communication problems.

While dealing with professional tasks specialists come in interpersonal interactions, and the type of interaction is different for different professions.

V. Kunitsyna offers a definition of interpersonal communication as an interaction between several people that is being implemented by using verbal (speaking) and non-verbal means of influence and the result of which is psychological contact and some relationships between people and also mutual exchange of subjective experience of people who are within each other reach and have the opportunity to see, hear, touch each other and exchange feedback.

The main types of communication by J. De Vito are: 1) intrapersonal (the act of intrapersonal communication occurs when people are "speaking with themselves": estimating themselves, their actions and deeds, analyzing their behavior, justifying decisions, thinking about intentions) ; 2) interpersonal (as the interaction of two individuals); 3) communication within small groups of individuals; 4) speeches (as speaker’s communication with the audience); 5) media communication.

Interpersonal communication is based on the use of models and means of communication. Model of communication is scheme reflecting the process of communication. There are various types of models of communication. Conditionally they can be divided into two major groups: general and special. General include linear, interactive and transactional models as different versions of subjective experience exchange of the people involved in communication process. Special models illustrate ways to solve various problems in the process of interpersonal communication. This group includes models such as: balance, establishing relationships, formation of self-esteem, etc.

General models of communication types:

- Linear - presents communication as action, in which the sender encodes ideas and feelings in a certain type of message and then sends it to the recipient using any channel (spoken language, gestures, written notification by letter, email, etc.). And the partner appears only as the object of influence.

- Interactive model considers feedback and circular nature of its implementation as the obligatory element of communicative process (the sender and its recipient are reversed). This communication model is widely used in the process of practical foreign language classes in the system of higher education.

- Transactional considers communication as a process of simultaneous sending and receiving messages by communicants. At any given time we are able to receive and decode messages from other people, respond to their behavior (facial expressions, gestures, tone, etc.), while another person receives our messages and responds to them.

Communicative direction is focusing on interlocutor, learning efficiency on another person or audience care. Students acquire the ability to freely articulate their thoughts in speaking and writing, using appropriate language means which are right to the objectives, speaking content and conditions of communication that enhances thinking of students, their imaginative, emotional, understanding of language as a part of communication and understanding of the world. Great attention is being paid to the creation of communicative atmosphere. The teacher becomes a strategist, who’s implementing the concept of textbooks, complementing them with communication materials. And also organizes foreign language communication, gives time to think, not pushing for immediate response, provides a flexible error correction and so on.

The communicative orientation of education activates the formation of all kinds of speaking activity. Communicative-oriented study of foreign language as a means of intercultural communication is closely linked with its intense use as a tool of learning:

-world culture, national cultures and social subcultures of nations whose languages are being studied, and the way they appear in their image and style of life;

- the spiritual heritage of nations and peoples, human values;

- their historical and cultural memory;

- way of achieving intercultural understanding.

Besides personal qualities of participants (instincts, abilities, temperament, character, knowledge, skills, education and culture level, life experience, tolerance, motivation, communication, etc.) and the nature of interpersonal relationships, different "noises "and" barriers "in communication also have significant impact on its efficiency. These factors can be represented by physical or psychological (social) obstacles that appear in the process of decoding messages. Well-timed detection of such barriers as well as formation of students' practical skills of interpersonal communication will improve the quality of communication, its flexibility, and bring maximum attention to the needs and interests of others, will also improve the efficiency and effectiveness of the educational process. In this case, person’s needs in trusting communication (affiliation), mercy and support (altruism) as the most important human needs that are being implemented in communication (III-IV level of Maslow’s hierarchy of needs) are gaining particular importance.

The communicative approach involves organic combination of conscious and subconscious components in the process of learning a foreign language, which means that mastering the rules of other language’s operating models happen at the same time while mastering their communicative function of speaking.

List of References:

1. Canale M. & Swain M. Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing //Applied Linguistics. – 1980, No.1. – P.1-47.

2. Koch Kenneth. Rose, Where Did You Get That Red? : Teaching Great Poetry to Children / Kenneth Koch. – New York : Vintage, 1990. – 346 p.

3. Parshykova О. О. Communicative method of teaching the foreign language of primary school pupils (theoretical-methodical aspect) [Text] : [monograph] / О. О. Parshykova ; Makiivs`kyi economico-humanitariam institute. – Donetsk : Veber, 2009. – 295 p.