“Педагогические науки”/ 2.Проблемы подготовки специалистов.

Doctor of Philosophy in Pedagogics, Nataliia Vasylyshyna

National Aviation University, Ukraine

Advanced techniques in mastering professional

foreign communicative competence by future tourism area experts

At the outset of our modern methodological investigation it is worth to stress the actuality along with topicality of the educational present day concern. The matter of shaping communicative competence is very highlighted nowadays. There are many problems in this area and also there plenty of possible solutions in different sources. In our investigation we are going to find out at least some from numerous approximate ways out to the matter of mastering pronunciation skills while teaching foreign language. It will be of highest importance to observe main approaches which have been done in previous surveys. So, there were two general approaches to the teaching of pronunciation.

An intuitive-imitative approach depends on the learner's ability to listen to and imitate the rhythms and sounds of the target language without the intervention of any explicit information; presupposes the availability, aridity, and reliability of good models to listen to [4]. An analytic-linguistic approach utilizes information and tools such as a phonetic alphabet, articulatory descriptions, charts of the vocal apparatus, contrastive information, and other aids to supplement listening, imitation, and production [1].

Initially, we would like to express the remark relating the chronological order of different speaking activities provision. From our perspective, considering extensive experience in teaching students, we should point out that, first of all, teacher must start teaching process from mastering speaking skills. The tutor must rate student’s speaking against a standard set of criteria.

- Fluency and coherence. Key points for fluency are your speed and how fluid and continuously you speak. Key points for coherence are how logically you order what you say, and the connecting words and phrases you use between and inside sentences.

- Lexical resource. The range of vocabulary you use and how well you use vocabulary to express meaning and opinions.

- Grammatical range and accuracy. The range, accuracy and appropriate use of grammar; the number of grammatical errors you make and to what extent the errors block effective communication

- Pronunciation. How easy it is for the listener to understand your speech [2].

The next skills should be connected with listening activity. So, the tasks should be different and interesting for students. For example, future tourism experts expect to find a variety of task types and answer formats. Here are examples of the main task types: forms, multiple choice, short-answer questions, flow-chart completion, sentence completion, table completion, labeling a diagram, plan or map.

The next important skill to be shaped in future tourism experts is reading. In order to master them fruitfully we, as modern educators, should present the following tasks: short-answer questions, summary completion and table completion as well as various forms of multiple choice; sentence completion, various kinds of matching, labeling flow-charts or other kinds of diagram, identifying the writer’s claims or views, identifying information.

Specifically, every student in tourism should memorize the major reading peculiarities. In order to approach the task learners must: look carefully at any text title, subtitles or diagrams, that will give a quick overview of what the text is about; read the instructions for each task carefully; heck the maximum number of words allowed; set a time limit to tackle each section.

Apart from speaking, listening and reading skills together with foreign language abilities, writing is of the most difficult and intrinsic one to be mastered in future tourism experts. General advice for tasks can be formulated in the following way.

- Timing is very important. Do spend enough time planning your answer and gathering your ideas before starting to write. If your writing is well-planned, you will be able to write more quickly and stop less frequently to think about what to write next.

- Try to avoid repeating the same words, phrases and ideas too often. Try to use a range of vocabulary. Try to make sure that you do not repeat the same idea too often. Explore different ideas to provide a well-balanced response. Word count is important. You lose marks if you write fewer than the required number of words. If you write a lot more words, the examiner will not assess them all and this will be time wasted.

- Allow time at the end to check your answer for careless mistakes. Check for mistakes in spelling, subject-verb agreement, singular / plural nouns, and tenses.

- Do not simply copy words and phrases from the question paper. Try to use your own words by paraphrasing the question.

In summary, we are to conclude our brief investigation with the outcome, that it will be quite important to mention that in order to achieve high results in mastering four basic foreign language skills by tourism students a lot of factors should be taken into consideration and paid attention on. That is in case of applying such circumstances as motivation to learning foreign language, aspects of giving key tips, advices and rules for learners, various methods and techniques and awareness of students’ memory features and potential.

As a recommendation for further scientific investigation in the area of complex shaping foreign language competence can be outlined such direction as active implementation of computer technologies into the glossary learning process, because knowledge of English for specific purposes is demanded and urgent in order to succeed in four displayed abilities.

References:

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

2. Davis P. Dictation: New Methods, New Possibilities / P. Davis, M. Rinvolucri. – Cambridge: Cambridge Univ. Press, 1992. – 122 p.

3. Duckworth M. Going International. English for Tourism. Textbook. / Duckworth M. – London: Oxford University Press, 1998. – 154 p.