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21. Stages of work in teaching of oral form of professional communication: negotiations.
Oral communication fulfills a number of general and discipline-specific pedagogical functions. Learning to speak is an important goal in itself, for it equips students with a set of skills they can use for the rest of their lives. Speaking is the mode of communication most often used to express opinions, make arguments, offer explanations, transmit information, and make impressions upon others. Students need to speak well in their personal lives, future workplaces, social interactions, and political endeavors. They will have meetings to attend, presentations to make, discussions and arguments to participate in, and groups to work with.
Improvement of all kinds of dialogue skills (oral form of professional communication) on the basis of the new themes and the expansions of situations of formal and informal communication.
Development of dialogue skills:
- to participate in a conversation / discussion on a familiar topic
- to carry out a request for information
- to address for explanations
- to express his attitude towards the statement of the partner
- to express and to argue his point of view on the topic
- take the initiative in a conversation, make clarifications, additions.
22. Peculiarities of organizing discussion in professionally-oriented foreign language education.
In professionally-oriented foreign language education for keeping students active and up to pace teachers may use group discussion methods. Communicative activities would keep students’ interaction to maximum by exchanging information, giving opinions through cooperative work. Developing discussion, students develop speaking skills, acquire fluency and develop positive effects towards friendship.
The classroom and the behavior of teachers and learners in the classroom should be as similar as possible to the behavior of people in the "real world" outside the classroom. Apart from being active, discussion is in many cases problem- based, where students are free to give their opinions. Discussion may be conducted by small groups and it’s very important to define what do teachers call small groups (4-6 students). Working in groups not only increases students’ active participation, it also encourages social skill development, enhances communication and increases independence.
Considering the aim of learning foreign language students should be involved in communicative activities. Communicative activities mean interaction and communication. Communication in itself includes discussion. But what are the characteristics of a good discussion? Discussion is active learning when the participants exchange ideas. Discussion may happen at any level around different topics.
To draw student’s attention teachers have to use that kind of method that works best. Using different strategies in EFL helps a lot. In group work students involve themselves in cooperative learning. In cooperative learning, students work in small groups. Discussion in small groups may involve elements such as: small number of students, knowledge of relevant topic, presenting and exchanging information and ideas, guided objectives, oral, affective communication.
23. The problem of the co-teaching of language and culture in modern profile and professionally – orientated foreign language education.
Co-teaching or team teaching is when two educators work together to plan, organize, instruct and make assessments on the same group of students, sharing the same classroom. This approach can be seen in several ways. Teacher candidates who are learning to become teachers are asked to co-teach with experienced associate teachers, whereby the classroom responsibilities are shared, and the teacher candidate can learn from the associate teacher. Regular classroom teachers and special education teachers can be paired in co-teaching relationships to benefit inclusion of students with special needs.
“Co - teaching - is a type of instructional organization involving teaching personnel and the students assigned to them in which two or more teachers are given responsibility, looking together, for all or a significant part of the instruction for some group students”
“In this teaching strategy two or more than two teachers involve to make a plan of any given subject, or subjects cooperatively, carry it out, and always evaluate its effect on the students periodically” – by educationist
“It is a form of organization in which individual teachers decide to pool resources, interest and expertise in order to device and implement a scheme of work suitable to the needs for their pupils and the facilities of their school”.- as per David Warwick
Examples: Students in co-taught classrooms often have better opportunities to learn social, behavioral, and cultural mores through informal interactions with peers and professionals. Students who are ELLs often struggle with social isolation; services in a separate setting may exacerbate this issue. The diversity among learners today often suggests that many students benefit from the services that specialists can offer within the context of the general education classroom. The various points of view co-teachers bring to a classroom enable instruction to be richer, deeper, and tailored to each student’s needs. The U.N. Convention on the Rights of Persons with Disabilities, which addresses inclusiveness as a lifelong right that should exist throughout the world in all pursuits.
Example: Co –teaching education method in Republic of Kazakhstan firstly experiences in “НИШ” and it’s successfully performing during the math, chemistry, biology subjects. Obviously, at the beginning of each lesson teacher provides students with “key words” so it helps students to get clear information.
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