83
СОВРЕМЕННОЕ ПЕДАГОГИЧЕСК
ОЕ ОБР
АЗОВАНИЕ
40%
35%
10%
15%
Communication situations
Participating in
discussions
Sightseeing
Communicationg in
social interactions
Talking on electronic
devices
Diagram 4 Difficulties in various communication situations
Thus, we can undoubtedly conclude that the learn-
ers of today are facing numerous problems in ex-
pressing their thoughts and ideas properly in an-
other language due to lack of communicative skills
therefore different language barriers are peculiar to
cross- language communication. The survey conduct-
ed among the students of Bryansk State Technical
University states that the crucial role of the learners’
speaking skills as the most convenient tool for com-
municating with native speakers is undeniable and re-
veals the problems of cross- language communication
in the multicultural environment.
Effective ways of forming communicative skills
among higher school learners in multicultural
educational environment
While teaching speaking the lecturers should use
different approaches in the educational process, stated
below:
– communicative approach that is applying
interactive games, reports, group discussions and
training skills through team work, decision- making
activities, case studies;
– a learner- centred approach which is concerned
with learners’ needs, their learning styles, feelings
and values; educational process is controlled by the
learner, the teacher is considered to be a trainer,
manager;
– an a approach of mistakes and errors when only
bad mistakes should be corrected and correction
should be done positively and should not be used
as an occasion to humiliate or criticize learners.
Language speaking learning has to be an emotion-
al experience, it should develop mostly positive im-
pressions as opposed to the negative ones by employ-
ing group work to foster friendly atmosphere; it should
appreciate students’ attitude and creativity as much
as possible; focus on accuracy, fluency, effectiveness,
coherence, inviting environment and enjoyment; in-
volve students in work both cognitively and emotion-
ally for them to feel their contribution to the lesson,
their value. Teaching printed materials should follow
the requirements: achieve impact, help learners feel
at ease, correspond to the trainee’s needs, objectives,
be abundant in communicative activities, authentic,
up-to-date, challenging, contain useful information,
drills, have some supplement, variety of graded exer-
cises, visual support, stylistic differences and certainly
have cultural issues.
According to the general professional competency
№ 1 for higher education students the trainees should
demonstrate readiness for the communication in oral
and written forms in Russian and foreign languages
for solving problems of their professional activity [9].
As a result of mastering this competency, the student
must:
– know English to the extent necessary to obtain
professional information from foreign sources
and to carry out the communication at the
general and business level; business foreign
language vocabulary in the amount necessary
for communicating, reading and translating
professional foreign language texts;
– be able to understand by ear the content of authentic
texts, including the materials in the professional
field, conduct written communication in English,
compose business letters, reports, emails;
– possess various skills of speech activities at
a professional level.
Speaking is usually assessed by range, language
appropriacy, accuracy, ability to talk logically about the
subject for the correct length of time in order to have
interactive communication. The English language lec-
turers need to implement various innovative activities
in the classroom in the process of teaching speaking
skills. This practice enhances learners’ speaking skills
and helps them in their personal as well as profession-
al development. Let us discuss these activities in a de-
tailed way for the English lecturers to apply them into
practice in higher schools to achieve communication
competence and expertise among the learners (Dia-
gram 5).
Activities
for
developing
speaking
skills
Role
plays
Talking
Circles
Debates
Case
studies
Presen-
tations
Mock
Interviews
Group
Discus-
sions
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