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СОВРЕМЕННОЕ ПЕДАГОГИЧЕСК



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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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