Alina Kruk
(Kamianets-Podіlskyi National Ivan Ohiienko University)
INTEGRATING TECHNIQUES IN TEACHING ESP
Today in methodology of teaching English there is a reasonable tendency to move from a communicative approach to its variety, namely an interactive. The purpose of communicative ESP teaching as an interactive method is to master the skills of speaking and listening perception.
Modern communicative methods offer a wide introduction into the educational process of active non-standard methods and forms of work for better conscious assimilation of the material. Current theory and practice of communicative language teaching is based on a great number of different educational paradigms and traditions. The description of different studying methods in ESP is investigated in the works of B.S. Hutauruk L. Klobuchar, B. Paltridge, M. Shea, J.C. Richards and others. These authors describe the effectiveness of using different methodological aspects in the study of English in classroom and extracurricular learning.
People learn a foreign language better when they are highly motivated and able to use their knowledge and skills in the language environment in which they are interested. In this regard, ESP is an effective tool for realizing this opportunity. Bertaria Sohnata Hutauruk notes that ESP students are those who “already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular jobrelated functions” [1, p. 8]. Students learn a foreign language better if they work with materials and concepts that are interesting to them. In addition, they will be able to use them in their professional activities or further learning.
When teaching ESP, both their advantages and disadvantages in preparing students are quite common. Therefore, the main ways to increase the level of students’ learning should be constantly worked out. It is important to use rational and dynamic organization of classes, strengthening the communicative orientation of studying, eliminating mechanical training and formal exercises, organizing work on lexical and grammatical material, taking into account the differential approaches to it, ie depending on whether it will be used productively or receptively.
To consolidate communication skills, the teacher should use various exercises that simulate the practice of language communication: business games, compiling instructions, reports, presentations and discussions. Every teacher should use skilfully effective methods and techniques to develop communication skills and engage technical resources in teaching/learning processes, including the Internet and websites for communication outside the classroom. Colin Latchem writes that “over the last 20 years, there has been a tremendous shift in the way that users integrate technology into their personal lives. These changes have taken time to filter down into the educational sector, but slowly teachers have realised the need to adapt their practice in order to reflect the changing nature of technological use in the wider world” [2, p. 20]. We need to use educational videos and interactive execution of tasks widely. In addition, such interactive means of learning as project implementation and presentation of results, preparation of reports and presentations for student conferences also play an important role in teaching process.
Thus, teachers should select some innovative tasks to create preconditions for enhancing teaching and learning of students and inspire them to perform such tasks not only in the classroom but also as extracurricular. No doubt, the effect of such creative tasks helps to uncover hidden opportunities for students and succeed in learning their academic material.
LITERATURE
- Hutauruk B.S. English for Specific Purposes. Pematangsiantar: FKIP UHN Pematangsiantar, 2015. 200 p.
- Latchem C. Using ICTs and Blended Learning in Transforming TVET. Burnaby : UNESCO and Commonwealth of Learning (COL), 2017. 197 p.