Communicative Competence Development in Teaching Professional Discourse in Educational Establishments

Author(s):  
Olena Kyrpychenko ◽  
◽  
Iryna Pushchyna ◽  
Yaroslav Kichuk ◽  
Nataliia Shevchenko ◽  
...  
Author(s):  
N. Basko

The article is devoted to the role and possibilities of using phraseology in teaching professional communication skills in Russian to foreign students. As an example, phraseological units are discussed that are used in professional communication in the field of economics and business. The article contains such linguistic characteristics of phraseological units in the economic discourse as semantics, stylistic properties, etymology, communicative value. Teaching professional communication with the use of phraseology assumes acquaintance of foreign students with the main linguistic characteristics of phraseological units, i.e. with their grammatical properties, lexical and syntactic compatibility, features of functioning in speech. Control tests are aimed at mastering the semantics of phraseological units, at developing the skills and abilities of using phraseological units in professional speech. The author of the article comes to the conclusion that the use of phraseological expressions in teaching professional communication allows to consider phraseology as one of the linguistic resources that contributes to the formation of communicative competence in the professional sphere among foreign students.


Author(s):  
Kapitolina Ulanova ◽  
Nailya Valeeva ◽  
Maria Rudneva ◽  
Alla Guslyakova ◽  
Yulia Nigmatzyanova

Economica ◽  
2020 ◽  
Vol 7 (4) ◽  
pp. 142-147
Author(s):  
Tatiana Hrivíková

The paper describes and discusses the observations and findings of three years of teaching a unique English language course – “Discussion Forum” within the study programme Foreign Languages and Intercultural Communication at the Faculty of Applied Languages, at the University of Economics in Bratislava. It presents the original format as it was introduced in 2010 when the study programme was accredited and its development and alterations based on the collected experience and evidence of both students and teacher. Three debate formats, speech duel, round table and team debate, are described and their shortcomings and merits are evaluated. Finally, the findings and conclusions arrived at since the first implementation, are discussed.


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