AIMS AND CONTENTS OF FORMING PROFESSIONALLY ORIENTED ENGLISH LANGUAGE COMPETENCE IN MONOLOGUE SPEECH OF FUTURE SPECIALISTS IN THE SPHERE OF TOURISM

Abstract

The analysis of modern textbooks for English language training of specialists in the field of tourism has demonstrated lack of correlation between the contents of learning materials and the tasks of future specialists’ training, and, therefore, the necessity to determine the aims and contents of teaching professionally oriented monologue speech. Practical, professional, educational, developmental, instructional aims of forming professionally oriented English language competence in monological speech of specialists in the field of tourism have been specified. The aims define the contents of learning which is regarded as a complex hierarchical structure which summarises what students should learn. Subject and procedural aspects of the contents of forming professionally oriented English language competence in monological speech of specialists in the field of tourism have been determined. The components of subject aspect – spheres of communication (it has been determined that professional sphere dominates), situations and roles, nonverbal means of communication, communicative purposes, topics, texts, language and linguosociocultural material, learning and communicative strategies used to speak effectively – have been analyzed. Taking into account typical professional duties of specialists in the field of tourism, and the positions they may occupy, there have been determined typical communicative situations, roles, intentions of the speakers and styles. For example, communicative situation –presentation of the company, tourist product in front of the audience; communicative role – manager of tourism; communicative intentions – to present the information, describe the advantages, present facts and data, persuade the audience, urge to action; style – official. Direct (mnemonic and cognitive), indirect (metacognitive, social and affective) learning strategies as well as communicative (compensation) strategies have been specified. In terms of procedural aspect monological skills as well as declarative and procedural knowledge which students should master to communicate effectively have been determined. Further research should be focused on selecting learning materials to form professionally oriented English language competence in monological speech of specialists in the area of tourism.