PROFESSIONALLY ORIENTED DISCOURSE AND STATUS – ROLE RELATIONSHIPS IN THE CONTEXT OF THE ENGLISH LANGUAGE TRAINEE TEACHERS

Abstract

On the basis of critical analysis of scientific literature professionally oriented discourse and status and role relationships between the teacher and the students and among the participants of professionally oriented communication have been characterized. The main stages of creating oral professionally oriented discourse have been analyzed. It is determined that the situation is the core element of any type of discourse.The three phases of creating oral professionally oriented discourse have been defined: the first phase refers to the conceptualization of the discourse in the terms of its topic and purpose; it develops the senderʼs general intentions, his conceptions; the second phase of formulation involves the choice of vocabulary, grammar structures and syntax; the third phase, the articulation starts up with the actualization of the conceptual scheme.It is noted that discourse represents a number of successive and mutually stipulated speech acts which provide some information in particular communicative situations and are formed in accordance with the specificity of their semantic and grammar organization and directed by motives and intentions of the speaker. Taking into consideration the spheres of teachersʼ communication the three types of professionally oriented discourse have been suggested. They are educational, methodological and scientific.The content of different types of discourse has been specified. Educational discourse is implemented in the classroom and is a complex formation that covers a presentation of the new academic material, its explanation, training and practice in communicative situations, as well as monitoring and evaluating studentsʼ progress. The goal of methodological oriented type of discourse is to prepare teachers of foreign languages for professional intercultural cooperation, namely to participate in the work of teaching seminars, meetings. Scientific discourse involves the investigation of some problems concerning ther process of foreign language teaching in secondary schools and their presentation at a conference or seminar.Status and role relationships beween the participants of every type of discourse have been defined. Teachers and students are the participants of an educational type of discourse. The relationships between them at some stages of the lesson are not equal. The participants of a methodological type of discourse are teachers and the chief methodologist of the methodological society. The teachers fulfill equal roles: one of them introduces the topic and the other continues it. The roles between the teachers and the chief methodologist are unequal. The latter submits the guidelines and initiates discussion of important issues related to the process of teaching foreign languages.The teachers who do scientific researches are the participants of a scientific type of discourse and they fulfill equal roles. Methodology of teaching discourse on the basis of role play as well as the examples of the tasks assessing the level of professionally oriented discourse competence of future teachers have been suggested