Annotation
The object of the research is the process of development of professional English competence in spoken production of prospective specialists in the field of tourism. The subject is the methodology of development of professional English competence in spoken production of prospective specialists in the field of tourism with the help of learning and communicative strategies.
The purpose of the research is theoretical grounding and elaboration of the methodology of development of professional English competence in spoken production of prospective specialists in the field of tourism and its experimental verification.
Practical significance of the obtained results consists in: selection of teaching materials with different forms of presentation, development of complexes of exercises, composing methodological recommendations on developing professional English competence in spoken production of prospective specialists in the field of tourism, elaborating a text-book in English.
The following methods have been used at the stages of scientific research:
theoretical, empirical and methods of mathematical statistics.
The dissertation is devoted to the problem of development of professional English competence in spoken production of prospective specialists in the field of tourism. It is grounded that the development of professional English competence in spoken production should be based on the ideas of learner-centered, competence-based, and professional approaches.
The peculiarities of tourism discourse have been analyzed, and the conclusion has been made about the necessity to focus on professional and public types of tourism discourse.
It has been determined that argumentative strategies aimed at influencing the listener, his opinion and behavior with the help of tactics (referring to authority, using data, statistics, emphasizing the evidence of some facts, appealing to emotions and feelings (using metaphors, epithets, etc.) dominate in the professional discourse. Manipulative strategies aimed at creating positive attitude of a potential tourist to tourism product are typical of public tourism discourse. Manipulative strategies incorporate the following tactics: using the authority of science, recognized resources, data, persuasion through repetition, promise of high quality service, using different expressive means, reassuring of reliability and expediency.
It has been determined that in teaching prospective specialists in the field of tourism it is important to focus on informative, persuasive types of monologues as well as presentation (report and advertisement). The linguistic peculiarities of the above mentioned types of monologues have been analyzed.
The units of material selection for teaching English spoken production to prospective specialists in the field of tourism (lexical units, printed texts, audio and video) have been determined. Three stages of developing professional English competence in spoken production of prospective specialists in the field of tourism (preparatory, aimed at developing students’ grammar, lexical, phonetic skills, their strategic awareness, structural and linguistic peculiarities of different types of monologues in modern tourism discourse; main, directed to building skills to use speech formulae, connective words, discourse-signalling systems; search for information, analyze it, summarize and organize, employ effective communicative strategies; final aimed at improving skills to produce a prepared and unprepared monologue.
A subsystem of exercises, which correlates with the stages and consists of groups and subgroups of exercises, has been elaborated, and the model of the development of professional English competence in spoken production has been suggested.
The effectiveness of the developed methodological procedure has been verified experimentally. The results of the experiment, which were validated with the help of Fisher’s angular transformation and the Mann-Whitney U-test, proved the efficiency of the suggested methodology and efficacy of version B, which presupposes more communicative exercises aimed at developing spoken production skills in comparison with version A of the methodology.
