Methodological approaches to the formation of professionally oriented english lexical competence in speaking in future specialists of hotel and restaurant business

Authors

DOI:

https://doi.org/10.15587/2519-4984.2021.241191

Keywords:

communicative, interactive, student-centered, sociolinguistic, professionally oriented lexical competence in speaking, principles

Abstract

Methodological approaches to the formation of professionally oriented English lexical competence in speaking in future hotel and restaurant specialists are selected and revealed, and the principles of this process are substantiated. The essence and structure of professionally oriented English lexical competence in speaking of future specialists of hotel and restaurant business are formulated. The preconditions of vocabulary use, including terminological, are considered. It has been found, that the production of oral speech is impossible without the perception and understanding of oral speech by ear. The following approaches are described, which provide methodical and methodological substantiation of the process of formation of professionally oriented English lexical competence in speaking in future specialists of hotel and restaurant business, such as: communicative, interactive, student-centric, sociolinguistic. The peculiarities of formation of professionally oriented English lexical competence in speaking in future specialists of hotel and restaurant business on the basis of the communicative approach are outlined. The educational materials, used in the application of the communicative approach, are investigated. The interactive discourse, which is a type of communicative activity, is considered. The principles, on which this process is based, are analyzed: general methodological principles (situational; communicative activity; communicative value; immersion), specific principles speech clichés, parallel activation of visual and auditory channels of information perception). Recommendations for the optimal combination of classroom learning and extracurricular learning, including independent work with the help of network technologies using video, audio and text materials, are given. Learning outcomes are formulated on the basis of the student-centered approach, attention is focused on students' skills and competencies. On the basis of the sociolinguistic approach, the creation of educational situations for the purpose of reproduction of scenarios of professionally oriented communication of experts of hotel and restaurant business is provided. It is concluded, that the formation of professionally oriented English lexical competence in speaking in future hotel and restaurant professionals on the basis of communicative, interactive, student-centric, sociolinguistic approaches will ensure the effectiveness of this process

Author Biography

Iryna Skril, Lviv Polytechnic National University

PhD

Department of Foreign Languages

References

  1. Vorobets, A. (2020). The concept of “lexical competence” in modern methodology of teaching foreign languages. Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, 822, 24–35. doi: http://doi.org/10.31861/gph2020.822.24-35
  2. Polianichko, O. D. (2020). components of contents of lexic competence of future history teachers. Тrаnscarpathian Philological Studies, 2 (13), 143–146. doi: http://doi.org/10.32782/tps2663-4880/2020.13-2.29
  3. Mykytenko, N. O., Kotlovskyi, A. M. (2018). Intercultural communication as a prerequisite of building foreign professional and communicative competence of prospective specialists of non-philological specialties. Pedahohichnyi almanakh, 39, 75–84.
  4. Caro, K., Mendinueta, N. R. (2017). Lexis, Lexical Competence and Lexical Knowledge: A Review. Journal of Language Teaching and Research, 8 (2), 205–213. doi: http://doi.org/10.17507/jltr.0802.01
  5. Laosrirattanachai, P., Likitrattanaporn, W. (2018). A Case Study of English Lexical Competence and Performance involving Hospitality Students Conducting Tours, 11 (4): International Humanities, Social Sciences and arts, 1557–1174.
  6. Luka, I. (2018). Summative evaluation of online language learning course efficiency for students studying tourism and hospitality management. Quality Assurance in Education, 26 (4), 446–465. doi: http://doi.org/10.1108/qae-04-2018-0051
  7. Definition and Selection of Key Competencies (2003). Contributions to the Second DeSeCo Symposium. Available at: https://www.oecd.org/pisa/35070367.pdf
  8. Yarema, I. A. (2013). The linguistic peculiarities of formation English language lexicalcompetence in metallurgists’ professionally oriented speaking.. Visnyk KNLU. Series "Pedagogy and Psychology", 22, 63–71.
  9. Richards, J. C., Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 270. doi: http://doi.org/10.1017/cbo9780511667305
  10. Stern, H. H. (1996). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press, 582.
  11. Brumfit, C. (1985). Communicative Methodology in Language Teaching. Cambridge: Cambridge University Press, 166.
  12. Piepho, H. E. (1981). Establishing objectives in the teaching of English. The Communicative Teaching of English: Principles and an exercise Typology. London: Longman, 8–23.
  13. Zardini, M. C., Barnabe, F. H. L. (2013). How to Improve the Speaking Skills through the Communicative Approach. Dialogos Pertinentes Revista Cientifica de Letras, 9 (2), 27–43.
  14. Vdovin, V. V. (2007). Komunikatyvnyi pidkhid yak optymalnyi zasib vyvchennia inozemnoi movy u VNZ. Visnyk Natsionalnoho universytetu «Lvivska politekhnika», 586, 15–20.
  15. Savignon, S. J. (1983). Communicative Competence: Theory and Classroom Practices. Texts and Contexts in Second Language Learning. Massachusetts, 322.
  16. Lightbown, P., Spada, N. (2013). How Languages are Learned. Oxford: Oxford University Press, 257.
  17. Suresh, B. (2011). The Effect of Interactive Approach Model in Teaching English as Second Language: An Experimental Study. Lambert Academic Publishing, 200.
  18. Brown, H. D., Yule, G. (1999). Teaching the spoken Language. Cambridge: Cambridge University Press, 162.
  19. Batsevych, F. S. (2006). Vstup do linhvistychnoi henealohii. Kyiv: Vydavnychyi tsentr «Akademiia», 248.
  20. Friesen, N. (2012). Report: Defining Blended Learning. Available at: https://www.normfriesen.info/papers/Defining_Blended_Learning_NF.pdf Last accessed: 13.06.2016
  21. Rogers, C. R. (1983). As a Teacher, Can I Be Myself? Freedom to Learn for the 80’s. Ohio: Charles E. Merrill Publishing Company, 312.
  22. Solovova, E. N. (2004). Metodicheskaia podgotovka i perepodgotovka uchitelia inostrannogo iazika: integrativno-refleksivnii pokhod. Moscow, 336.
  23. Zadorozhna, I. P. (2012). Teoretyko-metodychni zasady orhanizatsii samostiinoi roboty maibutnikh uchyteliv z ovolodinnia anhlomovnoiu komunikatyvnoiu kompetentsiieiu. Kyiv, 440.
  24. Cohen, A. D.; Hurds, S., Lewis, T. (Eds.) (2008). Speaking Strategies for Independent Learning: Focus on Pragmatic Performance. Language Learning. Language Learning Strategies in Independent Settings. Cromwell Press, 119–140. doi: http://doi.org/10.21832/9781847690999-009
  25. Boud, D., Feletti, G. (1997). The Challenge of Problem Based Learning. London: Kogan Page, 344. doi: http://doi.org/10.4324/9781315042039
  26. Hussain, S., Abbasi, Q. H., Ansari, I. S., Qadir, J., Imran, M. A. (2019). Online Interactive Tools to Support Student Centred Learning in Large Classes. University of Glasgow. Available at: http://eprints.gla.ac.uk/179775/ Last accessed: 20.07.2019
  27. Module and Programme Design. UCD Centre for Teaching and Learning. Course Design. Available at: https://www.ucd.ie/teaching/resources/moduleandprogrammedesign/ Last accessed: 03.08.2019
  28. Brown, R. (1986). Social Psychology. New York: The Free Press, 704.
  29. Hymes, D.; Gumperz, J., Hymes, D. (Eds.) (1972). Models of the interaction of language and social life. Directions in sociolinguistics: The ethnography of communication. New York: Holt, Rhinehart&Winston, 35–71.
  30. Long, M. H.; Long, M. (Ed.) (2005). Methodological Issues in Learner Needs Analysis. Second language needs analysis. Cambridge: Cambridge University Press, 19–76. Available at: http://doi.org/10.1017/cbo9780511667299.002
  31. Batsevych, F. S. (2004). Osnovy komunikatyvnoi linhvistyky. Kyiv: Vyd. tsentr «Akademiia», 342.
  32. Hinkel, E. (Ed.) (1999). Culture in Second Language Teaching and Learning. Cambridge: Cambridge University Press, 250.
  33. Selivanova, O. O. (2011). Osnovy teorii movnoi komunikatsii. Cherkasy: Vydavnytstvo Chabanenko Yu. A., 350.
  34. Barsuk, S. L. (2013). Suchasni pidkhody ta pryntsypy navchannia anhliiskoi movy studentiv vyshchykh navchalnykh zakladiv. Zb. nauk. pr. Pedahohichni nauky, 64, 392–339.
  35. Nikolaieva, S. (Ed.) (2003). Zahalnoievropeiski rekomendatsii z movnoi osvity: vyvchennia, vykladannia, otsiniuvannia. Kyiv: Lenvit, 273.

Downloads

Published

2021-09-30

How to Cite

Skril, I. (2021). Methodological approaches to the formation of professionally oriented english lexical competence in speaking in future specialists of hotel and restaurant business. ScienceRise: Pedagogical Education, (5 (44), 15–22. https://doi.org/10.15587/2519-4984.2021.241191

Issue

No. 5 (44) (2021)

Section

Pedagogical Education

License

Copyright (c) 2021 Iryna Skril

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Our journal abides by the Creative Commons CC BY copyright rights and permissions for open access journals.

Authors, who are published in this journal, agree to the following conditions:

1. The authors reserve the right to authorship of the work and pass the first publication right of this work to the journal under the terms of a Creative Commons CC BY, which allows others to freely distribute the published research with the obligatory reference to the authors of the original work and the first publication of the work in this journal.

 2. The authors have the right to conclude separate supplement agreements that relate to non-exclusive work distribution in the form in which it has been published by the journal (for example, to upload the work to the online storage of the journal or publish it as part of a monograph), provided that the reference to the first publication of the work in this journal is included.