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TEACHING ENGLISH TO TOURISM STUDENTS Author: Maria Anca MAICAN A…
TEACHING ENGLISH
TO TOURISM STUDENTS
Author: Maria Anca MAICAN
A mind map by: Fozilbek Orzibekov
Importance of English in this field and an overall presentation of the target population
Requirement in Occupational Standards
Manager in tourism activities
Travel agent
Receptionist
Mountain guide
Hotel manager
Restaurant manager
Concierge
Employment and Career Advancement
Customer Satisfaction
Curriculum and Sullabus of ESP
for students of Tourism
Vary according to Universities
Requires at least CEFR B2 level
Four categories of competences
that teachers should develop
during the foreign language class
Knowledge
Skills
Attitudes
1. Generic Competences
Taught inductively
In some settings, acceptable language or attitude, intonation, and tone are inextricably linked
These competencies include cooperation, problem solving and decision-making abilities, a will to achieve, assertiveness, but also a concern for quality, active listening skills, diplomacy, and persuasive abilities.
2. The Intercultural Competence
Refers to the attitude,
behaviour, believes and values
Require some knowledge of
cultural differences and peculiarities
The instructor may establish common dimensions used when comparing cultures.
Non-verbal communication
3. The linguistic Competence
A subject-specific:
inherent to teaching and learning
a foreign language
Phonology
Grammar
Vocabulary
Teaching vocabulary should always involve teaching “multi-word units”/ “lexical phrases”/ “chunks of language”/ “collocations”/ “word partnerships”
Word formation issues
Initialisms – abbreviations and acronyms
Types of activities:
word formation, verbs in brackets, multiple matching, translations, find words/ phrases for explanations given, open cloze, error correction, information transfer, multiple choice
4. The discourse competence
Discourse competency constantly places
language in context, incorporating people's capacity to develop acceptable language
in various circumstances pertaining to
professional communication.
Productive and Receptive skills
Several different specific sub-skills
need to be developed in class
Teaching materials to be used with a view to enhancing students’ language proficiency
Requirements for good quality materials
Authentic
Encourage learners' cooperation
and critical thinking
Meet students' needs
Integrate language skills
Teaching materials should be combined with:
Internet sources
Tourism magazines
TV documentaries
Official sites
Tourism blogs
Brochures
Recordings of conversations
at the workplace
Preparing tailor-made materials:
Not an easy activity
Extremely time consuming
Demanding
Rewarding for both teacher & students
Challenges
that teachers
and their students face
The need for improvement
at institutional level
The lack of a genuine needs analysis
among learners
Students do not always have the background content knowledge to get involved in communicative activities
Group size
Teacher's willingness to be a lifelong trainee