CC BY
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в процесс активизации обучения самого учащегося на уровне не только интеллектуальной, но
личностной и социальной активности. Целесообразно сочетать различные методы и формы
организации образовательного процесса в рамках проблемного подхода.
Литература
1. Аллахвердиева Л. М., Арефьев А. А. Некоторые особенности практики инклюзии в сфере экономического образования // Проблемы современной науки и образования, 2016. № 4 (46). С. 122-126.
2. Аллахвердиева Л. М., Султанова М. К. Некоторые проблемы стратегического развития системы образования // Проблемы современной науки и образования, 2016. № 4 (46). С. 118-121.
3. Дегтева Л. В. Перспективы взаимодействия бизнеса и образования в условиях импортозамещения // Интеллектуальные ресурсы - региональному развитию, 2016. Т. 1. № 1. С. 55-58.
4. Омарова А. А. Современные наукоемкие технологии. № 1, 2011. ГРНТИ: 14 Народное образование. Педагогика. С. 73-75.
5. Скворцов А. В. Вестник Ленинградского государственного университета им. А. С. Пушкина. № 3. Том 3, 2013. С. 7-14.
6. Миронова Н. А. О современных технологиях обучения бухгалтерских кадров // Человек. Общество. Инклюзия, 2014. № 4 (20). С. 109-115.
7. Миронова Н. А. К вопросу об адаптации образовательного процесса к требованиям современного рынка труда: внедрение программы «ИНФО-бухгалтер» в учебный процесс МГГЭИ. / Комплексное сопровождение профессионального обучения и трудоустройства лиц с ограниченными возможностями здоровья: проблемы и пути решения Материалы V МНПК, 2014. С. 57-60.
АНАЛИЗ НАВЫКОВ БИЗНЕС-РЕЧИ В РАМКАХ УЧЕБНИКА BUSINESS AD VANTA GE Минасян Е. Т.
Минасян Ева Тиграновна — кандидат филологических наук, доцент, кафедра иностранных языков № 1, Российский экономический университет им. Г. В. Плеханова, г. Москва
Аннотация: в статье анализируются особенности навыков бизнес-речи, которые учащиеся должны успешно использовать в различных культурах наряду с целым рядом различных навыков ведения бизнеса в самых разнообразных контекстах. Поскольку бизнес-английский - это ведение бизнеса с помощью английского языка, стоит учесть, что разные методы и подходы реализуются для развития коммуникативных компетенций в учащихся. В статье предпринята попытка осмыслить идею, что учащимся бизнес-английского нужно преподавать языковые, коммуникативные и межкультурные компетенции в рамках высшего образования. Ключевые слова: коммуникативная компетентность, разговорные навыки, бизнес учащихся, симуляция.
EVALUATING BUSINESS-SPEAKING SKILLS COVERED IN THE COURSEBOOK BUSINESS ADVANTAGE Minasyan E.
Minasyan Eva — PhD in Philology, Associate Professor, FOREIGN LANGUAGES CHAIR № 1, PLEKHANOVRUSSIAN UNIVERSITY OF ECONOMICS, MOSCOW
Abstract: the article analyses the peculiarities of business speaking skills which learners need to use successfully across a range of different cultures alongside a range of different business skills and in a wide variety of contexts. As business English is about language use, about doing business with the help of English, it is worth considering what teaching approaches are implemented to develop communicative competences in learners. The paper tries to conceptualize the idea that business English learners need to be taught linguistic, discourse and intercultural competences in the scopes of tertiary education. Keywords: communicative competence, speaking skills, business learners, simulation.
YffK 37.378
Business English learners need to have certain skills in order to do their job properly, to communicate appropriately and fruitfully in the current business environment which is under the tense pressure of the globalization and world-wide trade. Accordingly, teaching and learning of speaking skills is of utmost importance and relevance because a lot of business-related interaction may occur nearly everywhere: at the airports, shops, restaurants, trade fairs, meetings, on the elevator, etc. 'Most experienced business people would agree that first impressions are important when meeting someone, and this often happens in a social environment' [1, p. 61]. Good socializing skills are important for establishing rapport with business partners which is essential to good business. As a vital prerequisite, the language must fit the context and cultural factors need to be taken into account.
What language is evolved in speaking skills and what activities best suit for developing communicative competence? Overall, business speaking competence includes socializing, small talk, telephoning, presentations, meetings and negotiations. Socializing encompasses language of meeting and greeting people, invite and maintain conversations effectively in diverse social situations. The skill is to do this naturally and unobtrusively, so that fellow communicators are willing and happy to pass in information. At this point storytelling or telling an anecdote can be useful and engaging, being a crucial part of effective socializing. Storytelling is practised by motivating learners to tell stories about their personal experience with the help of pictures, prompts or teacher's own example.
Other types of participative activities are role-plays and simulation which enable learners to use language skills for communicating in business environment. For example, using hotel check-in and out scenarios learners can be engaged in real conversation for getting and passing in information. Simulation is a bit more difficult as it presumes language practice for forthcoming real-life communication, i.e. rehearsal of the presentation, telephone conversation, negotiation.
Using case studies enables learners to look at a specific business problem from various perspectives. They are suitable for all types of business English learners requiring to use a variety of different skills in order to complete the tasks.
Coming to small talk, as linguist Deborah Tannen observes, 'talk at work is not confined to talk about work' [2, p. 140]. Much of non-work talk is called small talk which can occur at any point during the day, business activities, as well as when socializing. For example, learners can start a small talk during a meeting break, while waiting to say goodbye, when meeting someone unexpectedly in a corridor, etc. Small talk requires the learner to engage in polite conversation with someone impromptu on subjects that have little to do with business. Small talks have different functions, such as relationship building, time-filling, filling a silence, easing the transition or tension in a difficult negotiation.
Negotiation is about bargaining with another party to get something we want. Sometimes compromise will be necessary. Negotiations are like any meeting, but focusing on a definite outcome for participating parties. In business, people have meetings all the time, but it is important to consider many different types of it - formal, informal, etc. Normally people in meetings are doing things like exchanging information, persuading, justifying, defending their position, or arguing. Consequently, the language items should reflect any of these purposes.
Presentation skills are particularly interesting to teach because once again the line between language and other skills is blurred. The aim of a presentation is to pass on the audience valuable and clear message, even with imperfect language.
After brief review of every speaking skill, it would be relevant to evaluate the speaking tasks included in the commercial coursebook Business Advantage introduced in the economic university for high-level learners. According to the course design speaking skills of overall 14 units are based on real recorded communications in companies providing an insight how business people really speak to help learners to perform successfully at their future work [3, p. 8]. Each lesson builds to a final Output section. This is usually a group task where students have to use the language and ideas presented to solve a problem or deal with a business dilemma or issue. A look at the map of the course has revealed the range of following speaking competences included there:
■ Learn strategies for small talk;
■ Present a case at a meeting;
■ Use strategies and language to negotiate ;
■ Use indirect language to maintain relationships;
■ Organize an e-presentation;
■ Use persuasive language.
From the first glance, it becomes evident that most units provide tips and helpful activities for nearly all speaking skills, such as socializing, internal or external negotiating, preparing and delivering presentations, small talks, using narratives, i.e. storytelling or anecdotes, and building relations.
The deeper and closer analysis of Unit 1 will help to evaluate the tasks and activities meant for Building and developing relationships across companies. With a fine quotation by Peter Drucker 'More business decisions occur over lunch and dinner than at any other time, yet no MBA courses are given on the subject [3, p. 16] the leaners are led in to brainstorm ideas on issues like building cooperative relationships for company's competitive edge, suitable conversation starters. Later the skill of building intercompany relationships is developed via listening activities (L1: Pre-meeting small talk, L2: Judging emotions), which are further discussed through diverse tasks - matching, comprehensions questions, and as an output they are given a group work to act the roles of hosts and visitors at the meeting.
In current heavily globalized business environment it is of utmost importance for future business people to socialize effectively and to do business successfully, in this case to use the foreign language for developing long-term business relations. Therefore, either commercially selected or tailored coursebooks need to focus on most important, profession-led and quite specific language skills.
Based on my work experience with the textbook Business Advantage and feedback shared among colleagues and students, the coursebook has proved to be rather helpful and interesting for not very frequent classroom meetings (per week 2 academic hours). Consequently, most skills are covered individually by learners and later brainstormed in class. To get better output we have produced an incompany manual with some theoretical items and presentation themes, mini case study and brainstorming tasks. The purpose of the institution-derived teaching resource is to improve mostly learners speaking competence by filling the gap which we have observed in the chosen coursebook.
Overall, the speaking materials provided in Business Advantage are effective and useful for learners to study on the own and present through discussions the outcomes. Nevertheless, it would be much beneficial for the course design and for learners to provide speaking tasks mostly focusing on functional language, prompts, useful tactics and formal vocabulary items.
Список литературы на английском языке / References in English
1. Frendo E. How to teach business English // Pearson Longman, 2005. 160 p.
2. Tannen D. The power of talk // Harvard Business Review. Sep-Oct., 1995. P. 138-149.
3. Handford M., Lisboa M., Koester A., Pitt A. Business advantage, student's book, Upper-intermediate // Cambridge, 2011. 192 p.
НАУЧНОЕ И ПРАКТИЧЕСКОЕ ЗНАЧЕНИЕ ДИСЦИПЛИНЫ «ДЕМОГРАФИЯ» ПРИ ПОДГОТОВКЕ БАКАЛАВРОВ Кабашова Е. В.
Кабашова Елена Владимировна — кандидат экономических наук, доцент, кафедра бухгалтерского учета, статистики и информационных систем в экономике, экономический факультет, Башкирский государственный аграрный университет, г. Уфа
Аннотация: в статье рассматриваются сущность и значение демографии как учебной дисциплины, а также обоснована актуальность изучения дисциплины в связи с ухудшением демографической ситуации в стране. Конкретизируются практические задачи демографии в зависимости от направления подготовки бакалавров, а именно: использование демографических показателей при проведении анализа социальных проблем (социология); выявление взаимовлияния экономического развития и воспроизводства населения (экономика); изучение социально-политических последствий демографических процессов (политология); применение основных методов демографического прогнозирования при формировании программ социально-экономического развития регионов (государственное и муниципальное управление). Ключевые слова: демография, учебная дисциплина, население, воспроизводство, демографическая ситуация, методы обучения.
