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6PEDAGOGICAL OPPORTUNITIES IN IMPROVING PROFESSIONAL COMMUNICATIVE COMPETENCES
Pulatova Durdona
Researcher at Tashkent State Pedagogical University https://doi.org/10.5281/zenodo.8364213
Abstract. This article highlights the meaning of concept "competence ", "communicative competence " and "professional communicative competence ". It also explains the importance of professional communicative competence of ESP students and pedagogical opportunities in improving it.
Keywords: communicative competence, professional communicative competence
In recent decades, a number of large-scale changes have been taking place in the higher education system of Uzbekistan, the country's entry into the world education system, socio-cultural changes, and the country's support for university graduates. It is related to prospects that increase the demand for food. Based on the new requirements, attention is being paid to improving the quality of foreign language teaching at various stages of education, in particular, to ensure that graduates of higher education institutions enter the world labor market competitively. English for Specific Purposes (ESP) is a field of applied linguistics that focuses on the teaching of English for specific professional or academic purposes. ESP students are typically those who need to use English in their work or studies, such as engineers, nurses, and business professionals.[1]
One of the key skills that ESP students need to develop is professional communicative competence. Professional communicative competence is the ability to communicate effectively in a professional setting. This includes the ability to use language accurately and appropriately, to understand the cultural norms of the workplace, and to build and maintain relationships with colleagues and clients.[5]
According to N.A. Muslimov, competence is a set of knowledge, skills, qualifications and personal qualities necessary for professional activity in the relevant field.[10]
Professional competence is a competence that corresponds to the specialty under consideration in terms of its description and level of application, and professional competence is to be able to apply the acquisition of knowledge, skills and abilities necessary for the implementation of professional activities by a specialist and their practical use at a high level. [3] Communicative competence is the ability to achieve communicative goals in a socially appropriate manner. It is organized and goal-oriented, meaning the ability to select and apply appropriate and effective skills in an appropriate context. It includes oral and written communication behaviors. Communicative competence refers to students' ability to use a foreign language to communicate.[11]
Professional communicative competences are a combination of the components of communicative competences (pragmatic, linguistic, strategic, cultural, intercultural and sociolinguistic) [7], and the ability to use professional words and language units that cause misunderstandings in the complex processes of professional activity.
There are a number of different models of professional communicative competence. However, they all share a number of common features.
Linguistic competence: This refers to the ability to use language accurately and appropriately. This includes grammar, vocabulary, and pronunciation.[8]
Cultural competence: This refers to the ability to understand and appreciate the cultural norms of the workplace. This includes things like body language, humor, and eye contact. Interpersonal competence: This refers to the ability to build and maintain relationships with colleagues and clients. This includes things like active listening, empathy, and conflict resolution. Strategic competence: This refers to the ability to use language strategically to achieve specific goals. This includes things like persuasion, negotiation, and decision-making.[3]
Professional communicative competence is essential for ESP students for a number of reasons.
It helps them succeed in their careers. In today's globalized economy, the ability to communicate effectively with people from different cultures is essential for success in many fields.[1]
It helps them build relationships with colleagues and clients. Strong communication skills are essential for building and maintaining relationships with colleagues and clients.
It helps them advance in their careers. Employees with strong communication skills are more likely to be promoted and earn higher salaries.
It helps them feel confident in their work. When ESP students have strong communication skills, they feel more confident in their ability to do their jobs effectively.[2]
There are a number of ways that ESP students can develop professional communicative competence.
Take communication courses. There are a number of communication courses available that can help ESP students improve their linguistic, cultural, interpersonal, and strategic competence.
Practice communication skills. The best way to improve your communication skills is to practice. This can be done by joining a Toastmasters club, taking part in role-playing exercises, or simply talking to people more often.
Get feedback. Getting feedback from others is a great way to identify areas where you can improve your communication skills. This feedback can be given by friends, family, colleagues, or mentors.
Read books and articles. There are a number of books and articles available that can help ESP students learn more about professional communication.
Attend workshops and conferences. There are a number of workshops and conferences available that can help ESP students improve their communication skills.
Corpus based approach. A corpus-based approach to teaching ESP is a method of teaching English for specific purposes that uses corpora, or collections of naturally occurring language data. This approach is based on the idea that the best way to learn how to use language effectively is to study how it is actually used by native speakers.[9]
The corpus-based approach to language teaching is relatively new, but it has gained popularity in recent years. This is because corpora can provide teachers and learners with a wealth of information about how language is used in real-world contexts. This information can be used to help learners improve their accuracy, fluency, and comprehension.[11]
In the context of ESP, the corpus-based approach can be used to help learners develop the linguistic, cultural, and strategic competences that they need to communicate effectively in professional settings.[9] For example, corpora can be used to help learners identify the vocabulary
and grammar that are used in specific professional contexts. They can also be used to help learners understand the cultural norms of different professional settings. Additionally, corpora can be used to help learners develop the strategic competence they need to use language effectively to achieve specific goals.
There are a number of ways that a corpus-based approach can be used to develop the professional communicative competences of ESP students.[6]
Corpus-assisted language learning (CALL): CALL is the use of corpora to support language learning. This can be done in a number of ways, such as by providing students with access to corpora so that they can search for examples of specific words or phrases or by using corpora to create exercises and activities.
Corpus-informed teaching: Corpus-informed teaching is a method of teaching that uses corpus data to inform the teaching process. This can be done by using corpus data to identify the most frequent words and phrases in a particular genre or by using corpus data to create activities that help students understand the patterns of language use.
Corpus-driven learning: corpus-driven learning is a method of learning that is driven by the data in a corpus. This means that students are not given any explicit instruction but instead learn by exploring the corpus and discovering patterns of language use for themselves.[12]
The corpus-based approach has a number of advantages over traditional methods of teaching ESP.
It is more realistic: corpora provide students with access to real-world language data, which helps them learn how language is actually used.
It is more efficient: corpora can be used to identify the most important language features for a particular genre, which helps students focus their learning.
It is more motivating. Corpus-based activities can be more engaging and motivating for students than traditional grammar exercises.[4]
However, there are also some challenges associated with the corpus-based approach.
Corpora can be expensive and time-consuming to create and maintain.
Corpus data can be complex and difficult to interpret.
Corpus-based activities may not be suitable for all students.[13]
In conclusion, professional communicative competence is essential for ESP students who want to succeed in their careers. By developing their communication skills, ESP students can increase their chances of getting a job, getting promoted, and being successful in their careers. The corpus-based approach is a promising method of teaching ESP that has the potential to improve the communicative competence of students.
However, it is important to note that the corpus-based approach is not a silver bullet and should be used in conjunction with other methods of teaching ESP.
REFERENCES
1. Arnold, J., & Brown, G. (1999). Socializing the learner into professional communication, English for Specific Purposes, 18(1), 2-18.
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3. Byrnes, H. (2001). Learning strategies for the acquisition of foreign language communicative competence Annual Review of Applied Linguistics, 21, 163-183
4. Casa-Pitarch, J. (2015). A corpus-based appro ach to the development of writing skills in the classroom. English for Specific Purposes, 39, 1-12.
5. Dornyei, Z. (2001). Teaching and researching motivation Harlow, England: Longman.
6. Johns, T. F. (1997). Using corpora in language teaching Cambridge, England: Cambridge University Press.
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8. Mamadaliyev A. Formation of intercultural competence: main problems and ways to overcome them//Toshkent davlat pedagogika universiteti ilmiy axborotlari ilmiy nazariy jurnal.2023/1-b 12
9. Mukherjee, J. (2007). Corpus-based language teaching: the state of the art TESOL Quarterly, 41(1), 175-189.
10. Muslimov.N.A.., Abdullateva Q.M., Qo'ysinov O.A., Gaipova N.S. Kasb ta'limi o'qituvchilarning kasbiy kompetentligini shakllantirish texnologiyasi.Monografiya.-T."Fan va texnologiya".2013
11. Renouf, A. (2012). Corpus-based approaches to English for specific purposes London: Routledge.
12. .Pulatova D.R. Intensiv ta'lim texnologiyalari asosida nofilologik ta'lim yo'nalishi talabalarini kommunikativ kompetensiyalarini takomillashtirish, 2021. B 20-23
13. Wray, A. (2008). The corpus-based approach to language teaching Malden, MA: Wiley-Blackwell.
