TEACHING READING SKILLS FOR BUSINESS ENGLISH LANGUAGE COMMUNICATION: MOTIVATIONAL ASPECT


  • Y.V. Degtyariova Pridniprovs’ka State Academy of Civil Engineering and Architecture
  • V.Yu. Tiutiunnyk Pridniprovs’ka State Academy of Civil Engineering and Architecture https://orcid.org/0000-0001-8519-5596
Keywords: teaching reading; teaching Business English; non-linguistic specialisms; foreign language communicative competence; communicative skills; motivation; mature reading; communicative situation.

Abstract

Recently, there has been a growing number of ndividuals who require languages for occupational and vocational purposes, as well as for general educational purposes. Given that a foreign language is acquired for communication, teaching foreign languages at a higher education institution should focus on teaching of all communication skills. The paper deals with the integrated-skills approach to teaching students of non-linguistic higher educational institutions to read English texts for business purposes as an integral and correlative course in developing reading, speaking, listening, and writing skills with the priority of reading activities.

The integrated-skills approach to methods of teaching English reading for business purposes is theoretically proved and practically developed and the objective of learning reading for business purposes is defined. The reality is that most students of non-linguistic universities lack reading skills, especially because University-level reading greatly differs from High School reading. Thus, most students employ non university strategies to read specialist texts, which results in students taking a surface approach to reading. This paper discusses the strategies, examples, and resources aimed at promoting students to take a deep approach to reading.

The article provides insight into theoretical and practical application of teaching reading skills for business communication to students majoring in Economics in Prydniprovs′k State Academy of Civil Engineering and Architecture.

The authors consider some psychological and pedagogical aspects of learning motivation and suggest approaches to developing sustainable positive motivation to studying a foreign language. It is believed that the consistency in teaching content and its teaching methods with the cognitive needs and interests of students is the main factor in developing learner’s motivation, as well as strengthening all its components, which in turn contributes to the deepening and expansion of a student’s cognitive activity and, therefore, increases the efficiency of teaching foreign language communication.

The authors of the article specify the objective of teaching foreign language communicative competences in business communication to students of a technical higher education institution based on a number of provisions achieved during the theoretical and practical development of this concept.

It is suggested that the objective of teaching English reading skills for business communication to students of non-linguistic specialisms should be aimed at nurturing and developing their communicative competence in reading to mature level. In doing so, the skills of mature reading should develop in close connection with communicative skills in speaking, listening and writing.

Author Biographies

Y.V. Degtyariova, Pridniprovs’ka State Academy of Civil Engineering and Architecture

Doctor of Philosophy (Pedagogy), Associated  Professor

V.Yu. Tiutiunnyk, Pridniprovs’ka State Academy of Civil Engineering and Architecture

Doctor of Philosophy (Philology), Associated  Professor

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Published
2020-02-09
How to Cite
Degtyariova, Y., & Tiutiunnyk, V. (2020). TEACHING READING SKILLS FOR BUSINESS ENGLISH LANGUAGE COMMUNICATION: MOTIVATIONAL ASPECT. Linguistics. Lingvoculturology, (15), 6-18. Retrieved from https://lingvodnu.com/index.php/journal/article/view/194