Modelling the professionbased education on the bases of context-oriented approaches

1.

MODELLING THE PROFESSIONBASED EDUCATION ON THE
BASES OF CONTEXT-ORIENTED
APPROACHES

2.

FOREIGN
LANGUAGE
EDUCATION
MODELLING

3.

CONTEXT-ORIENTED APPROACH TO PROCEDURAL ASPECT
MODELLING

4.

PROFESSIONAL COMMUNICATION
MODELLING
Preparatory
stage of
context-based
communication
Typical
situations
modelling
Professional
communication

5.

TEACHING PROGRESSION
(PROCEDURAL ASPECT OF CONTENT)
Executive
phase
Contextbased phase
• Executive-receptive stage
• Executive-reproductive stage
• Executive productive stage

6.

Description
TTU\stage
speech
(subjectsocial
content of
future
activity)
Executive
receptive
stage
Receptive
skills
formation
(listening,
reading)
Notioncognitive
Skills
- To realize the system of notions
and categories;
- To recognize and classify the
system of notions and objects;
- To outline the core meaning ,
reproduce definitions;
- To arrange information logically
(importance, complexity)
- To combine microtexts and
reproduce them in logical
sequence
Contextua
l skills
- Cognitivestratificational
- Factualgeneralizing
Metalanguage skills and
subcompetences
Stage of
teaching
progressi
on

7.

Description TTU\stage
speech
(subjectsocial
content of
future
activity)
Executivereproductiv
e stage
Metalangu Informationage study accumulati
material
ve
acquisition
, training
and text
reproducti
on
Skills
- To accumulate
professionally
significant information;
- To search for additional
information, its
extraction and
processing;
- To analyze and
critically evaluate
information;
- To compress
information;
- To construct own
speech message
basing on plan
Contextual
skills
- Compressivesynthesizing
- Interpretiveconstructive
Meta-speech skills and
subcompetences
Stage of
teaching
progression

8.

Description
Executive
productiv
e stage
Speaking skills
monologic
and dialogic
forms, written
speech skills,
interculturalcommunicativ
e skills of
professionoriented
communicatio
n
TTU\stage
speech
(subjectsocial
content of
future
activity)
Pragmati
crepresent
ative
Skills
Contextua
l skills
Regulative-communicative
- To outline and formulate the main thesis of the
message;
- To select the most appropriate form of
presentation;
- To concentrate and attract attention of
recipients;
- To select appropriate ice-breaking and
etiquette expressions;
- To choose the tactics of own speech behavior;
- To compose the plan according to the logics of
reason-consequence proofs;
- To influence and motivate an interlocutor to
participate actively;
- To construct the sequence of thesis-proof;
- To respond adequately to counterarguments,
offer a compromise
- Meta-pragmocommunicative skills and
subcompetences
Stage of
teaching
progressi
on

9.

Stage of
teaching
progression
Description
TTU\stage
speech
(subjectsocial
content
of future
activity)
Polemic-argumentative communicative
- To outline and formulate the problem of polemic
character;
- To prognose the procedure of discussion and
define own strategy of argumentative behavior;
- To forecast possible alternative or opposite
opinions;
- To construct own speech basing on the
prognosis;
- To select the logics of own speech construction
and tactics of speech behavior depending on
opponents;
- To use metacommunicative influencing means
to create general positive atmosphere;
- To contact with the audience, support polemics
- To conclude the polemics.
Contextu
al skills
- Meta-contextcommunicative skills
ContextThe level of
Contextcommunicati free
communi
ve stage
communicati cative
on
Skills