Innovative Technologies of Teaching Business French

  • Authors

    • Elena K. Kuzmina
    • Gulnara I. Nazarova
    • Liliya R. Nizamieva
    • Cécile Leblanc
    2018-09-27
    https://doi.org/10.14419/ijet.v7i4.7.20390
  • professional French, international examinations, pedagogical technologies, French for specific purposes, methods of cognitive-practical activity.
  • Abstract

    The article deals with the peculiarities of modern technologies in teaching professional French, taking into account the requirements of international examinations, specific language-learning needs of students and level of their language proficiency. Pedagogical technologies are demonstrated by the example of teaching business French in the sphere of tourism, hotel business, as well as the guide-interpreters training. The educational courses are aimed at the development of basic speaking skills and skills necessary for business communication in French. The developed pedagogical technology is based on French for specific purposes (FOS) methodology and cognitive-practical activity methods that allow to develop trainees’ communicative competence and their cognitive independence effectively. One of the conditions for successful development of communicative competence in the field of  business communication in a foreign language is to ensure that students do the necessary number of training exercises, in particular, connected with the use of business vocabulary, as well as with speaking exercises aimed at solving communication problems in real life situations of business communication. Similarity to the real life business environment is achieved through the use of information technologies and simulation games, which ultimately enhances the individual's ability to interact with others and adapt in the social and professional spheres of life. Successful completion of the end-of-course assessment is indicative of the fact that the students have reached high business communication competency.

     

     

  • References

    1. [1] 1. Carette, E., Carton, F., Vlad, M. (2012). Diversités culturelles et enseignement du français dans le monde. Paris: PUG. 263 p.

      [2] 2.Mangiante, J. (2004). Le Français sur objectif spécifique: de l’analyse des besoins à l’élaboration d’un cours. Paris: Hachette. 161 p.

      [3] 3.Calmy, A.-M. (2004). Le français du tourisme. Paris: Hachette livre. 160 p.

      [4] 4.Mourlhon-Dallies, F. (2006). Apprentissage du français en contexte professionnel: état de la recherche // Apprendre le français dans un contexte professionnel. Actes de rencontres de la Délégation Générale de la Langue Française. Paris. P. 28-33.

      [5] 5.Parpette, C.,Mangiante, J. (2012). Le français sur objectif universitaire.Paris: PUG. 246 p.

      [6] 6.Mangiante, J. (2015). La grammaire en Français sur Objectif Spécifique (FOS) : une place, un rôle et une démarche différents? // Le Français dans le Monde, Recherches et applications. № 57. Paris: Clé International. Р. 96-107.

      [7] 7.Shcherba, L.V. (2003).Teaching languages in a secondary school: general issues of methodology. Moscow: Academia. 160 Ñ.

      [8] 8.Yarmakeev, I.E., Pimenova, T.S., Abdrafikova, A.R. (2017). English for Specific Academic Purposes as a Need and Tool of Communicative Competency Formatıon // The European Proceedings of Social & Behavioural Sciences. (August, 31). Vol. XXIX. P. 871-878.

      [9] 9.Richterich, R. (2000). Besoins langagiers et objectifs d'apprentissage. Paris: Hachette. 175 р.

      [10] Jana Arturovna KLAAS, Thomas Arturovich KLAAS Econometric Model of Early Diagnosis of a Credit Institution Bankruptcy Risk, Astra Salvensis, Supplement No. 2/2017, p. 107.

      [11] Subich, V.G., Shangaraeva, L.F., Zakirova, L.R. (2016). Improvement of the English language communicative competencies by means of authentic texts // Journal of Language and Literature. 7(2). P. 257-261.

      [12] 12.Dejean, C., Mangenot, F., Soubrié, T. (2011). Apprentissages formels et informels, autonomie et guidage // Actes du colloque EPAL 2011, Université Stendhal – Grenoble 3, 24-26 juin 2011. Р. 9-15.

      [13] 1 Shatilova L.M., Borisova V.V., Kasatkina O.A. (2018). Representation of the linguistic and cultural concept “lie†in the French and Russian language picture of the world, 34(85), Pp. 194-212.

      [14] 2 Bakhyt S., Kalimbetov B., Khabibullayev Z. (2018). Possibilities of Mathematical Problems in Logical Thinking, Development of Secondary Education Pupils, 34(85), P.p. 321-338

      15.Rakhimova, A.E., Yashina, M.E., Mukhamadiarova, A.F., Sharipova, A.V. (2017). The Development of Sociocultural Competence with the Help of Computer Technology // Interchange. 48(1). P. 55-70
  • Downloads

  • How to Cite

    K. Kuzmina, E., I. Nazarova, G., R. Nizamieva, L., & Leblanc, C. (2018). Innovative Technologies of Teaching Business French. International Journal of Engineering & Technology, 7(4.7), 85-87. https://doi.org/10.14419/ijet.v7i4.7.20390

    Received date: 2018-09-27

    Accepted date: 2018-09-27

    Published date: 2018-09-27