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•
determination of the emotional state of the interlocutor:
– study the dialogue / situation and explain the emotional state of the participants:
Study the dialogue. Interpret the feelings of an English businessman. Choose
the point of view below you think reasonable.
– watch the episode and select language tools, gestures, facial expressions that
confirm the emotional state of the interlocutors:
Watch the scene. From the scene choose the phrases, gestures, face expres-
sion, movements that prove the emotional state of the communicators.
Tasks for predicting the reaction of a foreign language interlocutor are char-
acterized by the fact that the students suggest a possible reaction and the emotional
state of the communication partner in order to build adequate speech behavior.
For example:
•
forecasting the communicative intent of the interlocutor, the characteristics of
the communicative situation, the sequence of communicative steps, the result of
the interaction:
– study the dialogue and predict the communicative intentions of the interlocutors.
Planning tasks are aimed at planning verbal behavior, taking into account
the purpose of verbal interaction, the characteristics of the communicative situa-
tion, the sequence of communicative steps, the reactions of the interlocutors. Their
goal is to focus students’ attention on situational factors that affect the nature of
speech action, and to show how their influence can be expressed. According to A.
A. Leontiev, the student must “present the semantic field of the recipient at the
moment of exposure and after it, present and desired” [4], and in accordance with
this, build a line of his speech behavior. Students should analyze the situation of
intercultural communication, project their communication experience and deter-
mine a behavioral strategy appropriate to the conditions of the communicative
situation. Tasks for planning speech actions include:
– Arrange the replicas of the dialog in a logical sequence:
– Rearrange the phrases of the dialogue. What are the speakers talking about?
How do they keep the conversation going? What phrases do they use to make a
suggestion?
• correlate speech reactions with their communicative functions:
– Match the questions on the left with their communicative functions on the right.
•
correlate initiating and reacting replicas in the dialogue:
– Match the compliments and the reactions to them.
– correlate given situations and speech reactions to them.
– Match the compliments to the situations in which they can be used.
– Select reactions for given situations.
The presented complex provides for the mastery of sociocultural
knowledge of the EPP of the native speaker of the studied language, the develop-
ment of sociocultural skills and sociocultural abilities, as well as the upbringing
of sociocultural qualities, increasing the success of teaching intercultural commu-
nication in a linguistic university.
Достарыңызбен бөлісу: