МЕТОДИКА ОБУЧЕНИЯ ГОВОРЕНИЮ И АУДИРОВАНИЮ
Вестник КАСУ
195
When a company operating in English
employs professionals for whom English is a
second language, the company is obliged to
provide language training for its employees.
Otherwise, many of its labor, some in main
posts, may be handicapped by poor speaking
or writing skill. However, the company is not
interested in its employees achieving fluency
or advanced level, though this can be desir-
able. The main concern of the company is that
communication for the purposes of job per-
formance is effective.
Some examples: a switchboard operator
who is fluent in spoken English is, of course,
ideal for this post. However, a non-native
speaker with such level of English would not
accept the job of a switchboard operator. Most
probably, the job will attract some school
leavers with some spoken language. However,
they need to attend language classes before
they start the job. The training need here is to
develop the listening and speaking skills that
will enable them to answer the phone, offer
help, connect the caller or say why he cannot
and offer to take a message. These are the
minimum requirements of the job. In a three-
week training course the operators will be able
to do this. Yet they will frustrate when some
callers use unfamiliar expressions and vocabu-
lary.
In other words, the company is respon-
sible for training the employees to do their
jobs - not to read English newspapers and
write articles there. This nature of the type of
language skills required in the different jobs
make 'English for Occupational Purposes'
training. An engineer who is required to write
'Technical Reports' can develop the skill for
example by attending a six-week part-time
course. However, he may find it difficult to
socialize with native speakers in the social
events of the company. Nevertheless, unless it
is part of his job to receive and entertain visi-
tors, the company is not interested in develop-
ing his language skills in this area.
Any training including language train-
ing should be based on an accurate process of
identifying training needs and should be de-
signed and implemented by a language spe-
cialist well informed in ESP/EOP and lan-
guage training [8].
REFERENCES
1. Robert Mc Crum, William Cran,
and Robert
Mac Neil. The story of English. Published
in Penguin Books., 1993.-394 p.
2. Address of the President of Kazakhstan,
Nursultan Nazarbayev, to the People of Ka-
zakhstan, January 28, 2011.
3. Laurence Anthony. English for Specific
Purposes. What does it mean? Why is it dif-
ferent? Okayama University of Science.
4. Dudley-Evans, Tony (1998). Developments
in English for Specific Purposes: A multi-
disciplinary approach. Cambridge Univer-
sity Press. (Forthcoming).
5. Strevens, P. (1988). ESP after twenty years:
A re-appraisal. In M. Tickoo (Ed.), ESP:
State of the art (1-13). SEAMEO Regional
Language Centre.
6. Hutchinson, Tom & Waters, Alan (1987).
English for Specific Purposes: A learner-
centered approach. Cambridge University
Press.
7. Rahman, T. (2000). Language Ideology and
Power. Karachi: Oxford University Press.
8. WebSources:http://hussain1944. xomba.
com/
УДК (075.8)
PURPOSE AND STRATEGY: TEACHING INTENSIVE AND EXTENSIVE
READING
Amirgazina A.B.
Reading has traditionally been divided
into two types: intensive and extensive. In
broad terms, intensive reading may be de-
scribed as the practice of particular reading
skills and the close linguistic study of text.
Extensive reading, on the other hand, can be
defined as reading a large quantity of text,
where reading confidence and reading fluency
are prioritized. Although this twin categoriza-
tion of reading into two basic types can be