What do we teach when we teach a specialized language (as a second language or foreign language)?
Overall, the concept of foreign language teaching has been producing a change towards a more operational focus on teaching-learning process, so as to meet the real communication needs of learners. On the other hand, has also changed the concept of communicative competence in the line designated by Hymes: what constitutes a speaker as such is the communicative competence, which involved a series of strategies, complex negotiations and re-update-meaning about using language in a particular communicative situation. From this finding, the language teaching focuses on the communicative situation, the interest in the principles and rules of use and the development of the study of the difficulties that arise when a communicative interaction, that is, in the pragmatic rules of politeness in communication.
This general statement is particularly relevant in teaching languages \u200b\u200bfor business communication: it is based on communication and leading to the attainment of a specific communication skills that enhance the capabilities of understanding, or mediation appropriate expression to function smoothly in a particular field of employment. This claim involves the mastery of language resources on the one hand, and the application of communication techniques, of course taking into account the conventions required by the community and professional contexts in which they have to interact. We could conclude that, therefore, the language teaching specialization is focused on the goal situation in which, depending on the position and responsibilities, are required to unfold the speaker: all didactic approach and planning of the teaching-learning English for business communication needs to focus on the establishment of appropriate conditions for students to acquire and develop skills, communication skills and techniques to be applied in each context.
are part of this goal, for example, aspects such as skills and techniques for understanding and writing technical and professional writing, the ability to make presentations (company, product or project), to participate in meetings formal contexts labor, to operate with ease in acts institutional, being able to hold telephone conversations or other interactions in which they used various means of communication (email, chat, etc..).
Given the above, we give the learner the knowledge of the language, knowledge of the context of use and knowledge of the characteristics and processes of communication, verbal and nonverbal, the use of information technologies and communication as well as aspects of corporate communication (communicative interaction in the service of the relations of production and service relations with the social environment) and organizational culture (shared knowledge by all members of an organization in relation to identity and ways of thinking and acting).
Thus, in the professor's work also decisively involved ELE contributions from other disciplines such as Communication Theory, the Theory of Organization and Business Administration, IT and intercultural communication studies.
Another aspect that should not be overlooked in an increasingly globalized world, is the need for the learner to know and empathize with the cultural differences as to the customs prevailing in other countries, and even behavioral patterns that are closely related to the culture of other societies. Knowledge that can be grouped into three knowledge: knowing how to be (cultivated qualities that provide image and self confidence), poise (set of attitudes, social customs and practices that facilitate coexistence) and know-how (the ability to develop rigor, accuracy and timeliness of business features).
We must consider the fact that communication can not be understood apart from culture, are part of the same phenomenon. The communication process occurs within a culture-dependent and therefore becomes a process strictly cultural. Therefore, the teaching-learning process must interpenetrate ELE that linguistic-cultural dimension: learning of language should not be conceived as a technical learning and aseptic, but will provide the student with a gradual penetration in key mental characteristics of that culture, their implicit and explicit rules, his platitudes, his ideals and ideologies, etc. In
.- ELE teaching starts from the functional-pragmatic conception of the nature of language, ie the use made of language speakers in their linguistic performance: we consider the language and social activity whose function is to meet the communication needs that arise in the process of interaction. You can not interpret a linguistic code outside the convention contextual use.
From the point of view of the communicative approach, teaching must consider multiple aspects EFE fundamental as intrapersonal communication, interpersonal communication, team or group communication, public communication, communication in organizations, communication in interviews, Mass Communication , intercultural communication, nonverbal communication, etc. F. Poyatos proposed that teaching and learning of language is considered what he calls the Triple Basic Structure of the Communication-verbal paralinguistic continuous-kinetics. These three areas differ considerably, needless to say-even if we refer to countries of similar cultural-ie Western European countries.
In the practice of teaching a specialized language, and consistent with the functional purpose we have set, we must consider that in the professional field is becoming increasingly frequent vehicular communication using telematic media and computer support (presentations to support graphic and audiovisual, etc.).. EFE in teaching have an influence on the learner's familiarity with these vehicles, equipped with their own unwritten rules "that students should know-their own routines of interaction, to which we must pay attention (eg capital letters in a forum, chat or e-mail to the speaker means shouting.)
In short, the planning and organization of a teaching-learning English for professional communication should begin with the analysis of requirements arising from the situations of communication in which students must cope. This analysis of the goal, together with the results of analysis of the state of knowledge of students (current situation), will design the program: objectives, content (language, communicative, intercultural and professional procedures), methodology, resources and criteria evaluation. This program
address situations of oral, written and mixed or mediation. In any case, professional communication will require knowledge of communication processes, language skills (common language and specialty), content knowledge discourse, sociolinguistic and sociocultural. Maria Teresa Cabré indicate
and Josefa Gómez Enterria in teaching specialized languages \u200b\u200b(op. cit., P. 76):
"Consequently, it is to find a way to present, practice, optimize and boost employment of the target language by students, so that the professional language learning as profitable and productive for them, whilst encouraging their motivation and involvement with the use of an effective methodology and the material and human resources most appropriate. "
reference
Bibliography Aguirre Beltran, B. (1998): "Approach, methodology and didactic orientations for teaching English for specific purposes." Carabela (44), 5-29, Madrid, SGEL.
Austin, JL (1962): How to do Things with Words. London, Clarendon Press. Brown, H., Yule, G. (1983): Discourse Analysis. Cambridge, Cambridge University Press.
Poyatos, F. (1994): Nonverbal Communication, 3 vols. Madrid, Istmo.
Scheflen, AE (1984): Human Communication Systems. Barcelona, \u200b\u200bKairos.
Searle, JR (1969): Speech Acts. Cambridge, Cambridge University Press.
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