An instructional model for developing skills in job-related interaction among students of English as a second language (ESL) is proposed and discussed. The rhetorical communication process model, adapted for ESL students, gives detailed attention to the encoding and decoding processes of mainstream English-speakers and allows the ESL speaker to plan phonological, grammatical, and semantic strategies to meet the mainstream listener's decoding expectations. The course based on the model emphasizes methods of researching, outlining, practicing, and evaluating speech presentations for personal and career purposes. It includes techniques for job interview interactions and for work-related informative and persuasive speaking experiences. The course consists of both speech communication and ESL components. Classroom instruction for the latter component combines rhetorical analyses of ESL/mainstream job site communication interactions with recent information on vocational ESL and utilizes a videotaped functional-notional interaction and a pre-interview interaction skills exercise to assess students' writing, message clarification, and feedback evaluation skills. Other exercises are designed to assist the student in being perceived as suitable for the job being sought. Sample exercises are included. (MSE)
Authors
- Peer Reviewed
- F
- Publication Type
- ['Reports - Descriptive', 'Speeches/Meeting Papers']
- Published in
- United States of America
