employee
Academic oral communication is a key, yet often undervalued, competency in higher education. With increasing demands on public communication (research reports, project defenses, participation in discussions, teaching), students are faced with the need to master a complex register that combines logic, precision, argumentation, and rhetorical expressiveness. This article analyzes the characteristics of academic oral communication as a functional style: its structural markers (introduction, thesis, argumentation, conclusion), lexical and grammatical tools (neutral vocabulary, complex syntactic constructions, modality), discursive strategies (quoting, paraphrasing, handling objections), and non-verbal components. It examines the challenges students face at different stages of their learning, from timid seminar presentations to confident public lectures. Pedagogical strategies for developing academic oral communication are proposed, ranging from microforms (answering a question, short presentation) to macroforms (report, lecture), including reflective practices, video recording, feedback, and progressively more complex tasks. It emphasizes that developing this competency is not the sole responsibility of philological disciplines, but a fundamental goal of all university education
academic speaking, functional style, public communication, rhetoric, discursive strategies, students, seminar presentation, scientific report, pedagogical strategies, oral presentation
1. Abrosimova A.V., Kolesnikova N.I. Rechevoy zhanr «otchet» i ego varianty (lingvodidakticheskiy aspekt). Mir nauki, kul'tury, obrazovaniya. 2018; № 2 (69): 225–229.
2. Kolesnikova N.I. Zhanrovaya kompetenciya kak klyuchevoe zveno professional'noy kommunikativnoy kompetencii. Sibirskiy pedagogicheskiy zhurnal. 2012; № 8: 115–118.
3. Ledeneva T.V., Zinkevich N.A. Problemy obucheniya sovremennyh studentov referirovaniyu inoyazychnogo teksta. Filologicheskie nauki v MGIMO. 2020; № 23 (3): 80–87.
4. Rizakhojayeva G.A., Orazali I.S. Pedagogical Innovations in Fostering Academic Speaking Skills. HABARShY. 2022: 129–137.
5. Gryzina O.V. Obuchenie magistrantov ustnoy akademicheskoy rechi posredstvom rolevyh igr. Ritorika v sociokul'turnom prostranstve sovremennoy Rossii: materialy XXVII Mezhdunarodnoy nauchno-prakticheskoy konferencii. Moskva: Yazyki Narodov Mira, 2024: 161–168.
6. Stuart A.E. Engaging the audience: developing presentation skills in science students. Journal of Undergraduate Neuroscience Education. 2013; № 12 (1): A4–A10. 7. Harmer J. How to Teach English. Oxford: Oxford University Press, 2008.
7. Dornyei Z., Kormos J. Problem-solving mechanisms in L2 communication: A Psycholinguistic perspective. Studies in Second Language Acquisition. 1998; № 20: 349–385.
8. Long M.H. Second Language Acquisition and Task-Based Language Teaching. Malden: John Wiley & Sons, 2015.
9. Solovova E.N. Metodika obucheniya inostrannym yazykam: bazovyy kurs lekciy: posobie dlya studentov pedagogicheskih vuzov i uchiteley. Moskva: ACT: Astrel', 2008.
10. Kosyh E.A. Metodika obucheniya ustnoy monologicheskoy rechi studentov neyazykovyh special'nostey (na primere angliyskogo yazyka). Innovacionnye tehnologii i podhody v mezhkul'turnoy kommunikacii, lingvistike i lingvodidaktike: sbornik statey. Barnaul: AltGPU, 2024: 533–540.
11. Clenton J. Academic speaking, implications for policy and practice.(Journal of European and American Studies). 2015; № 22: 1–18.
12. Shareyko I.L. Osobennosti obucheniya referirovaniyu professional'no orientirovannyh tekstov studentov neyazykovogo profilya. Problemy lingvoobrazovaniya v neyazykovom vuze: sbornik statey. Minsk: Belorusskiy gosudarstvennyy universitet, 2022: 342–346.
