Abstract:

The objective of the paper is to introduce a mini-lectures-within-practical-classes-method to teach professionally oriented English to advanced history students, so that their practical training after intensive listening and obliged silence could be less boring and more efficient.
The objective of this method is to enable history students to learn professionally oriented English more effectively and appropriately by means of theory and practice. The article illustrates what kind of lectures can be given to advanced history students who learn professionally oriented English.
Mini-lectures-within-practical-classes-method for advanced students, learning professionally oriented English is a hybrid method.
In this method attempts are made to combine theory and practice at one and the same time. History students learning professionally oriented English should know its particularities from the theoretical viewpoint. At the mini-lectures-within-practical classes some theoretical aspects concerning English for history students are given. History students major in History however, the are eager to get some linguistic information on the particularities of ESP the learn. Moreover, they can discuss the obtained information in class and complete tasks dealing with the subject of the lecture. In this case the professionally oriented language is made more comprehensible to the students.
The information given during the mini-lectures-within-practical classes will help advanced history students to be aware of the features of historical discourse. And if at present, lectures are interactive, it is time to give mini lectures during practical classes of a professionally oriented course of English. It will help history students develop their critical thinking. At the first mini lecture-within-practical class history students can learn how scholars define discourse, that historical discourse is multi-discursive. History as an academic discipline is important for politics, as it can help political scientists look for the analogues in the past to better understand the present day situation. History gives us a panoramic life of the past. But all the ideas and events of the past have come down to us due to language which is one of the most important tools of historians. Despite the desire of historians to be objective they are not free to be so. Historians do not dispassionately reconstruct and present the events of the past; their description and analysis are ideologically determined by their class or party that impose on the readers the unbiased understanding of the events of the past. ESP history students can learn that to be convincing, historians use different means of persuasive strategies. All these strategies should be brought to light and thoroughly analyzed.
Conclusion. Mini-lectures-within-practical class’s method for advanced history students can help them not only develop such competences as listening, talking, reading and writing, but critical thinking as well. After intensive silence history students are ready for discussion and task completion. The paper epitomizes what information can be given to History students about professionally oriented English at the first mini-lectures. The example of such a mini-lecture-within-practical class is given in the article.

Keywords:

Mini-lectures-within-practical-classes-method, teaching English, English class, historical discourse, analysis, critical, multi-discursive, persuasive strategie.