Professional communication and Swedish (5 ECTS)

Location and time

ruotsi: lähiopetus kampuksella, aikataulu myös lukujärjestyksessä

Materials

Swedish: OMA

Employer connections

N/A

Exam schedules

ruotsi: Suullisen ja kirjallisen tentin ajankohta sovitaan kurssin aikana.
Kaksi tenttiuusintaa mahdollista. Ajankohta sovitaan kurssin aikana.

International connections

N/A

Completion alternatives

N/A

Evaluation methods and criteria

ruotsi: jatkuva arviointi, suullinen tarkistus ja kirjalliset lopputentti; suullinen ja kirjallinen kielitaito arvioidaan erikseen 1-5

Student workload

Lähiopetuksessa 80 % läsnäolo, sen lisäksi itseopiskelua, kirjoitustehtäviä omalla ajalla, opiskelijan työtä 3 op.

Content scheduling

N/A

Teaching methods

ruotsi: aktivoivia harjoituksia, kuullun ja luetun ymmärtäminen, puheen aktivointia pari- ja ryhmätyönä, itsenäinen opiskelu

Further information

The student has to present the possible RPL decision before the course start.

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

Under guidance, the student is able to use and produce different types of oral and written texts in professional expert work. The student obtains information from professional sources and utilises the obtained information in both studies and work assignments. The student knows how to operate in communication situations of expert work as well as research and development work. Second domestic language: In communication situations related to his/her field the student manages in the most common general and specialised professional communication situations. The student can write simple, partially non-uniform text. Errors may cause difficulties to understand, but they do not prevent the message from being conveyed. The student participates in simple interaction, but often needs support from their discussion partner. The student is familiar with the normal vocabulary of their field of expertise and general language, but inaccuracies and the effect of other languages may interfere with conveying messages. The student uses the most common basic structures is a monotonous, and partially incorrect, manner. The student mainly pronounces correctly, although pronunciation differs from the target language and the slowness of the sentence rhythm makes the assessment of communication functionality difficult.

Assessment criteria, good (3)

The student is able to independently use and produce different types of oral and written texts in professional expert work. The student can diversely search for information from professional sources and is able to assess the reliability and usability of the information in his/her studies and work duties. The student knows how to operate constructively in communication situations of expert work as well as research and development work. Second domestic language: In communication situations related to his/her field the student manages reasonably in everyday common general and specialised professional communication situations. The student can compose coherent texts that successfully communicate the intended meaning and takes initiative in familiar professional communication situations. The student uses general and basic technical terminology of his/her own field relatively well. Lapses may occur in the choice of words or grammatical structures, but these do not cause misunderstanding. The student pronounces in an understandable manner, and the breaks in the sentence rhythm do not interfere with conveying messages.

Assessment criteria, excellent (5)

The student is able to objectively use and produce different types of oral and written texts in professional expert work. The student can diversely search for information from professional sources and is able to critically assess the reliability and usability of the information in his/her studies and work duties. The student knows how to operate as a group member and leader in communication situations of expert work as well as research and development work. The student shows the will to want to develop his/her expert communication and interaction skills. Second domestic language: In communication situations related to his/her field the student manages in extremely diverse and challenging common general and specialised professional communication situations. The student can produce clear and detailed texts appropriate for the situation. The student is an active participant in professional communication situations and allows for the requirements of the situation. Speaks fluently and effortlessly and takes the conversation partner in account. Uses technical and general terminology as well as grammatical structures diversely and almost without errors. Pronounces clearly, with a natural sentence rhythm.

Assessment criteria, approved/failed

Under guidance, the student is able to use and produce different types of oral and written texts in professional expert work. The student obtains information from professional sources and utilises the obtained information in both studies and work assignments. The student knows how to operate in communication situations of expert work as well as research and development work. Second domestic language: In communication situations related to his/her field the student manages in the most common general and specialised professional communication situations. The student can write simple, partially non-uniform text. Errors may cause difficulties to understand, but they do not prevent the message from being conveyed. The student participates in simple interaction, but often needs support from their discussion partner. The student is familiar with the normal vocabulary of their field of expertise and general language, but inaccuracies and the effect of other languages may interfere with conveying messages. The student uses the most common basic structures is a monotonous, and partially incorrect, manner. The student mainly pronounces correctly, although pronunciation differs from the target language and the slowness of the sentence rhythm makes the assessment of communication functionality difficult.

Further information

The student has to present the possible RPL decision before the course start.