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Contents of teaching English speaking. Basic principles of teaching speaking

Teaching speaking in primary school
Plan

Introduction.

Chapter 1. Methods of developing speech skills

1.1. The basic concept of "speaking".

1.2. Basic principles of teaching speaking.

1.3. Situationalism as one of the main principles of teaching speaking.

1.4. The basic concept of “speech skill”.

1.5. Formation of lexical skills.

Chapter 2. Communicative learning in initial stage.

2.1. Communicative development of students at the initial stage.

2.2. Speaking is the goal and means of communicative learning

2.3. The main tasks of speaking at the initial stage.
Chapter 3. Practical part.

Conclusion.

List of used literature.

Introduction.

Main purpose foreign language as a subject area of school education - students' mastery of the ability to communicate in a foreign language.

We are talking about the formation of communicative competence, i.e. ability and readiness to carry out both direct communication (speaking, listening comprehension) and indirect communication (reading with understanding of foreign language texts, writing). The formation of communicative competence is the main and leading goal of training. This is especially popular today. A person experiences the greatest difficulties when communicating in a foreign language when perceiving speech by ear. However, oral communication, the role of which has now become especially significant, is impossible without understanding the speeches of the interlocutor, since in the process of verbal interaction everyone acts both as a speaker and as a listener

One of the most controversial aspects of the problem of teaching foreign languages is the testing and recording of knowledge, skills, and methods of organizing and conducting them. Control has not yet become a “powerful lever” for improving academic performance and a source that helps establish the true state of knowledge and skills in a given subject.

Dialogue is considered to be one of the most effective means of developing and shaping speaking skills in teaching foreign languages. Many teachers have long appreciated the wide possibilities combined with minimal time investment and objectivity of results.

The purpose of the work is to determine the scientific foundations and methods of developing speaking skills at the stage of education in primary school based on the analysis of methodological literature on this topic.

The subject of the study is the process of developing speaking skills, carried out in conditions of communicatively oriented learning.

Chapter 1. Methods of developing speech skills

1.1. The basic concept of "speaking".

Speaking- productive look speech activity, through which (together with listening) oral verbal communication is carried out. The content of speaking is the expression of thoughts orally. Speaking is based on pronunciation, lexical, and grammatical skills. In most teaching methods, speaking is one of the most important areas of teaching. Based on the greater or lesser role of programming, utterances are distinguished between proactive (active) speech, reactive (response) speech, and reproductive (stochastic) speech. The psychological structure of the act of speaking includes four phases:

1) incentive-motivational, in which a person’s need for communication is manifested under the influence of a certain motive and in the presence of a certain purpose for the statement;

2) analytical-synthetic, presented in the form of compressed mental actions for programming and formulating thoughts (here there is a mechanism for the internal design of the statement, ensuring the choice of words and grammatical prediction);

3 Executive sound and intonation design of thoughts (at the initial stage of training, the transition from the utterance program to its execution occurs through the native language;

4) a supervisor, whose task is to signal possible errors and facilitate their correction; control presupposes that the speaker has a standard, which is formed as a result of language practice and comparison of his own speech with the standard.

To teach speaking, there are special exercises, divided into preparatory and speech exercises. Skills and abilities of unprepared speech, its reactivity, spontaneity, the topic is developed in dialogue; skills of prepared speech with its initiative, logic, consistency - in a monologue.

Dialogue speech- a form of speech in which there is a direct exchange of statements between two or more persons. The conditions in which dialogical speech occurs are determined by a number of its features, which include: brevity of the utterance, widespread use of non-verbal means of communication (facial expressions, gestures), a large role of intonation, a variety of special sentences of incomplete composition, syntactic design of the utterance free from the strict norms of book speech , predominance of simple sentences. The unit of teaching dialogical speech is dialogical unity (microdialogue) - several remarks related in content and form. Teaching dialogical speech is based on a sample given in the form of a dialogical text related to the situation in which communication occurs. The main stages of teaching dialogic speech in the classroom are:

1) presentation of the situation using verbal explanation or technical teaching aids;

2) presentation of the dialogue in audio and graphic form; assimilation of the language material of the dialogue;

3) mastering ways of connecting remarks in dialogue;

4) reproduction of dialogue;

5) expanding the capabilities of the sample dialog by changing components
situations.

When teaching dialogical speech, it is recommended to vary different types of dialogues and forms of working with them: dialogue-conversation, dialogue-dramatization, conversation between students and with the teacher, pair and group. The main means of teaching dialogical speech are exercises. In the process of their implementation, the skills are formed: to request information, adequately respond to the interlocutor’s remarks, use cliches of dialogical speech, combine remarks when constructing a dialogue, etc.

Monologue speech a form of speech addressed to one or a group of listeners (interlocutors), sometimes to oneself; Unlike dialogical speech, it is characterized by its expansion, which is associated with the desire to broadly cover the thematic content of the statement, the presence of common constructions, and their grammatical design.

Monologue speech training takes place in three stages.

1) At the first stage, linguistic automatisms are developed. The development of skills for quick and error-free use of phonetic, lexical, and grammatical material occurs on the basis of imitative, associative speech, speech-statement, choral and conditionally communicative.

2) At the second stage, they teach the selection of linguistic means that correspond to the purpose of communication. The focus is on expressing content using adequate lexical-structural material. Here the ability to compress someone else’s statement and use mainly speech material in ready-made form is developed.

3) The third stage is aimed at developing initiative speech skills. The speaker's consciousness concentrates on the content of the utterance. Among the signs of monologue speech, continuity (the statement is not limited to one phrase, but represents a super-phrase unity), consistency, logic of speech, relative semantic completeness, and communicative orientation of the statement are also highlighted.

Monologue speech is used for different communicative purposes: - to convey information, to influence listeners through persuasion, - to induce action or prevent it.

When determining the types of monologue speech for educational purposes, they proceed from the content of the speech (description, message, story), the degree of independence (reproduction of what has been memorized, retelling and independent statement), and the degree of preparedness (prepared, partially prepared and unprepared speech). The story is the most complex type of monologue speech. It is characterized by a certain sequence of events, reflecting the cause-and-effect relationships between them. If the description develops as if on one plane and the sequence of the described phenomena in it is not of fundamental importance, then in the story adherence to the chronological sequence is mandatory, otherwise the plot outline of the story is disrupted. The main types of prepared monologue - lecture, speech, message, as a rule, are prepared in advance. The language teaching methodology should provide training in all types of monologue speech. The goal of teaching monologue speech is the formation of speech monologue skills.

1) retell the text, make a description, a message on a given topic,
make up a story;

2) logically consistently reveal the given topic;

3) justify the correctness of your judgments, including elements in your speech
reasoning, argumentation.

All of these skills are developed in the process of performing

preparatory and speech exercises.

1.2. Basic principles of teaching speaking

Speaking is an extremely multifaceted and complex phenomenon.

Firstly, it performs the function of a means of communication in a person’s life.

Secondly, speaking is one of the types of human activity.

Thirdly, it is important to remember that as a result of the activity of speaking, its product arises - an utterance. Both as an activity and as a product, speaking has certain characteristics that serve as a guide in learning, because They suggest what conditions need to be created for the development of speaking, and are also criteria for assessing learning outcomes.

Speaking is the expression of one's thoughts in order to solve communication problems. This is the activity of one person, although it is included in communication and is unthinkable outside of it, because communication is always interaction with other people.

The product of communication is the interpretation of information. There are three ways of communication, perceptual, interactive and informational, as well as two types of communication: role and personal. These are the basic characteristics of communication.

Let us now look from this point of view at what the process of teaching foreign language speaking should be like.

1) Between the teacher and the student there must be some
relationships other than official ones, i.e. communication should not be role-playing (teacher -
student), but the communication of individuals who see each other as a speech partner.

2) The motive for communication can appear only when a need arises
in genuine communication. The need for “educational” communication, which for some
students are different in nature and are not able to provide communicative
motivation,

3) If the relationship between the teacher and students as between individuals
does not arise, then there is no goal inherent in communication to change these relationships.

4) All methods of communication must function: interactive, when available
interaction based on any activity other than educational activities; perceptual when
there is a perception of each other as individuals; informational when students
exchange their thoughts and feelings. If the student retells the text simply
for the sake of retelling (when everyone in the class knows its content) or pronounces some nonsense
situational sentences, then communication cannot take place, and the product of such
“speaking” is the so-called educational speech. It is necessary to attach to the learning process, not
violating its organization, consistency and methodological orientation,
characteristic features of the communication process.

What are principles of the communicative method?

1. The principle of speech direction. The speech orientation of the educational process lies not so much in the fact that speech is pursued practical purpose, so much so that the path to this goal is the practical use of language itself. Practical speech orientation is not only a goal, but also unity. Speech orientation presupposes the specificity of the exercises, i.e. degree, measure of their similarity to speech. All of them should be exercises not in pronunciation, but in speaking, when the speaker has a specific task and when he exercises verbal influence on the interlocutor.

The principle of speech orientation also presupposes the use of communicatively valuable speech material. The use of each phrase must be justified by considerations of communicative value for the intended sphere of communication (situation) and for this category of students. The verbal nature of the lesson also plays an important role here.

2. The principle of individualization with the leading role of its personal aspect.

Individualization takes into account all the properties of the student as an individual: his abilities, ability to carry out speech and learning activities, and mainly his personal properties. Individualization is the main real means of creating motivation and activity. A person expresses his attitude towards the environment in speech. And because This attitude is always individual, and so is speech. When teaching foreign language speech, an individual response is possible if the speech task facing the student meets his needs and interests as an individual. Any statement by the student should be, if possible, naturally motivated.

3. The principle of functionality. Any speech unit performs in the process
communication any speech functions. Often, after a course of study, students
knowing words and grammatical forms, they cannot use all this in speaking, because Not
transfer occurs (by first filling in words and forms in isolation from
speech functions they perform, the word or form is not associated with speech
task).

Functionality determines, first of all, the selection and organization of material adequate to the communication process. Approaching the needs of communication is possible only by taking into account speech means and organizing the material not around conversational topics and grammatical phenomena, but around situations and speech tasks. The unity of the lexical, grammatical and phonetic aspects of speaking is also necessary.

4. The principle of novelty. The communication process is characterized by constant change
topics of conversation, circumstances, tasks, etc. Novelty provides flexibility of speech
skills, without which their transfer is impossible, as well as the development of speech skills, in particular
his dynamism (methodically unprepared speech), ability to paraphrase
(quality of productivity), mechanism of combination, initiative of expression,
rate of speech and especially the strategy and tactics of the speaker. For this it is necessary
constant variation of speech situations.

1.3. Situationality as one of the main principles of teaching speaking The principle of situationality. Situationalism as a principle in general terms means that all learning to speak occurs on the basis and with the help of situations. In addition, the definition of the concept “situation” in the communicative method differs significantly from the known definitions.

But why are these situations used in teaching? The reason for this is the popular definition of a situation as a set of circumstances (“At the box office”, “At the cinema”, “At recess”, etc.). Thus, by naming circumstances, an attempt is made to define the situation from the outside. But in this case it is not accepted by the student.

How do you feel about the words “At the cash register”? When people communicate at the box office (in a movie theater, at a train station), different situations can arise, because a situation arises only when there is a relationship between the communicating people, and depends primarily on them, and not on the place where it occurs. This is due to the fact that the situation is reflected in the minds of the speakers. When a person speaks, he, of course, relates his words to objects of reality, but at the moment of speaking he most often relies not on them, but on mental images. This means that there is internal clarity (L.I. Zimnyaya), in that the speech situation is understood as something ideal, it is not at all divorced from reality. This only emphasizes a methodologically important feature of the situation - the absence of direct attachment of speech units to the circumstances present at the moment.

How does the situation “appear” to be reflected in consciousness. The fact is that the situation is not a local segment of reality, but a “segment” of activity, the form in which the interaction of those communicating takes place. Therefore, the situation is characterized by the main features of activity: meaningfulness, heuristics, hierarchy, and a certain structure.

It is also important to note that interaction between communicators occurs when solving a problem. From a methodological point of view, this is very significant, since it forces us to organize situations as activities consisting of solving communication problems.

The core of the situation reflected in consciousness is the relationship between the people communicating.

If one person is outraged by someone’s action, and another justifies him or agrees with it, then “indignation-justification” or “indignation-agreement” is the situation. Of course, this is only its basis, on which many things are layered, including external circumstances. But only the presence of this foundation creates a true situation that will serve as the basis for learning to speak.

The situation is dynamic, changing along with speech actions, depending on them. Each response advances the situation. Strictly speaking, the situation is to some extent static: it is, as it were, a relationship stopped for a moment, a recorded moment of the speech-thought process. But this is the initial situation, and all speech activity represents, as it were, an endless chain of situations. Based on the foregoing, we can give the following definition of the concept “situation”: it is such a dynamic system of relationships between communicators, which, thanks to its reflection in consciousness, generates a personal need for purposeful activity and feeds this activity.

The situation acts as the basis for the selection and organization of speech material. Therefore, it seems methodologically incorrect to consider the topic as some kind of “reference point” and split it into situations.

The situation is “powered” by a theme, but not just one, but several: combinations depend on semantic relationships. In this regard, it is preferable to talk not about the thematic nature of situations, but about their content.

The subjects of discussion are usually connected by certain relationships and exist outside of us. But at some point they “connect” to human activity: a certain event occurs that introduces a mismatch in the system of relationships between a person and the environment (another person). A problem appears. The situation as a problem causes a speech act, expressed in a person’s attitude to the mismatch of the system and in the desire to bring it “back to normal” again. A person’s attitude to a problem is his speech function. The main difference between a situation and a topic is not the scope of the activity. The situation is what has created the problem for me at the moment. The theme is, as it were, a potential stock of social experience that has not yet been included in the context of personal activity, i.e. something that exists in reality and in consciousness, but at the moment does not concern me.

Social contacts take place mainly in the country of the target language. A person who has studied a language based on them will probably be able to communicate in the specific conditions of the country of the language being studied. When communicating with foreigners in our country, this knowledge will turn out to be almost unnecessary.

Speech activity is based on the transfer of skills, because the endlessly variable conditions of communication pose new tasks for the speaker every time. It is possible to cope with them only if speech skills as the basis of the skill are potentially transferrable and, therefore, the speech skill is quite dynamic. The condition for the formation of situational flexibility of speech skills is conditioned speech situations. They create all the prerequisites for some speech unit, speech sample to be used in special conditions suitable for automation (regularity of use, exemplary), without losing the situational nature (as is usually characteristic of training exercises).

The situation is a condition for the development of skill. The need, say, to convince someone of something can naturally arise only when the situation is not given from the outside, but is a consequence or precursor of events in which the interlocutors are involved. The wider and deeper the connection between a given situation and all activity, the easier the motive arises: the substance of consciousness is human activity.

A very good context for activities can be provided by special films. These should be event films, interesting in content (problem), communicative in focus (taking into account the sphere of communication), methodical in nature. Such a film is shown before each cycle of lessons and introduces students to the atmosphere of the next events, based on which the teacher creates situations in the class. All reading material, as not a goal, but a means of teaching speaking (texts used for the development of speaking, microtexts for mastering words and speech patterns) also relies on the events of the film, but expands and develops them. Even the content of many training exercises could become situationally determined, not to mention exercises at the stage of development of speech skills. The introduction of the context of activity is a basic prerequisite for the individualization of situations.

When learning oral foreign language, creating natural communication situations is not easy. Communication situations that arise by themselves in a learning environment have, firstly, a narrow substantive task, and secondly, they are very likely to be implemented in the native language.

The first circumstance is associated with the need to introduce content into the situation that goes beyond the educational process. The second circumstance is partly due to the fact that the learner is inclined to consider a foreign language as an object of study, and not as a means of communication. He perceives his teacher as a person who sets educational tasks for him and controls their implementation. To overcome this obstacle, the teacher must have the ability to transform from a teaching person into a conversational person.

Drawings can be used to create communication situations. Often these are caricatures. In drawings of this type, minimal graphic means are used to depict one or another content (often complex). This is a very common genre, and you can always choose the appropriate design. With no less success, situations are created based on drawings with dramatic content.

As in the text, there should be something “under-drawn” in the drawing (equivalent to omitted links in the text). In a drawing, this something must relate to the very essence of its content. The advantage of a good caricature is that the meaning is hidden behind external details.

Schematic supports. A diagram is one of the ways to generalize reality. It would be unreasonable not to use it as a means of mastering this reality, especially in the formation of speech grammatical skills, since generality is inherent in them as one of the qualities on which the transfer mechanism rests.

Scheme requirements:

1) Generality

2) Specificity

3) Functional focus

4) Dynamism

5) Representativeness (display in color, font, etc.)

K.S. Stanislavsky wrote that “the larger the artist, the more interested he is in

technique of his craft." With full right, the same can be said about the teacher, about the technique of his verbal and non-verbal communication with students. Because he teaches communication, his technical, technological mastery must obey the laws of speech communication in the process of real communication. The point is that learning should be “dissolved” to certain limits in communication. This is impossible if the teacher and students do not consider each other as speech partners. This is one of the central problems of the communicative method.

To be a speech partner means to meet certain requirements and, V First of all, be able to communicate. What is needed for this?

1) Be natural, sincere even when subjective reasons
interfere with this

2) Be expressive both intonation and in gestures and facial expressions.

3) Be able to move during communication (stand up, sit down).

4) Be able to listen, be an interlocutor.

5) To be able to keep several objects in sight at once is the most important professional skill of a teacher.

6) Be friendly.

In other words, the communicative method requires a teacher capable of communication and trained in it. But communication, as we know, is a two-way process. No matter what communication skills a teacher has, he will not be able to achieve verbal partnership if the students are not also taught at least the basic rules of communication in the lesson. You can’t just hope that students will see, understand, get used to it, etc. It is necessary to specifically demonstrate communication techniques, explain their function, and teach them how to use them.

Creating an atmosphere of communication in the lesson largely depends on the organization of the interlocutors, i.e. depending on what form of organization is used: individual, pair, group, choral or collective.

In recent years, choral work has become very popular, due to the need to increase students' speaking time in class.

Of course, a choir is sometimes appropriate, say, when practicing a new sound, mastering intonation, if certain conditions are met: phrases are not cut into separate words, the choir is not a screen for some silent, idle people. But even in the very at its best The choir provides not speaking, but the pronunciation of speech units.

The so-called “agreement” can be assumed as one of the forms of activation. When the teacher asks a question to one of the students and he answers out loud, the others can also respond to the question, but in a whisper or to themselves.

It is necessary to observe the conditions for the effectiveness of using “agreement”: students should not repeat the answer of the person asked; Students should not be forced to do this.

An excellent form of organizing communication is pair work: the speaking time is completely given to the students, their independence develops.

1.4. The basic concept of “speech skill”.

A skill is the ability to perform a relatively independent action in a system of conscious activity, which, due to the presence of a full set of qualities, has become one of the conditions for performing the activity.

Each of the skills as an action consists of two operations that are in close relationship both within one skill and between different types skills.

The diagram roughly shows this using the example of a single skill. It should be remembered, however, that skills comprise three subsystems: grammatical, lexical and pronunciation.

Interdependence of operations in skills

All the types of skills considered together make up operational level skills. This level is not yet a skill proper, because its properties cannot be reduced to a simple sum of their constituent elements. It always has its own qualities. Speech skill itself is motivational-mental level.

Speech skill as an independent phenomenon has the following qualities: purposefulness, productivity, independence, dynamism, integration and hierarchy. The first three have already been discussed above. Let's explain the rest.

Under the dynamism understand the ability of speech skills to transfer. In this sense, the dynamism of a skill is akin to the flexibility of a skill. But if the flexibility of a skill ensures its transfer to a similar situation, then the dynamism provides the speaker with his speech activity in any new communication situation.

Under Integration one should understand the quality of “cohesion” of skills. Speech skills integrate: -a) skills of different types; b) skills of varying degrees and levels of automation, stability, flexibility, complexity; -c) automated and non-automated components.

The latter means: life experience, knowledge, emotional sphere, etc. Therefore, we can say that integration occurs both within the levels (operational and motivational-mental) and between them.

Since speech skill is a new qualitative level, thanks to integration, the skill periodically moves to higher levels, which is experienced by the learner of a foreign language as unexpected ease in speaking.

1.5. Formation of lexical skills.

Various data allow us to identify the following components in lexical skill:

a) Auditory and speech traces from the word itself in their correlation: thanks
the latter carries out auditory control over the “formal” correctness of the word.

b) Correlation auditory and speech motor traces of words with visual
image of the subject(directly or indirectly).

V) Associative connections of a word with a circle of other words.

G) The connections of a word that make up its semantic structure.

d) Correlation of the word with the situation as a system of relationships
interlocutors.

Considering the structure of a lexical skill described above, it is easy to determine what shortcomings are inherent in the traditional procedure for working on its formation.

Firstly, new lexical units are, as it were, “imposed” on students. The latter come to a foreign language lesson after other lessons, and their brain works in a different mode that does not correspond to the perception of words. The words presented are not significant for them either in semantic or emotional terms, because they are not needed Now, at the moment, in order to say something (and in speaking, words are needed only for such purposes). Therefore, new lexical units are perceived as insignificant.

Thirdly, semantization of 10-15 words often takes 20-25 minutes of a lesson. These minutes, multiplied by the number of lessons where semantization is present, amount to almost 1/10 of the total teaching time.

Fourthly, semantization is only a communication of meanings; the main thing in word usage is not the meaning of the word itself, but its connections. Knowledge of the meaning is only knowledge words, possession in a word, it requires its assimilation appointments its functions.

It may be objected: after all, semantization is supposed to be a preliminary stage; it is supposed to be followed by automation, during which the purpose of the word, its function, and situational relevance are learned. But the trouble is that the strategy - “first outside the situation, then in the situation” or “first form and meaning, then function, purpose” - is ineffective or takes an extremely long time. This is quite understandable, because the correlation of any aspect of a skill with a situation is effective in speaking precisely because it is acquired along with the word, that is, when the word is acquired as a functional unit. Situational relevance is not attached to the word, but is assimilated with it; more precisely, the word (its form and meaning) is acquired thanks to situational relevance and the need for words to express one’s thoughts and feelings.

It is well known that traditional strategy leads, at best, to knowledge words, i.e. the student’s ability to name an isolated foreign word as an equivalent to the word native language, not to possession. This happens because the connections formed when remembering form and meaning without their purpose, i.e. in conditions that are inadequate for the functioning of words, they are qualitatively heterogeneous to those connections of words that take place in speaking (V.S. Korostelev). Hence the lack of transfer of skills.

On the one hand, students are not well developed in their activity and independence of expression on the problems that concern them, they have not developed the ability to deeply and comprehensively evaluate political and moral problems, the motives of behavior of their peers, the ability to compare their views and behavior with the thoughts and actions of heroes of literary works, films and etc.

On the other hand, when teachers manage to organize this kind of conversation, there is an acute lack of lexical material for students to express their thoughts: the 10-15 words that are usually given do not allow even a basic expression on the problem.

In general, it should be noted that in the process of mastering lexical units there is no place for semantization itself as a kind of preliminary stage. The process of mastering a word is a single, valuable process in which students, being prepared in content and emotional terms and already having the need to express their thoughts from the very first remarks, independently use the words placed at their disposal. Mastery of meaning occurs through functions; the disclosure of the meaning of words is only a component accompanying the process of assimilation, as if dissolving in this process.

In essence, two problems need to be solved: - firstly, to create in students a need for new words, - secondly, to give them these words in a form convenient for use.

Thus, watching a special film before the process of mastering lexical units has the goal of creating a meaningful basis for the process of forming lexical skills.

If there are no special films, then to create a meaningful basis for speaking, you can use interesting plot pictures, stories read at home in your native language, some problems taken from a literature lesson, i.e. any such material.

The “extralinguistic” object must be sufficiently problematic to evoke a desire to participate in communication, discussion and correspond to the age interests of students.

The second problem is solved using functional semantic tables (FST). They are composed in such a way that the student can easily find the word he needs and are presented after watching the film episode.

When the need for speaking is evoked, the student’s words of his native language are updated, so it is necessary that he can move from his native word to mastering the function of lexical units of a foreign language without any difficulties.

In this case, a technique comes to the rescue - functional substitution. Its essence lies in the fact that in groups all words are given in pairs: “native word - foreign word”, “foreign word - native word”, and the native word is written in a smaller and paler font, and the foreign word is larger and brighter. Wanting to say something, to somehow relate to a problem, the student finds the group of words he needs, and in it is the word that expresses his thought. The native word serves here only as a transition bridge.

It is important to note that from the very first meeting with new words, students use them to independently formulate their thoughts. To master 60 words, 2 lexical lessons are allocated. In the first of them: the goal can be formulated as the formation of lexical skills, and in the second - improvement.

Chapter 2. Communicative learning at the initial stage.

2.1. Communicative development of students at the initial stage.

Speaking about the communicative development of primary school students, it should be noted that primary schoolchildren do not fully disclose the connections between phenomena. Although younger schoolchildren practically master the basics of constructing theoretical concepts and are ready for theoretical generalizations (this is the most important psychological development of this age), in statements they still prefer concrete judgments to theoretical, abstract reasoning, a description of specific facts to the establishment of cause-and-effect relationships between them. In the process of schooling, they develop the ability to reason, draw conclusions, and develop planning thinking. Developmental education junior school student allows you to successfully form not only theoretical thinking, but also reflection on the method of speech activity, in particular reasoning.

The most familiar and accessible for this age is the solution of the communicative task of description. During this period, description acts as the most common educational task, the solution of which is inextricably linked with optimal perception capabilities. It develops and improves most interestingly at primary school age. This fact can be taken into account by a foreign language teacher as a psychological justification for the widespread use of figurative visualization: pictures, drawings, objects, toys as an organization of the subject plan of the statement.

Research by T.S. Putilova “Solving communicative problems by schoolchildren of different age periods” showed that younger schoolchildren, according to a number of parameters, already differentiate such communicative speech tasks as description and explanation, on the one hand, and proof and persuasion, on the other. For example, when it is necessary to solve the last two problems, they use significantly more words and semantic connections expressing causality than when solving problems of description and explanation. Their use of causality in their statements indicates that students of this age understand and are aware of the focus of evidence and persuasion on revealing cause-and-effect relationships between objects and phenomena of the surrounding reality.

Persuasion as a communicative task differs from other similar tasks, for example, description, explanation, proof, in that it is most communicatively focused on the communication partner. Solving this problem is very difficult even for an adult, not to mention younger schoolchildren. Due to the peculiarities of their speech and mental activity, they cannot fully master all the structural, content and formal (linguistic) components of persuasion. The method of solving this problem, which represents an independent difficulty, cannot become an object of consciousness for the student without specially organized communication.

Characterizing the overall level of development of productive speech activity of junior schoolchildren, we can say that in the process of learning they experience a complication, integration of both oral and written statements due to an increase in the number of minor members of the sentence, the appearance compound predicate etc. At the same time, due to the expansion of the student’s vocabulary, the number of sentences in the generated text and the total volume of the statement increases. Speech actions acquire a reflexive character. The student begins to independently reason and manage his mental operations, and realize the essential connections in the statement.

The above-mentioned features of the communicative development of a primary school student indicate:

1) natural heterochrony in the development of oral and written forms
communication, i.e. advance oral expression and listening comprehension;

2) insufficient formation of all speech mechanisms, in particular,
comprehension;

3) insufficient level of development of methods of thought formation.

The student’s thought itself is not yet entirely subordinated to the logical plan of its presentation. Statements, especially extended ones, are often not logical enough. In the same case, when a child is purposefully taught spelling, punctuation, text construction, communication, etc., he reveals a higher level of development in all types of speech activity.

2.2. Speaking is the goal and means of communicative learning

Speaking is a type of speech activity through which (together with listening) oral verbal communication is carried out.

Speaking can have varying complexity, ranging from expressing an effective state using a simple exclamation, naming an object, answering a question, and ending with an independent, detailed statement.

1) The first - the formation of speech intention (speech intention) - includes two phases: - the so-called speech stimulating experience; - phases of judgment formation.

2) The second stage of speaking also consists of two phases: 1) formation of an intra-speech summary; 2) utterances.

Mental intraspeech notes are formed on the basis of the first two phases of speech intention. With the help of associations and a determining attitude, images of words arise as a unity of signs and semantic content.

At the stage of pronunciation, a sensory and motor image of the word is formed, the syntactic arrangement of words and their compatibility are carried out.

A.A. Leontyev presents the structure of speech action as the relationship of three phases:

1) planning of speech action;

2) implementation of speech action;

3) comparison and control, within which the following stages are distinguished: a)
formation of speech intention, b) construction of an internal program (plan)
future utterance, c) grammatical implementation of the utterance and choice of words, d)
external design of the statement.

Based on the motive and other factors, speech intention is formed, mediated by speech, subjective (subject) code and formed as a plan (or program) of a speech utterance. These components still lack information about the grammatical structure and all subsequent components of speech production.

At the initial stage of training in a foreign language, the translation of a program into its own language form differs from such a translation in the native language and is carried out according to the scheme: program - statement in the native language - statement in a foreign language.

In accordance with the “Program for teaching foreign languages in primary school“Oral foreign language speech is regarded, on the one hand, as a goal, and on the other, as a means of learning. The program not only indicates summary training oral speech at each stage, but also provides approximate parameters for proficiency in listening and speaking in the forms of dialogic and monologue speech for each stage. This attempt to establish the final requirements for skills and abilities, even if they are proposed on the basis of a generalization of positive teaching experience, deserves approval, because This approach makes it possible to exercise effective control in the process of developing relevant skills and abilities and identifies specific requirements in the form of standards for proficiency in a foreign language at each stage of learning.

From a methodological point of view, it is significant that listening and speaking, being in close relationship, contribute to the development of each other in the learning process, “in order to learn to understand speech, you need to speak, and by how your speech is received, judge your understanding."

2.3. The main tasks of speaking at the initial stage.

General skills that indicate interaction various types speech activity, Galskova N.D. considers at the sensory-perceptual level, the formation of which occurs at the initial stage.

For example, the skills: 1) to correlate acoustic (when listening and speaking) and visual (when reading and writing) images with semantics; 2) correlate the speed of listening (reading) depending on the conditions of perception and target setting; 3) show flexibility in perceiving and processing information depending on the difficulty voice message; 4) automatically apply the rules accumulated V long-term memory; 5) use guidelines for the perception and production of speech; 6) overcome the focus of attention on articulation; 7) make widespread use of forecasting at the level of linguistic form and content; 8) use the sensory-perceptual base of the native language in a foreign language, etc.

1) there is no need to make special efforts to transfer speech skills;

2) it is necessary to strictly manage the educational process, taking into account both general and various parameters of oral and written forms of communication.

Provisions on the result of speaking, which is defined as a response action of a participant in communication, regardless of whether it has an external expression or not, whether it is carried out immediately or after some time, become important for solving methodological problems in the field of teaching speaking. This result is manifested in the reactions, actions, behavior of the listener, and is realized in the activities of other people.

Sometimes in methodological manuals devoted to teaching oral foreign language, especially emphasize such features as motivation, emotionality, direction and situationality as its leading characteristics. The level of emotionality and situationality of oral speech is incomparably higher than that which can be observed in a written text. This is explained by the direct contact of oral speech act, which is missing in the sphere of written communication.

The ability to communicate, which affects the sphere of social relations between people,” most naturally has “exit” to the personal qualities of students, allowing them to successfully interact with each other, with adults, and with various means mass media, no matter in what language or in what subject area this interaction takes place. Consequently, this ability, being a universal personality quality, has a general pedagogical meaning and should perform an organizing function in school education, i.e. combine all academic subjects into an orderly system.

In turn, the ability to communicate in a foreign language presupposes the development in students of a certain set of properties and personal qualities that are conducive to mastering a foreign language and its practical use, as a means of becoming familiar with another national culture and a means of communicating with speakers of another culture. Thus, the student not only masters another way of communication, but also becomes familiar with a different cultural heritage, which shapes his personality, belonging to a particular linguistic and cultural community, and also develops his universal consciousness.

In contrast to previous attempts to combine the goals of teaching a foreign language and the general objectives of education primarily through educational material(language, information about culture), defined as strategic goal teaching a subject and developing students’ ability to communicate makes it possible to go beyond the narrow framework of linguistic aspects of learning into the area of students’ personal relationships with each other, with the content of learning, with the reality around them, with the culture of the country of the language being studied, etc. This, in turn, creates a special “pedagogical field” for the development of the student’s personal qualities, his intellect and cognitive abilities, emotions, readiness to communicate in various types of group and collective interaction.

The development of the ability to communicate in a foreign language is associated, first of all, with the formation of communicative competence in students. Since the primary school is the first link in the general system of school education, its task is lay the foundations of communicative competence, allowing you to carry out foreign language communication and interaction of children (including real needs and

interests in communication and knowledge of children of primary school age).

In the field of teaching speaking, this general goal is specified as follows. At the end of primary school, students, according to the “Program” of teaching foreign languages in primary school, should be able to:

Communicate (at an elementary level) with your peers (including those from the country of the language being studied) within the framework of the areas, topics and communication situations designated by the program;

In conditions of direct communication, understand and respond (verbally and
non-verbally) to the oral statements of a communication partner within the framework of areas, topics and
situations indicated by the program, using transfer if necessary,
repeat the request. Since the ability to perceive and understand spoken speech is
integral part of direct oral communication, then these skills
are considered in the program in conjunction with speaking skills;

Make basic coherent statements about yourself, about your family members, about
friend, about school, about the city, etc., while expressing (at an elementary level) his
attitude towards the perceived information or the subject of the statement.

Since even with such a formulation of goals, due to their too general and somewhat abstract nature, it is quite difficult to predict the content and results of teaching speaking, in the above-mentioned program they are further detailed. At the same time, it was taken into account that for a child, the language that he masters, even in isolation from the natural language environment, is not a system of signs, rules or speech patterns, but a tool that allows him to realize his intentions, satisfy intellectual and emotional needs, and achieve practical

result (learn something new, do something together, etc.). The functions performed by language in a child’s life are diverse, and all of them must be represented in the educational process:

Language is a means to satisfy the material needs of a child: “I
I want" - function;

Language is a means of controlling the behavior of the child himself and his partner.
communication: “Do what I tell you” - function;

Language is a means of expressing one’s own individuality, similarities with others and differences from them: “This is me” is a function;

Language is a means of understanding the surrounding reality “Why?” -function;

Language is a means by which a child can “build” his own world, imagine it and “act out”: “Imagine” is a function;

Language is a means that allows you to communicate, convey this or that content:

“I have to tell you something” - function.

Thus, at the first stage, four main tasks are identified. At the same time, it is important to note that at this stage Due to the age characteristics of first-graders, and also due to the fact that in the first grade, students are taught their native alphabet and reading in their native language, all work in a foreign language lesson is built on an oral basis with an emphasis on the game motivation of students. As a result, children develop a communicative core - the primary skills and abilities of foreign language communication.

Each learning task is associated with the implementation by the communicator of certain communicative intentions. Having clarified the latter, we can identify a range of basic skills, the mastery of which makes students capable of solving a particular communicative problem. The skills identified in this way, on the one hand, act as refined (detailed) tasks for teaching speaking in primary school, and on the other hand, are one of the components of the content of training.

As you know, speaking includes various acts that take place in specific communication situations and are its product. At the same time, in the structure of oral communication, a communicative situation arises in certain areas of communication: - social and everyday, - educational and labor, - socio-cultural, - gaming.

Communication situations influence the choice of topics and can be either single-topic, for example, in the social and everyday sphere, or multi-topic, for example, in the socio-cultural sphere. For example, in the socio-cultural sphere the following topics were highlighted: - “City (village) and its attractions”, - Travel and excursion”, - “Transport”, - “Traffic rules”, - “Seasons”, - “Weather ”, - “Attitude to nature”, - “Favorite heroes of fairy tales and cartoons”, etc. In the social and everyday sphere, the following topics were highlighted: “Family”, - “Helping elders and younger ones around the house, family traditions”, - “Home and apartment, household responsibilities”, - “Well-being”, - “Food”, etc.

In order to have an idea of possible ways to implement communication tasks, in addition to communicative situations, areas, design communicative tasks, approximate incentives are given for the design of different types of statements, such as dialogue-questioning, monologue-description, dialogue “etiquette”, monologue-message, etc. For example, to solve the task “Establish contact with a communication partner” such incentives can be the following: “Introduce yourself, tell me your name. If you need to leave urgently, apologize and say goodbye,” - “Introduce him (her) to your friends, parents,” “Congratulate him (her) on..., wish him (her) ....”

The selection of language (phonetic, lexical and grammatical) material for speaking is carried out in the program in accordance with the objectives of communication and assuming a logical, consistent and dynamic approach to the planned learning outcome. IN new program An attempt has been made to show the dynamics of the “growth” of the material to be mastered at each subsequent stage of learning. In addition, as one of the components of the content, linguistic and regional studies material is structured in accordance with other main content milestones, which allows expanding the target capabilities of the program, focusing training not only on the acquisition of speech skills and abilities, but also on introducing children to another world culture, introducing them to the sociocultural characteristics of another people. So, for example, to develop in first-graders the ability to name faces, objects, animals and actions with them within the framework of the topics: “Favorite heroes of fairy tales and cartoons”, “Food”, - “Favorite games”, - “The world of animals and attitudes towards them” , - “Seasons”, - “Weather”, - “School”, children are introduced to the characters of fairy tales and cartoons, famous in the country of the language being studied, with national dishes, with the games that their peers play abroad, with the names of animals that live in the country of the language being studied, with some of its geographical and climatic features, with the names of school disciplines adopted in this country.

At the second stage of training, the list of topics expands to include such topics as: - “Travel and excursions”, “Transport”, “City (village) and its attractions”, “Free time”, and students become familiar with the measures within these topics length and weight, banknotes and prices accepted in the country of the language being studied, with the names of cities and their main attractions, with state symbols, with a geographical map; They are also given some information from the history of the people speaking the language being studied. At the third and final stage, this material is supplemented by familiarizing schoolchildren with the main road signs adopted in the country of the language being studied, as well as with signs in stores.

Thus, taking as a basis a certain learning task and focusing on the expected result, expressed in the student’s ability to realize one or another communicative intention, a specific user of the program can make the necessary changes to the components of the content of teaching speaking, situations, topics, their lexical and grammatical content, and also vary the sequence of work with given situations, topics, etc.

Chapter 3. Practical part.

In the lower grades, material for children is presented in a playful form that is not tiring for the child. Various creative tasks will contribute to the development of imagination and will help to better understand what has been covered in the lesson. The kid will have to complete drawings of objects and come up with rhymes, color, connect the dots, find hidden animals, etc.

Poems, counters and rhymes offered for memorization are built on words and phrases that have already been explained by the teacher and learned by the child.

Foreign language classes at an early age develop the child comprehensively. His memory and intelligence improve, and his powers of observation develop.

Lesson 1.

Goal: familiarization with the target language.

Objectives: To introduce children to the country of the language being studied, to arouse interest in the French language through familiarization with the works of writers and the culture of France.

Say hello to the children in French, introduce yourself and talk to them about how interesting and necessary it is to speak another language, e.g. French, they can easily communicate with their peers and adults from French-speaking countries, read books by French writers in the original, and watch cartoons without translation. Tell your children which countries speak French. Help them remember their favorite characters from French books and cartoons. Point out to them how important it is to pronounce French sounds correctly so that native speakers can understand you. Invite them to listen to some Russian words and sentences spoken in French<папа>, <мама,>, <Ты кто такой?>. Ask them to raise their hand when they hear a word or sentence spoken in a language other than Russian.

Say goodbye to your children in French and promise that in the next lesson they will learn how to pronounce certain sounds correctly and how to form the phrase: “My name is.”

Lesson 8.

Introduction and consolidation of new sounds, words and structures, repetition of what has been learned.

Goal: to provide the basics of everyday French speech and to replenish vocabulary.

Objectives: teach basic expressions and independent construction (construction) of phrases, show the features of pronunciation.

Educational material

Enter sound. The sound is an open front vowel. When pronouncing, the tip of the tongue rests forcefully on the lower teeth, the back of the tongue lies flat. The jaw is lowered, but somewhat less than for [a]. The lips are not tense. The corners of the lips are slightly drawn back.

Place pictures of a head, a chair, a jacket on the table. Name them and teach them in chorus. Play the game Qu'est-ce qui manque? , thus securing new words.

Translate the question Qu’est-ce que c’est? for the children, explain the answer C’est . Practice your answer with different pictures or toys:

Qu'est-ce que c'est?

C'est une veste.
- Qu'est-ce que c'est?

C'est une tete. etc.

Play in teams with your children, complicating the game by accelerating the tempo and using the word s’il vous plait . The loser pays a "fine" in a rhyme of his choice.

Invite one child to imagine himself as a bear and answer the question Qu’est-ce que je peux ? reply je peux sauter . Another child who imagines himself to be a frog will say je peux nager etc.

Reinforce the most difficult words and sentences to remember in the game "Echo". Achieve correct articulation of sounds.

Lesson 9.

Introducing and reinforcing new sounds, words, structures and commands.

Educational material

1. Start of the lesson. If you choose, review with your children the sounds covered in previous lessons. Then move on to the vowel [e]. When pronouncing this sound, the tip of the tongue rests on the lower teeth, the back of the tongue is raised. The lateral edges press hard on the upper molars. The jaw is lowered less than for . The corners of the lips are stretched and very tense.

Have them say the sound several times.

Enter new commands and repeat the previous ones. Then play the game Qu’est-ce que je peux with the children ? Addressing each child in turn, ask this question and help answer. Je peux dancer . Je peux chanter. Je peux dessiner. Je peux nager. Je peux sauter. Children accompany their answers with appropriate movements.

Call three children, line them up and make from them an affirmative sentence: 1st child – ce , 2nd child - est, 3rd child - une , 4th child - chatte . Each child remembers and pronounces his word out loud. Then swap the places of the first and second child, explaining that now you have an interrogative sentence: 2nd child - est , 1st child - ce, 3rd child - un , 4th child - chatte ? To reinforce the material, repeat the game with other children.

Place pictures of a nose, a student, a key on the table. Name them and, calling the children one by one, say Montrez-moi . The child must show the picture correctly and say, for example, C'est une table . In this way, consolidate all new nouns.

When showing children pictures of animals or objects, ask, for example. Est-ce un chat ? help with the answer Oui, c’est un chat . Then show a picture of a dog and ask Est-ce un chat? and help with the answer Non, ce n"est pas un chat . Accompany your answers with appropriate head movements.

Lesson 10.

Introduction and consolidation of new sounds, words and structures, repetition of what has been learned

Educational material

1. Beginning. Sound production [i]. When pronouncing this sound, the tip of the tongue rests on the lower teeth, the middle part of the back of the tongue is raised high to the hard palate and almost touches it. The mouth opening is smaller than for [e], the corners of the mouth are greatly stretched.

Place pictures on the table depicting a book, dinner, or a city. Name them and ask the children to repeat in chorus. Play, trying to confuse the children. Showing a picture of the city, ask Est-ce une ville? Children will answer Oui, c’est une ville . Showing a picture of dinner, ask Est-ce un livre ? Children will answer Non, ce n’est pas un livre, etc.

Place pictures on the table depicting objects and animals larger and smaller size. When showing children, for example, a small and then a large frog, say Est-ce une petite grenouille? . C'est une grande grenouille . Practice the adjectives petit and grand on other examples .

Conclusion.

1. So, based on the above-mentioned program, at the first stage the student must
be able to:

Establish contact with a communication partner in educational, gaming and
real communication situations;

Name persons, objects, animals and actions with them, give them
quantitative, qualitative and time characteristics in educational, gaming and
real communication situations;

Express emotional assessment (feelings, desire (reluctance)
perceived information;

Understand and give simple instructions in educational, gaming and real-life situations
communication situations.

2. At the second stage, all the main tasks of the first class are preserved, but with them
solution, the communicative core is enriched by mastering
schoolchildren with new means of communication. In addition to the four indicated
new tasks are being put forward, related to the ability of schoolchildren to speak out not only
about what he saw, but also from the text he read or based on it.

3. At the third stage, the system of previously acquired knowledge is implemented,
skills and abilities and their further improvement, including improvement
the ability of schoolchildren to independently solve communicative problems in various
communication situations (this skill should be important with the educational component
process); students’ oral speech becomes more complex - much attention is paid to
the formation of such qualities of a statement as its logic and consistency;
purposeful work is carried out to develop students’ skills to express
personal attitude to information. It is also important to note that by the third stage
schoolchildren master the language (at the elementary level, within the framework of the requirements
program) in all its main functions.

4. The identified tasks are core at the initial stage of training.
designing the content of training in the subject: it is they, and not the topic and not
language and speech material are the starting point for the selection and organization of educational
material.

List of used literature

1. Passov E.I. Communicative method of teaching a foreign language. M., 1985.

2. Shubin U.P. Language communication and foreign language teaching. M., 1972.

3. Potebnya A.A. Thought and language. Full collection op. 1996,

4. Zimnyaya I. A. Psychology of teaching foreign languages at school. M., 1991.

5. Galskova N.D., Cheptsova M.B. Goals and content of teaching speaking in
primary school. IYaSh., 1995.

6. Lyakhovitsky M.V. Methods of teaching foreign languages M., 1981.

7. Foreign language teaching program in primary school. M., 1995.

Introduction………………………………………………………..3

CHAPTER I

1.1 Speaking as a learning goal…………………………..4

1.2 Conditions for the functioning of speech……………………...6

1.3 general characteristics speaking…………………..7

1.4 Psychophysiological mechanisms of speaking.........8

1.5 Stages of working on speech material when teaching speaking………………………………………………………13

CHAPTER II

2.1 The relationship between speaking and listening, reading and writing……………………………………………......15

2.2 Main types of speech situations and methods of creating them…………………………………………………………..….17

2.3 Linguistic characteristics of monologue and dialogic speech……………………………………..20

Conclusion……………………………………………………...24

Bibliography

Introduction

Speaking is a type of speech activity through which (together with listening) oral verbal communication is carried out.

The transition from a word and phrase to a whole utterance is associated with varying degrees of participation of thinking and memory.

According to F. Kainz, for example, the most perfect speech is that, using which the speaker consciously correlates linguistic signs with the corresponding content determined by the speech situation. He refers to such speech as “initiative” or “spontaneous.” When forming his thoughts, the speaker is guided by his own initiative, independently chooses the subject-semantic content and linguistic material, including the expressive means of language.

This and much more will be discussed in the next work.

CHAPTER I

1.1 Speaking as a learning goal

First of all, let’s define what we mean by “learning to speak.”

The term "oral language training" is used quite often; This means that they are taught to speak a foreign language. It must be noted, although it is very obvious, that these terms are not identical. Learning to speak is only part of learning to speak, since the oral form of learning includes both speaking and listening. Of course, both of these processes are inseparable in communication, and they are closely connected in learning: learning to speak is unthinkable without learning to understand speech by ear. However, these different types activities require specific learning paths.

Sometimes the term “speaking training” is used, which is quite legitimate. Teaching conversational speech is one of the tasks of teaching speaking. This term is legitimate to use when referring to teaching a conversational style of speech.

So, we will use the term “learning to speak,” meaning by it learning to express one’s thoughts orally using neutral means of language.

As you know, teaching speaking is usually one of the main goals of teaching foreign language speech. But when this goal is specified, methodologists differ in its definition. Some call unprepared speech as the goal of learning, others - spontaneous speech, others - productive, and others - creative. Which one is right? Which name is better? The answer can only be this - all and none of them. Let's explain this. Let's take an example of the most common phrase - unprepared speech.

“Unpreparedness” is a multidimensional concept. That is why P.B. Gurvich believes that in teaching unprepared speech the teacher faces three tasks: a) teach combinational-unprepared speech; b) teach speech unprepared in time (impromptu); c) teach speech that is not prepared by external motivation (spontaneity, initiative).

N. S. Obnosov puts forward other tasks for the teacher, namely: a) teach initiative speaking; b) teach a quick response to a cue; c) achieve practical accuracy and the required pace.

As we see, the content of unpreparedness is understood in different ways. Perhaps this has only a terminological meaning? Certainly not. P.B. Gurvich is right when he writes that the definition is important because it indicates the directions along which one should go towards the intended goal. It is obvious that a teacher who relies on N. S. Obnosov’s definition of unprepared speech will pay attention to other aspects of teaching than a teacher who shares the point of view of P. B. Gurvich. Such important aspect N. S. Obnosov does not distinguish , as a combination; Obviously, it is assumed that the ability to combine speech material will arise by itself. But this is a deep misconception. It seems all the more strange because N. S. Obnosov, like many others, believes that unprepared speech is always creative speech. What, then, is the creative nature of speech, if not combination? True, creative character is also manifested in the ability to use speech material in any new situation. But the aspect of transfer fell out of sight not only of N. S. Obnosov, but also of P. B. Gurvich, when they revealed the content of the concept of “unprepared speech.” And methodically, this is the most important thing, since it is transfer that ensures the functioning of speech. But the ability to unpreparedly use speech material in new situations does not appear by itself; the quality of dynamism needs to be specially developed. And in this case we have the right to say that the goal of learning is dynamic (creative) speech: this quality is present in speech.

If we go further along this path, we can say that we teach meaningful speech, logical speech, productive speech: speech has all these qualities, as well as the quality of unpreparedness. But then it is legitimate to ask whether it is advisable, speaking about the purpose of learning as a whole, to narrow it down to one of the particular tasks? In the appropriate context, any of the following terms would be appropriate. When it is necessary, for example, to emphasize some aspect of speaking, especially when it comes to classifying exercises, you can use any term: exercises for developing initiative in speaking, exercises for developing logical speech, exercises for improving the combinational side of speaking, exercises for developing unprepared speech, etc. But as a general term that generalizes, none of these phrases is legitimate. Yes, they are not necessary. The term “speech skill” includes everything. This is why the learning goal must be defined as speaking at a proficient level.

1.2 Conditions for the functioning of speech

To carry out speaking, certain conditions (prerequisites) are necessary. There are at least five such conditions.

1. The presence of a speech situation that is potentially a stimulus for speaking.

2. The presence of knowledge about the volume of speech (about the components of the situation), which “feeds” the speaker’s thought, determines what he says.

3. Attitude towards the object of speech, which depends on the past experience of the subject, his system of views, feelings, i.e. on the human consciousness. This explains the motive for speaking, i.e., why a given subject performs a given speech act. Note that the second and third conditions depend on the level of general development of a person, his abilities to think and feel.

4. Having a purpose for communicating one’s thoughts, i.e., why a person speaks in a given situation. The goal may not be actually realized at the moment of speaking, but it is always there; otherwise, speech loses its communicative orientation.

5. Availability of means of expressing one’s thoughts and feelings, means of expressing one’s attitude and realizing the goal of a speech act. Such means are speech ability and its component skills. Let us also note that the fifth condition completely depends on the process of learning foreign language speech itself.

In connection with the presence of these conditions, it is interesting to pay attention to the following fact. In the process of learning to speak, there is a “conflict” between the second and third conditions, on the one hand, and the fifth condition, on the other. The presence of knowledge, thoughts, the desire to express one’s attitude towards something is met with a lack of means of expression.

Apparently, with the traditional organization of speech material (with a non-communicative approach to teaching speaking), this “conflict” (between “I want” and “I can”) is insoluble. The assimilation of tenses, for example, is separated by a significant interval, which does not make it possible to naturally express thoughts and leads, among other things, to a loss of interest in a foreign language as a means of communication.

1.3 General characteristics of speaking

We have already talked about the characteristics of speech activity in general (see Part I, Chapter One). Let us note here only the most important, from a methodological point of view, qualities of speaking as one of the types of speech activity.

1. Speaking is always situational. It follows that it is necessary to avoid the use of non-situational phrases, not only in the process of developing speech skills (this is easier and most often occurs), but also in the process of forming and improving skills (which is not actually done and, most importantly, is not recognized as vital) .

2. Speaking is always purposeful and motivated. This requires an appropriate organization of the process of teaching speaking: the use almost entirely of conditional speech and speech exercises, the desire to motivate students’ speech actions.

3. Speaking is always connected with thinking. It follows that it is necessary to develop speech skills in the context of solving communicative problems of speech communication. We emphasize: we are not talking about teaching thinking and not about mental tasks, but about speech-thinking tasks, i.e., communicative ones that arise in speech situations.

4. Speaking at the level of skill is always a product, not a reproduction of a finished product. One of the most important conclusions follows from this statement: it is necessary to develop speaking productivity in every possible way, in all aspects.

To properly appreciate the importance of such a task, it is necessary to consider the mechanisms on which speaking is based.

1.4 Psychophysiological mechanisms of speaking

A. R. Luria quite rightly believes that we are still very far from understanding those physiological mechanisms that underlie the dynamic organization of speech thinking. Nevertheless, it is very useful, even necessary (at least at the achieved level) to have an understanding of the mechanisms of speaking.

1. Mechanism of reproduction. Many speech researchers have noted that it always contains elements of reproduction. K. H. Jackson, for example, generally divided speech into two types: “ready” (automated) and “new” (organized at the moment of speaking). According to E.P. Shubin, the reproduction of ready-made blocks in English dialogic speech is about 25%. The author divides all language signs into recurrent (repeating) and occasional (random). The percentage of both depends on the complexity of the sign: the higher the level of the sign, the fewer recurrent elements.

Reproduction is very diverse. It could be:

1) complete reproduction of the structure and content (phrases, even statements) without changes: a) in the same situation, b) in a new situation;

2) partial reproduction, i.e. the transmission of content in several phrases removed from the text without changes;

3) reproduction-transformation, i.e. transfer of content in new forms.

The process of reproduction can take place in two ways: we can use “ready-made blocks” in speech in order to carry out our communicative task, and we can reproduce something simply because we are asked to remember it.

Therefore, in the learning process, it is necessary to distinguish between reproduction: a) as control of what has been learned (which should be avoided in every possible way, because the reproduction mechanism does not work under those conditions); b) as a prerequisite or one of the prerequisites for speaking (which must be widely used, because the speaker reproduces ready-made elements in the presence of a speech task, and not any other task, for the sake of solving it).

The mechanism of choice is closely related to the mechanism of reproduction.

2. Selection mechanism. The first thing to distinguish between the choice of words and the choice of structure. Apparently they are based on slightly different mechanisms.

As for the choice of words, the opinions of scientists, although not contradictory, are not very specific. N.I. Zhinkin, for example, believes that due to limited time for thinking, a person chooses what “lies ready.” What does it mean to be “ready”? N. M. Amosov also believes that the most ready at the moment is chosen, that the selection of words is influenced by training and chance. What does “case” mean?

E.P. Shubin answers the question that interests us more specifically and accurately. In his opinion, the choice of words is influenced by: the semantic purpose of the message; communicative purpose; iconic and situational environment; and also: relationships between speakers, characteristics of the recipient, commonality of life experience, etc.

This means, apparently, that the word “acquires” associative connections with various factors; The more such connections there are, the higher the “readiness” of the word to evoke it in speech. Associations of words with each other are also of considerable importance: the stronger they are, the faster the choice is made. Of course, the choice of words cannot be automated to the same extent as the choice of structures.

If with regard to words it is possible to at least list the factors influencing their choice, then with regard to grammatical structures it is hardly possible to do this either. Probably, such a factor can be considered the associative connection of a structure with its function in certain speech situations, with a communicative purpose.

3. Combination mechanism. Defining combination, Yu. A. Kudryashov writes that it means a process of forming phrases and sentences in which the speaker uses familiar language components in new combinations that have not been encountered in past experience.

But combination can occur not only at the level of phrases and sentences (phrases), but also at the level of super-phrase unity (statement), topic, several topics.

Combination units can be: word, syntagma, phrase. Special attention should be addressed to the syntagma. Why? All of our speech, as we know, consists of “automatic runs” (A. A. Leontyev) and pauses between them (pauses of hesitation). Automatic jogging takes place just within the syntagma. It is the most mobile unit of speech. Therefore, when learning to speak, you need to use syntagma more widely.

The combination mechanism is one of the central mechanisms of speech skill. The mechanisms of reproduction and choice are subordinate to this mechanism, “working for it.” On the other hand, reproduction and choice are improved precisely in the process of combination.

One of the most important qualities of speaking - productivity - rests on the combination mechanism. Fluency of speech, its novelty, and its other qualities as a product depend on the ability to combine. It is no coincidence that P. Shubin said that the speech mechanism “revolves on the axis of combinability.”

Combination occurs in speech depending on the speech task. Therefore, it is methodologically important that exercises in combining material are performed with a communicative orientation.

4. Design mechanism. Some methodologists argue that the construction mechanism is like an “emergency exit” used in case of difficulties in speech. Are there cases in speech when we consciously apply linguistic rules and construct a phrase? Almost never, if we speak at the skill level. Current awareness of language rules (in expanded or collapsed form to some kind of code) is, of course, possible, but this indicates “only an insufficient level of proficiency (as, for example, in the process of learning foreign language speech), and not that it should be so.” always be.

A person, of course, constructs some speech units in the process of speaking. But these operations are carried out not on the basis of rules, but on the basis of an analogy with the abstract model that is stored at the physiological level, on the basis of a sense of language, a sense of the admissibility of a particular construction, its consistency with the structure and spirit of language.

Construction can occur at the level of phrase and super-phrase unity (utterance).

The design mechanism is closely related to the combination mechanism, but does not coincide with it. Situational conditions of communication turn out to be so variable that an urgent reconstruction of existing stereotypes is often required: a spoken phrase (part of it) or a phrase that appears in the speaker’s mind is rejected on the basis of its inadequacy to any condition: the state of the listener, the tactical plans of the speaker, style, etc. P.

5. Mechanism, anticipation. Without the work of this mechanism, not a single statement is possible, be it at the level of a phrase or super-phrase unity. In order for speech to be smooth and fit within a certain normalized time, there must be anticipation of what will be said next.

Anticipation can occur on two levels: structural and semantic. In structural terms, anticipation is possible at the level of the phrase, when when pronouncing the first words, others are already ready, and the structure of the phrase is also anticipated and anticipated, and at the level of the utterance, when its entire structure is anticipated, which allows the generation of a statement without long pauses between individual phrases.

Does this fact have methodological significance? Undoubtedly. The anticipation mechanism is a product of experience; it must be developed specifically, through certain exercises.

In semantic terms, anticipation is the anticipation of outcomes in speech situations. This prediction of outcomes helps the speaker construct his utterance.

6. The mechanism of discursivity. If the anticipation mechanism “manages” the process of preparing a speech utterance, then the discursivity mechanism controls the process of its functioning, monitors it, that is, it implements the speech strategy and tactics of the speaker.

This mechanism operates entirely at the level of actual awareness. What aspects does it serve?

1. Evaluates the situation in its relation to the goal (speech strategy).

2. Perceives feedback signals (the interlocutor’s remarks, his non-verbal behavior) and makes decisions “on the fly” (speech tactics).

3. Involves the necessary (available to the speaker) knowledge about the subject of speech, situation, etc.

It would seem that the speaker already knows how to do all this using his native language, and there is no need to specially form this mechanism when teaching foreign language speech. But practice shows that this is not so: a complete transfer of these operations from the native language does not occur.

All the mechanisms briefly discussed take place in speaking, so they need to be formed in the process of learning it and in the process of developing the skills on which speaking is based. We will look at these skills and the methods for developing them in subsequent chapters.

1.5 Work steps over speech material

when learning to speak

Considering that the general process of mastering the material is based on the “skills - speech ability” scheme, three stages of work can be distinguished:

1) stage of skills formation;

2) stage of improving skills;

3) stage of development of speech skills.

What are the specifics and tasks of each stage?

1. The stage of formation of the actual skills consists of two substages: a) substage of the formation of lexical skills; b) substage of the formation of grammatical skills.

As for pronunciation skills, their formation is not allocated to a separate stage, because this is the task of the initial stage of education.

The stage of skill formation can be operationally called “pre-text”, since all work on speech material takes place before the text is presented, but the material itself is removed from it. The work is carried out mainly orally with visual and motor reinforcement (the principle of oral advance) on the basis of exercises with a different content than the upcoming text (the principle of novelty).

2. The stage of improving skills is characterized by other tasks. Here work takes place on an educational text, i.e. a text based on material that was fully mastered at the first stage. The text serves as visual reinforcement and a meaningful basis for exercises.

In working order, this stage can be called “text”.

Improvement of skills at this stage occurs along the following lines: a) combining text material; b) transformation of text material; c) the formation of stability of skills by “collising” those acquired at the pre-text stage with those acquired earlier.

3. The stage of development of speech skills (post-text) is no less complex.

While there is no sufficiently substantiated classification of speech exercises, at least two substages can be distinguished: a) a substage of the development of prepared speech based on one topic; b) substage of development of unprepared speech on an inter-thematic basis.

This leads to their specificity: at substage “a” various supports are used, at substage “b” they should be avoided. However, at both substages new situations are used, which develops all the necessary qualities of the skill.

Classes at all three stages constitute one cycle of work on mastering a certain dose of speech material.

CHAPTER II

2.1 The relationship between speaking and listening, reading and writing

Comparative characteristics of speaking and listening make it possible to identify common psychological parameters. Both types of speech are characterized by the presence of complex mental activity relying on inner speech and a forecasting mechanism.

The main difference between these two processes is their final links - the generation of utterances for speaking and the perception of speech for listening. However, as psychologists point out, the activities of the speech motor and auditory analyzers are in a certain relationship. In the process of speech perception, “two main speech mechanisms operate – speech motor coding and decoding of spoken speech, which constitutes the communication channel.” The encoding process presupposes mastery of the phonological system of the language. At the beginning of learning a foreign language, phonemic hearing in the native language has already been formed, and the formation of phonetic hearing in a foreign language depends both on the articulatory properties of the sounds of the foreign language and on the sound system of the native language. Therefore, prolonged passive listening, not supported by external speech practice, can lead to distortion of auditory images and complicate the formation of acoustic-articulatory features.

From a methodological point of view, it is significant that listening and speaking, being in close relationship, contribute to the development of each other in the learning process. “In order to learn to understand speech, you need to speak, and judge your understanding by how your speech is received. Understanding is formed in the process of speaking, and speaking in the process of understanding.”

According to A.N. Sokolov, internal speech and articulation associated with it are the main mechanism of speech thinking and take place both when listening to foreign language speech and when speaking. In the process of speaking, preliminary fixation of thoughts takes place using internal speech, i.e. drawing up a mental plan or outline of a future statement. “Even with the direct communication of one’s thoughts at the moment of their occurrence, their expression in external speech is still preceded by the appearance of speech motor impulses, which in all cases, at least for a fraction of a second, anticipate the utterance of words.”

Both processes are accompanied by active mental activity.

A brief comparative analysis of listening and speaking indicates not only the close interaction between listening and speaking, but also their organic connection with reading and writing.

Writing arose on the basis of spoken speech as a way of recording the sounds of language for storing and subsequently reproducing information. Reading is, as it were, a transitional form from oral speech to writing, combining the characteristics of both. Learning to both read and write involves developing connections between speech hearing and articulation.

Each speech activity is normally ensured by the joint work of several analyzers, united by the “unity of the labor movement.” However, the function of each analyzer in any type of speech activity remains strictly differentiated, and the relationship between the analyzers is dynamic, mobile, changing during the transition from one type of speech activity to another. For example, the connection between the auditory and speech motor analyzers is not absolute, but depends on many factors, primarily on the complexity of mental actions, on the form of communication (oral or written), on the speech experience of students, etc.

General skills that indicate the interaction of various types of speech activity can be considered at the sensory-perceptual level, the formation of which occurs at the initial stage. For example, the skills 1) to correlate acoustic (when listening and speaking) and visual (when reading and writing) images with semantics; 2) correlate the speed of listening (reading) depending on the conditions of perception and target setting; 3) show flexibility in the perception and processing of information depending on the difficulty of the speech message; 4) automatically apply rules accumulated in long-term memory; 5) use guidelines for the perception and production of speech; 6) overcome the focus of attention on articulation; 7) make widespread use of forecasting at the level of linguistic form and content; 8) use the sensory-perceptual base of the native language in a foreign language, etc.

Assuming that all types of speech activity should closely interact not only at the advanced stage, but also at the very beginning of teaching a foreign language, two practical conclusions can be drawn: 1) there is no need to make special efforts to transfer speech skills; 2) it is necessary to strictly manage the educational process, taking into account both general and various parameters of oral and written forms of communication. The last of the above paths seems more correct, since although compensation of some properties by others is one of characteristic features mental traits of a person, the transfer of general skills from one type of speech activity to another does not occur spontaneously, but requires special teaching techniques, correct selection of sources of information and a certain individualization that develops the language abilities of students and stimulates learning motivation.

2.2 Main types of speech situations and methods of creating them

As is known, any speech activity is determined by the situation, i.e. “the conditions (circumstances, purpose, etc.) in which a given statement is made.”

The situation as the basis of verbal communication is a set of speech and non-speech conditions that are necessary and sufficient for the performance of a speech action.

The selection and classification of real-life speech situations to solve a number of methodological problems led to the need to consider them from the point of view of various types of speech behavior. Accordingly, standard (or stable) and variable (or variable) situations are distinguished. In standard situations, human behavior (verbal and nonverbal) is strictly regulated. In variable speech situations, the form of speech is not so closely related to the content, but is determined by the social and personal relationships of the interlocutors, their general educational level, degree of acquaintance, etc.

The educational process cannot lead students through all possible real-life communication situations, and therefore speech skills must be developed on the basis of exercises in educational speech situations that simulate real speech communication.

The educational speech situation is designed to meet the needs of students in verbal communication and should represent a set of life conditions that encourage the expression of thoughts and the use of certain speech material. In the educational process, it should serve as: 1) a unit of learning content; 2) the way the material is organized in a lesson, in a textbook or textbook; 3) a criterion for organizing a system (or series) of exercises.

It differs from a natural situation: 1) in a certain detail of the circumstances of the reality around us; 2) the presence of a verbal stimulus; 3) the possibility of repeated playback.

Different stages of training require different degrees of teacher participation in uncovering situations. At the initial and middle stages, the situation is created by the teacher, who at the same time determines the topic of language material.

In high school, situations are used that are partly controlled by the teacher. In this case, the topic and time, as well as part of the speech material, are set by the teacher, but students must, in addition to this, use independently selected, previously learned material. In well-prepared classes, exercises can be performed in so-called free situations, the choice and verbal content of which is provided to the students, while the teacher controls what is happening in terms of temporal and thematic consistency, as well as normative correctness.

Great importance To teach unprepared oral speech, problem situations are systematically and deliberately created that contribute to the emergence of the motive and needs of utterance, the formulation of hypotheses, assumptions, and the activation of mental activity.

The creation of a problem situation is determined by the types of speech activity (in this particular case, speaking), sources of information and the nature of verbal and nonverbal supports, specific teaching methods, which presuppose certain relationships between mnemonic and mental-creative activity.

Situations of a verbal nature are used to teach dialogic and monologue speech and have a wide variety of tasks: from simple transformations to independent speech messages.

Verbal-visual situations involve the use of drawings, frames of filmstrips, wall thematic paintings with the simultaneous perception of sound and visible text, meaningful (plan, remarks under the drawings) or formal (key words, samples, phrases) supports.

Illustrative situations have no substantive or formal support. The direction of thought is created here with the help of a verbally formulated task.

2.3 Linguistic characteristics of monologue and dialogic speech

Monologue utterance is a special and complex skill that needs to be specially developed. In linguistic terms, the efforts of the teacher and student should be aimed at developing the correctness of structural, grammatical, lexical and stylistic construction; in extralinguistic terms, the efforts of the speech utterance should be aimed at the correspondence of the speech utterance to the communicative purpose, the given situation, and the topic.

Monologue, according to a number of researchers, is one of the insufficiently developed problems. Until now, he has not yet found his unified definition.

Here, a monologue is understood as an organized type of speech, which is a product of individual construction and involves a prolonged statement by one person addressed to the audience.

This is an active and voluntary type of speech, for the implementation of which the speaker must have some kind of topic and be able to build his statement or sequence of statements on its basis. In addition, this is an organized type of speech, which presupposes the ability to program not only a separate statement or sentence, but the entire message as a whole.

The performance of monologue speech presupposes the ability to selectively use linguistic means adequate to the communicative intention, as well as some non-linguistic communicative means of expressing thoughts (primarily intonation).

Thus, the speaker must be able to reflect in his speech, for example, different gradations of approval, request, invitation, consent, different types of refusal, question, emotions such as assumption, surprise, refutation and conviction, conflict, etc.

Of fundamental importance is the position of S.D. Kantznelson that every monologue in general terms is some kind of “verbal reproduction of knowledge”, and every “verbal reproduction of knowledge requires every time verbal improvisation, the form and volume of which varies within significant limits depending on the situational conditions and strategies of the speaker.”

A monologue taking place in the form of a conversation, speech, report or lecture, approaching an oratorical speech, is distinguished by complicated syntax and complicated lexical structures. Expressive means such as repetitions, rhetorical questions, exclamations, interruptions of thoughts and rhythm, introductory words and sentences, ellipses, etc. find their place here.

In the specialized literature there is a classification of monologues depending on the types of their social impact, as well as on their stylistic features. Thus, V.V. Vinogradov conventionally distinguishes four types of monologues: persuasive monologue, lyrical monologue, dramatic monologue, reporting type monologue.

a) a stylistically neutral monologue, when for some reason they avoid addressing the second person, all attention is focused on the content and logical sequence of presentation;

b) a conversational monologue, conducted in the first person and directly addressed to a real or assumed second person in the oratorical speech. Such a monologue is designed to involve the listener in the process of verbal communication. This is a monologue in dialogue, and here various means of influencing the audience, characteristic of oratorical speech in general, are especially intensively used: exclamatory sentences, motivating and generalizing sentences, oratorical figures of speech, internal dialogue, apt aphoristic expressions, etc.

In this case, the volume and nature of information, as well as the choice of linguistic means, are determined by the speaker himself. The main difficulty for the speaker is to determine the object of the utterance and the sequence of presentation.

In conditions of natural speech communication, a monologue in its pure form is rare; most often it is combined with elements of dialogic speech, being, in fact, a monologue in a dialogue.

A distinctive feature of a dialogical statement is its two-sided nature, which was pointed out by L.P. Yakubinsky, noting that “... any interaction between people is precisely interaction; it essentially strives to avoid one-sidedness, wants to be two-sided, “dialogical” and runs a “monologue”.

Dialogue speech is characterized by ellipticity, which is caused by the conditions of communication. The presence of a single situation, contact between interlocutors, and the widespread use of non-verbal elements contribute to the emergence of guesswork, allowing speakers to shorten language means and resort to hinting.

Contraction manifests itself at all levels of language and concerns mainly semantically redundant elements. However, the law of economy of speech does not apply to the expression of emotive speech; it is not subject to compression and receives its full expression.

In general, abbreviation follows the principle of preserving predicativeness, which L.S. Vygotsky drew attention to: “If there is a common subject in the thoughts of the interlocutors, understanding is achieved in full using the most abbreviated speech with an extremely simplified syntax.”

Another distinctive feature of dialogical speech is its spontaneity, since the content of the conversation and its structure depend on the remarks of the interlocutors. The spontaneous nature of a dialogical utterance determines the use of various kinds of clichés and colloquial formulas, as well as the vague “free” design of phrases. Fast pace and ellipticality do not, as is known, contribute to strict normalization of syntax.

The spontaneous nature of speech is also manifested in pauses of indecision (hesitation), interruptions, rearrangement of phrases, and changes in the structure of dialogic unity.

Dialogue is characterized by emotionality and expressiveness, which are most often manifested in the subjective-evaluative coloring of speech, in imagery, in widespread use non-verbal means and recurrent ready-made samples, colloquial formulas, cliches.

The primary elements of dialogue are lines of varying length - from one to several phrases. The most typical one-phrase remark. The combination of replicas characterized by structural, intonation and semantic completeness is usually called dialogical unity. This main component of dialogue should also serve as the initial unit for teaching dialogical speech.

The close logical-semantic dependence of several dialogic unities, taking into account their syntactic and communicative completeness, is usually called the structure of dialogue.

Since extensive dialogues with big amount components do not have high repeatability in verbal communication, then training should be based on two-member unities, among which the most common are: question-answer; question-counter-question; message and the question raised by it, message and the message caused by it; message and response-pickup, or complementing the expressed thought; incentive-message; motivation-question. Question-answer units are most often taken as the initial units of learning, since they have the greatest speech activity.

Conclusion

Bibliography

1. Methods of teaching foreign languages high school. Gez N.I., Lyakhovitsky M.V. and others - Higher school, 1982.

2. Ways to improve foreign language teaching. Suvorova S.P. – M. “Thought”, 1970.

3. Handbook for a foreign language teacher. Maslyko E.A., Babinskaya P.K. and others - M.: Vyssh.shk, 1999.

4. Teaching a second foreign language as a specialty - M.: Higher. school, 1980.

5. Foreign languages at school No. 1, 1999.

6. Foreign languages at school No. 3, 2001.

7. Foreign languages at school No. 3, 2004.

1.2 Goals and objectives of teaching speaking

In our time, when the goal of education and at the same time the condition ensuring the success of its achievement is the development of students’ abilities to use a foreign language as a tool of communication in the dialogue of cultures and civilizations modern world. Much attention focuses on the formation of communicative competence of students in the context of modern European requirements. In this regard, it is planned to consider issues related to the formation of language and speech skills, study and compare existing approaches and methods to teaching aspects of language and types of speech activity. To work effectively when teaching speaking, first of all, you should determine its main goals and objectives.

The main goal of teaching speaking is to develop students' ability to carry out oral communication in a variety of socially determined situations.

Upon graduation from a school of any type, students must communicate in conditions of direct contact, that is, understand and respond to the oral statements of a partner (including a native speaker of the language being studied) within the framework of areas, topics and situations provided for by the program for schools of a particular type; talk about yourself and the world around you, about what you read and heard, expressing your attitude to the subject of the statement or to the information received.

Language proficiency has a level character, so speaking skills will differ among students from different schools in the degree of correctness, strength of formation, coverage of areas, topics and communication situations. For example, at the end of the basic course, students should be able to communicate in the most common everyday situations. Students may make mistakes in their speech that do not disrupt communication.

Thus, based on the main goal of teaching speaking, we can identify the main tasks:

to realize the relatively continuous nature of the utterance. The process of its generation lasts a certain time, without being interrupted by anyone (anything). This quality of utterance determines, first of all, the very specific psychological mood of the speaker, as well as the organization of his utterance. The main mechanism here is the mechanism of superphrase anticipation.

be able to express your thoughts consistently and logically. This quality is manifested in the development of the idea of the key phrase in subsequent ones. The development of an idea should not be taken literally. This refers to its clarification, explanation, justification, addition, approaches to it. For learning, it is very important to know how a statement unfolds, what patterns there are, what models underlie different types of statements.

be able to finish a statement, be able to build a logical chain of statements.

Thus, we examined the main theoretical features of teaching monologue utterance: we studied its psychological and linguistic features, and found out the main goals and objectives. Next, we will consider the types of statements and determine their main features.

Speaking is one of the ways of oral speech communication. In the process of oral communication, all functions of verbal communication appear in the closest unity:

1) information and communication, which can be described as transmission - reception of information;

2) regulatory-communicative, related to the regulation of behavior in the broad sense of the word;

3) affective-communicative, determining the emotional spheres of a person (p. 10).

Speaking is inseparable from the conditions in which it occurs, namely: from the situation in the broadest sense of the word and from the specific extralinguistic context. The latter includes the purpose and conditions of communication, the specific content of the speech act, the characteristic uniqueness of the participants in the conversation, i.e. their age, level of development, education, profession, social status, etc. All of the above forms a communication situation as “a set of conditions, speech and non-speech, necessary and sufficient to carry out a speech action according to the intended plan” (p. 155). Occurring in certain areas of verbal communication, the communicative situation influences the choice of topic and can be single-topic (for example, in the social and everyday sphere - buying a gift in a store, buying groceries, etc.) and polythematic (for example, in the socio-cultural sphere - conversation in birthday or visiting, discussing a book read, etc.). But in any case, the components of the conditions of oral communication can be presented schematically (Diagram 8).

Components of a speech situation

Thus, an act of oral communication (as well as written communication) can take place in the presence of motives, goals, and a communicative situation. In the educational process, it is necessary to create conditions for communication and motivate student statements. In this case, we should not be talking about students’ statements at the level of reproduction (for example, a simple retelling of a text), but at a productive level (a student’s statement on his own behalf, for example, an assessment of the information read in terms of its novelty or significance for the student).

Learning Objectives

The goal of teaching speaking is to develop students’ ability, in accordance with their real needs and interests, to carry out oral communication in a variety of socially determined situations (N.I. Gez). This means that upon completion of any type of school the student must be able to:

Communicate in conditions of direct communication, understand and respond (verbally and non-verbally) to the oral statements of a partner (including a native speaker of the language being studied) in communication within the areas, topics and situations designated by the program for each type of educational institution;

Speak coherently about yourself and the world around you, about what you read, saw, heard, while expressing your attitude to the perceived information or the subject of the statement.

Since proficiency in a foreign language is level-based, in relation to different learning conditions we are talking about different levels of speaking the target language. Therefore, the above general goal of teaching speaking is specified for each type of school/option for studying a foreign language and for the stages of training.

For example, at the end of the basic course, students should be able to communicate verbally in most typical everyday situations; at the same time, mistakes are made in the student’s speech that do not disrupt communication (see: Attestation requirements for foreign language proficiency by students at the end of the basic course of study. - Institute of Nuclear Sciences, 1995. - No. 5).

Students of schools with in-depth study of a foreign language are tasked with mastering oral speech skills that ensure fluent practical knowledge of a foreign language in most situations of verbal communication; At the same time, individual cases of inaccurate and inadequate use of language means, as well as insufficient fluency, are also allowed, which can interfere with natural communication.

In turn, graduates of linguistic schools, in addition to the above-mentioned abilities, must be distinguished by the level of proficiency in oral speech skills necessary and sufficient for informative activities in the field of selected professionally oriented and personal interests. Their statements are distinguished by a greater variety of linguistic means, including various formulas of verbal communication, extensiveness and complexity, both linguistically and in content. A student graduating from a linguistic school should be able to quite easily move from topic to topic in a conversation, but at the same time, occasional inaccurate and inadequate use of language means and a slight loss of fluency are acceptable in his statements, which, however, does not interfere with natural verbal communication (Program in foreign languages for schools with in-depth study of foreign languages and gymnasiums. - M., 1996).

Different levels of speaking proficiency are also characterized by different degrees of independence and initiative of the student in communication, i.e. different levels of development and nature of compensating (adaptive) skills. The latter include the ability, in case of misunderstanding of a communication partner’s statement, to use a question again, a paraphrase of the interlocutor’s remark to confirm the understanding of his remark, an apology for the vagueness (obscurity) of the expression of thoughts, etc., as well as the ability to use the entire arsenal available to him to express his thoughts means (both linguistic and non-verbal). The entire set of skills and abilities, including the ability to understand and accept the cultural specifics of a communication partner, constitutes the so-called communication strategy, which ensures the implementation of communicative intentions (imagine yourself in a “getting to know” situation, communicate about yourself, your family, etc.) and achieving speech tasks (notify, characterize, recommend, justify, refute, etc.) within the framework of a completed act of communication.

As we have already noted, the specification of the goals of teaching speaking should be carried out according to the stages of training in each type educational institution and within each stage of learning. This specification is associated with clarification of communicative intentions and speech skills necessary for the implementation of certain communicative tasks. For example, the dynamics of the learning task - to teach students to describe someone or something - and the range of basic skills on the basis of which this task is implemented, at the initial stage may look like this (the first two years of primary school are taken as an example).

First year of study

Learning objective: to teach students to name faces, objects, animals and actions with them; give them quantitative, qualitative and temporal characteristics in educational, gaming and real communication situations.

Communicative Intentions: report...; request information about...

Speech skills:

Tell us about yourself, your friend, your family members (name, what he/she can do, what he/she is like);

Name the actions performed by humans and animals;

Report the location of a person, animal, object;

Specify the duration of action (day, month, season);

Describe an animal, an object (name it, name its color, size; say what the animal can do);

Request information about what it is and/or who it is; how old is someone; what he (she, it) is like.

Second year of study

Learning objectives: to teach students to describe (at an elementary level) faces, objects, animals and actions with them. Communicative Intentions: describe...; characterize...; request information about...

Describe the person (name, age, nationality, occupation, place of residence, etc.), request relevant information about someone;

Describe the animal (name it, say what it can do, what it is like), request relevant information about any animal;

Describe the item (name it, indicate its affiliation, quality, location), request relevant information about any item;

Comment on your peer’s actions (what and how he does);

Describe the doll/hero (name, describe her/his appearance, describe her/his clothes, express - at the elementary level - your attitude towards her/him).

Introduction………………………………………………………..3

CHAPTER I

1.1 Speaking as a learning goal…………………………..4

1.2 Conditions for the functioning of speech……………………...6

1.3 General characteristics of speaking……………………..7

1.4 Psychophysiological mechanisms of speaking.........8

1.5 Stages of working on speech material when teaching speaking………………………………………………………13

CHAPTER II

2.1 The relationship between speaking and listening, reading and writing……………………………………………......15

2.2 Main types of speech situations and methods of creating them…………………………………………………………..….17

2.3 Linguistic characteristics of monologue and dialogic speech……………………………………..20

Conclusion……………………………………………………...24

Bibliography

Introduction

Speaking is a type of speech activity through which (together with listening) oral verbal communication is carried out.

The transition from a word and phrase to a whole utterance is associated with varying degrees of participation of thinking and memory.

This and much more will be discussed in the next work.

CHAPTER I

1.1 Speaking as a learning goal

First of all, let’s define what we mean by “learning to speak.”

So, we will use the term “learning to speak,” meaning by it learning to express one’s thoughts orally using neutral means of language.

N. S. Obnosov puts forward other tasks for the teacher, namely: a) teach initiative speaking; b) teach a quick response to a cue; c) achieve practical accuracy and the required pace.

As we see, the content of unpreparedness is understood in different ways. Perhaps this has only a terminological meaning? Certainly not. P.B. Gurvich is right when he writes that the definition is important because it indicates the directions along which one should go towards the intended goal. It is obvious that a teacher who relies on N. S. Obnosov’s definition of unprepared speech will pay attention to other aspects of teaching than a teacher who shares the point of view of P. B. Gurvich. N. S. Obnosov does not highlight such an important aspect as combination; Obviously, it is assumed that the ability to combine speech material will arise by itself. But this is a deep misconception. It seems all the more strange because N. S. Obnosov, like many others, believes that unprepared speech is always creative speech. What, then, is the creative nature of speech, if not combination? True, creative character is also manifested in the ability to use speech material in any new situation. But the aspect of transfer fell out of sight not only of N. S. Obnosov, but also of P. B. Gurvich, when they revealed the content of the concept of “unprepared speech.” And methodically, this is the most important thing, since it is transfer that ensures the functioning of speech. But the ability to unpreparedly use speech material in new situations does not appear by itself; the quality of dynamism needs to be specially developed. And in this case we have the right to say that the goal of learning is dynamic (creative) speech: this quality is present in speech.

1.2 Conditions for the functioning of speech

To carry out speaking, certain conditions (prerequisites) are necessary. There are at least five such conditions.

1. The presence of a speech situation that is potentially a stimulus for speaking.

2. The presence of knowledge about the volume of speech (about the components of the situation), which “feeds” the speaker’s thought, determines what he says.

1.3 General characteristics of speaking

Contents of teaching English speaking. Basic principles of teaching speaking

Objectives: teach basic expressions and independent construction (construction) of phrases, show the features of pronunciation.

Educational material

List of used literature

1.2 Goals and objectives of teaching speaking

Components of a speech situation

Learning Objectives

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