Dialogue as a subject of teaching and its role in the communication process

Abstract

The theoretical analysis of the basics of teaching dialogical speech in foreign language classes has been carried out in the article. The theoretical analysis of the basics of teaching dialogical speech and our own experience of teaching a foreign language allows us to establish that one of the important tasks is to study the semantic aspect of a dialogical speech. Therefore, an attempt was made to analyze a semantic structure of the dialogical speech, which enabled determining a general scheme of its meaning organization and, on this basis, a general scheme of the development of skills and abilities in a dialogical speech in foreign language classes. The relevance of the research is connected with the need for scientific elaboration and practical implementation of the dialogic speech teaching system which will allow the teaching staff to effectively develop students’ language skills of high-quality. The dialogical form of oral speech is characterized by spontaneity which is considered to be one of the specific features of oral speech. Therefore, success can be achieved on condition that an effective methodology for teaching dialogical speech is elaborated. The role and place of the dialogue in the process of natural communication are defined in the article; an attempt to clearly distinguish between its monologue and dialogical forms is made. The interweaving of monologue and dialogical speech in natural speech activity facilitates their differentiation even for methodological purposes. The solution of this issue is directly connected with the situation- and speech-centred distinctions between the forms of speech and acts of communication. Particular attention is paid to the issue regarding the definition of the dialogue and establishment of its role and place in the process of natural communication and learning, a clear determination of the signs of the dialogical speech form through the prism of the psychological theory of speech communication. The psychological theory of speech communication, which takes into account, on the one hand, the interaction of communication partners and, on the other, the behavior of each of them, can be used as a basis for creating a system for teaching dialogical speech. The development of the basics of learning a dialogical speech, according to the author, should be carried out taking into account the activity-centred approach.

Keywords

• methodology of teaching foreign languages
• monological and dialogical forms of speech
• psychological theory of speech communication
• speech activity.