TEACHING DIALOGICAL SPEECH IN ENGLISH LESSONS
TEACHING DIALOGICAL SPEECH IN ENGLISH LESSONS
Tatiana Nesterova
English teacher, Comprehensive school № 1, Moscow region,
Russia, Reutov
ОБУЧЕНИЕ ДИАЛОГИЧЕСКОЙ РЕЧИ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА
Нестерова Татьяна Валерьевна
учитель английского языка, МБОУ «СОШ № 1»,
РФ, г. Реутов
ABSTRACT
The material presented in the article is aimed at trying to help overcome difficulties in teaching dialogical speech. The article contains methodological recommendations which can be used by English teachers when teaching speaking.
Keywords: dialogue, group, skills, visual material, conversation, system of exercises.
1. Introduction.
The main goal of teaching students a foreign language is to learn to communicate, that is, to learn to hear another participant in communication, to respond correctly to his statement and to be able to provide his information. Therefore, dialogical communication should be present at every lesson, giving schoolchildren more time to practice oral speech, involving students in the topic of the lesson and, thus, making them active participants in the learning process, which solves the problem of motivation to learn a foreign language.
2. The main body.
Dialogical speech can be an assistant at all stages of the lesson. At the stage of introduction to the topic, short dialogues can be aimed at generating students' interest in this topic. [1, p.98]
Dialogue-exchange of opinions perfectly copes with the task of introducing the subject of a text for reading or listening, writing tasks, especially when preparing for writing an essay.
Dialogues-discussions after reading the text, listening to the audio file also solve several educational tasks at once, such as replenishing the lexical stock, teaching dialogic speech, expanding horizons, fostering tolerance to the opinions of other participants in the conversation. All these skills, as well as the ability to work in a group, are taught by joint choice dialogues.
Dialogical speech is an effective type of educational activity for the consolidation and development of grammatical structures, vocabulary, cultural realities.
Dialogue can help at the stage of checking any task for the development of speech skills. A joint discussion by students of the answers they have chosen or created for reading, vocabulary, grammar, listening tasks solves not only the problem of verification, motivation, shyness, fear of making a mistake, but also gives time in the lesson to develop speaking skills.
Ways to overcome difficulties in teaching dialogic speech.
When organizing educational activities aimed at developing speaking skills, including dialogical communication, the teacher should be guided by modern approaches to learning. Some traditional approaches to teaching speaking pay too much attention to the grammatical correctness of speech, resulting in problems, difficulties in learning English, unwillingness to speak for fear of making a mistake.
The main reasons for the difficulties that arise when performing speaking tasks are: the teacher's too close attention to mistakes, lack of motivation, lack of necessary support (linguistic and psychological). [2,p.102]
Let's look at how these difficulties can be overcome.
The modern approach to teaching speaking provides the following key points that help overcome difficulties in teaching dialogic speech:
personalization, that is, students are more willing and more successful in completing tasks that involve describing their life experience, presenting themselves in the place of the actor;
building dialogues in which variability is possible, creating your own storyline, show your individuality;
work more in pairs, groups, as this removes the problems of shyness and makes it possible to increase the practice time of speaking in the classroom;
to maintain a balance between the correctness of speech and fluency in the language, the teacher should be aware that with spontaneous speech and at the learning stage, it is impossible to focus on the grammatical correctness of speech;
the task of the teacher is to provide the student with the tools for successful conversation, to give time for preparation if the task involves the use of new lexico-grammatical or speech units, which will certainly affect the lexico-grammatical fullness and speed of speech when playing a dialogue.;
the teacher should give students the opportunity to talk more in class, minimizing the time when the teacher speaks, especially at the senior level of education. The lesson should be planned for the education of schoolchildren, not for the practice of the teacher.
Tools for building dialogues.
For fluency in the language and the ability to conduct a conversation in English, students, first of all, must learn to master the "vocabulary of the interlocutor", be able to correctly agree, disagree, use various phrases to express their opinions, offer and request ideas.
In order to teach students this vocabulary, it is desirable to use visual material. It can be presented on a stand in the classroom, or as a handout that students use every time they complete tasks to build a dialogical utterance until they can use this vocabulary freely in speech. [ 4, p.110]
Examples of visual material on the use of "interlocutor vocabulary":
Expressing your personal attitude
Personally I …
As far as I’m concerned …
As far as I know/I can see …
It occurs to me that …
I’m quite /absolutely sure …
From my point of view …
I’m convinced that …
Giving and asking for ideas
We could start by talking about …
Shall we first …?
What’s your opinion?
How do you see that?
Would you share my point of view…
Deciding what to do
To sum it all up …
To cut a long story short …/In brief …
In other words …
Shall we make a decision?
I’ve come to the conclusion that …
Agreeing
I couldn’t agree more It’s a brilliant/amazing/astonishing idea…
I can’t say anything against
Disagreeing
I see what you mean but I’m not convinced that True, but I’m afraid I disagree (with) …
Perhaps, but I can’t help thinking that …
I take your point, but that’s not the way I see it. I’m not sure it’s a wonderful idea.
Dialogue is a two—way action and it is important to explain to students that you need to listen to the interlocutor, respond to his remarks, ideas, and show your interest in the conversation. To show interest, you can use the technique of asking the heard remark again or repeating it with increased stress, that is, using exclamation sentences. [3, p.128]
The dialogical form of work can also be used at the lesson stage — checking the completed task in grammar, vocabulary, reading, which increases the time of conversational practice in the lesson, makes it possible to use cliché- phrases again, relieves psychological discomfort during the test, makes students active participants in the lesson and increases motivation.
The algorithm of such a dialog for checking the assignment can either be developed by the students themselves, or proposed by the teacher. The main thing is that students have a strategy for completing such a task. [5]
The scheme of building a verification dialogue:
What do you have in No. 1?
I wrote/chose... because …
I totally agree/disagree because …
I'm not sure about this point. Let's ask the teacher.
3. Conclusion.
The communicative approach in teaching a foreign language means that in order to successfully master this language, students must know not only the language forms (grammar, vocabulary, pronunciation), but also have an idea of how to use them for real communication purposes.
The main component of the communicative approach is communicative competence, which should be understood as the ability of students to implement linguistic knowledge and skills, choosing communicative behavior in accordance with the goals and situation of communication.
Dialogue is a communicative form of oral communication, in which there is a direct exchange of statements between two or more persons. The educational dialogue should reflect real life situations, i.e. be situational, take into account the interests of teenagers, give them the opportunity to apply their life experience, i.e. be personality-oriented.
Dialogic speech in teaching a foreign language is both the goal and the means of this learning. Therefore, it is necessary to use dialogue at all stages of a foreign language lesson, which increases the volume of speech practice, involves students in the course of the lesson, helps to solve some difficulties in teaching a foreign language, increases motivation to learn.
References:
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