Teaching dialogic speech to foreign listeners at the stage of pre-university training

Abstract

This article examines the process of forming the skills of dialogic speech of foreign listeners at the stage of pre-university training with the help of educational and speech situations. It is emphasized that the starting point when teaching spoken language should be a situation that is a standard form of communication. The case is in necessity to simulate educational and speech situations that would take into account the future frame of reference of students in the first year of higher education, in other words, within the educational and professional frame. The types of learning and speaking situations (duplicating, responding, prompting, pre-speaking, colloquial) highlighted on the basis of the stages of formation of speech skills are presented. All the names of educational and learning situations are conditionally submitted, according to the operations that foreign listeners need master in the process of solving them. The purpose of each type of learning and speech situation, that is, the skills that are formed in foreign listeners in the process of using this or that type of situation, as well as the conditions of their objectification: the degree of participation of the teacher and the task for foreign listeners. Examples of different types of learning and speaking situations are given, using the most common dialogic unities in speech, at different stages of the formation of speech skills. The conclusions about the expediency and effectiveness of the use of educational and speech situations, which help to overcome the juxtaposition of theoretical and practical stages of training, to provide a high degree of mastering of speech material, as well as to effectively use lessons during the teaching of dialogic speech of foreign listeners during the pre-university tutorial stage.