Challenges of teaching speaking to general school pupils (in the example of A2 level pupils) content introduction Chapter Theoretical foundations of teaching speaking dialogical speech of the English language at the middle stage

practical significance of the work lies in the fact that a system of exercises is proposed for effective teaching of speaking the dialogic speech of the English language at the middle stage in educational institutions of the Republic. The significance of these exercises lies in the fact that they can be used by English teachers, as well as students for teaching practice or for other educational purposes.
Theoretical basis works are the works of domestic methodologists A.A. Alkhazishvili , V.A. Buchbinder , S.Yu. Nikolaeva, V.L. Skalkina, E.I. Passova , N.D. Galskova, G.V. Horny, E.N. Solovova and psychologists N.V. Elukhina, V.V. Andrievskaya, A.A. Bodaleva , V.A. Artemov.
The nature of the collected material determined the structure of this course work, which consists of an introduction, two chapters (theoretical and practical), conclusions, conclusion, list of references and four applications.

Chapter 1. Theoretical Foundations of Teaching English Dialogic Speech at the Middle Stage

1. 
   General characteristics of speaking as a type of speech activity
   

First, we should find out what is speaking as a type of speech activity and dialogic speech as a kind of speaking.
Speaking as a type of speech activity relies on language as a means of communication. Language provides communication in the course of communication and, accordingly, the transmitted information must be correctly transmitted and understood by both parties of communication. And this, according to V.A. Buchbinder , and will be the main goal of teaching English at school.
Artemov V.A. He believes that, just as a tool mediates the labor activity of people, signs mediate their cognitive activity and communication. The system of verbal signs forms the language as a means of existence, assimilation and transmission of socio-historical experience.²
Speech, as speaking, is, from the point of view of Bodalev A.A., verbal communication, i.e. verbal process of communication through language. The means of verbal communication are words with meanings assigned to them in social experience. Words can be spoken aloud, silently, written or replaced by deaf people with special gestures. There are the following types of oral speech: dialogical and monologue.
We will consider only dialogical speech , because. The subject of our work is dialogical speech.
Now let's take a closer look at the characteristics of the features of dialogic speech.
Dialogic speech is the process of conversational interaction between two or more participants in communication. Therefore, within the limits of a conversational act, each of the participants in turn acts as a listener and as a broadcaster.
To determine rational ways of teaching and developing dialogic speech, it is necessary to know the communicative, psychological and linguistic features of dialogic speech.
Let's look at communication feature first;
Dialogic speech should be considered as a communicative act, where there is a change in the roles of the speaker and the listener.
According to V.L. Skalkin, the initiative (first) remark is important for the development of a dialogue. It is both the initial speech stimulus and the bearer of the theme. The partner's reaction should be thematically coordinated, but it is difficult to predict exactly what he will say [Skalkin, 1989, p. nine].
In natural dialogical communication, each of the partners alternately pronounces both stimulating and reactive remarks.
From a communicative-informational point of view, the first remarks can be reduced to the following types of statements:
1) social communication formulas (greetings, expressions of gratitude, apologies, and others);
2) request for information (a question, a request to report something);
3) expression of emotions;
4) informing;
5) order-request;
6) commenting (stating) the circumstances in which the communicants are;
7) statements that do not carry any important information (they are exchanged to maintain a conversation, when, for example, it is awkward to be silent, you need to fill a pause) [Skalkin, 1989, p. ten].
Now we characterize the psychialogical characteristic features of dialogic speech.
Like any other type of speech activity, dialogic speech is always motivated. However, in the conditions of training, the motive itself does not always appear. Therefore, it is necessary to create conditions in which schoolchildren would have a desire and need to say something, to convey feelings.
Dialogic speech, according to Passov E.I., is characterized by appeal . Communication, as a rule, takes place in direct contact with participants who are well acquainted with the conditions in which communication takes place. Dialogue foresees the visual perception of the interlocutor and some incompleteness of statements, which is complemented by non-verbal ways of communication (facial expressions, gestures, eye contact, postures of the interlocutors). With their help, the speaker expresses his desires, doubts, regrets, assumptions.
One of the main psychological features of dialogic speech is its situationality . Dialogic speech is considered predominantly situational, therefore, often its content can be understood only taking into account the situation in which it is created.
By the nature of the relationship to reality, situations can be either real or imaginary, recreated by description or visually - by modeling circumstances using various audiovisual means.³
It should be noted that in the learning process we are not interested in any situations of reality, but only those that force communication. Such situations are called colloquial or communicative. They always contain an incentive to make speech.
In the real process of communication, communicative situations arise, as a rule, by themselves. These are the so-called natural situations. Such situations can be used in the process of teaching a foreign language.
The communicative situation consists of the following components:
1) communicants and their relations (subjects of communication);
2) object (subject) of communication;
3) the attitude of the subject (subjects) to the subject of the conversation;
4) the conditions of the speech act [Nikolaeva, 2002, p. 148].
Dialogue is characterized by emotionality and expressiveness , which are most often manifested in the subjective-evaluative coloring of speech, in figurativeness, in the widespread use of non-verbal means, ready-made phrases and colloquial formulas [Galskova, 2009, p. 204].
Another distinguishing feature of dialogic speech is its spontaneity . The spontaneous nature of the dialogic utterance determines the use of various kinds of clichés and colloquial formulas, as well as the free design of phrases. The spontaneous nature of speech is also manifested in pauses of indecision, interruption, restructuring of phrases [Galskova, 2009, p. 203].
Skalkin V.L. notes that in the course of dialogic speech, each of the participants in the contact has to solve a number of tasks of a psychological nature, namely:
1) remember all previous conversations with this partner, in order to make the most of the experience of joint communication, will not be repeated;
2) remember everything that the interlocutor said during this contact, and everything that he said himself;
3) instantly evaluate the entire amount of information received by the beginning of his speech party;
4) be able to insert your word in time (without violating the accepted rules of communication);
5) monitor the correctness of the linguistic form in which thoughts are clothed;
6) listen to your speech in order to control its normativity and, if necessary, make appropriate changes and amendments to the part of the phrase that has already been spoken;
7) be able to extract information from the situation of communication, including that reported by paralinguistic means (gestures, facial expressions), which the interlocutor uses [Skalkin, 1989, p. thirteen].⁴
Now consider the linguistic feature of dialogic speech.
As Skalkin V.L. notes, dialogue as a product of the coordinated oral-speech activity of two (three or more) interlocutors is a connected text that has all the main characteristics of superphrasal unity. The parameters of oral dialogic text can include:

• 
  relation to one or another sphere of oral communication;
  
• 
  the nature of the topic (one topic, a system of topics, several different topics);
  
• 
  the number of text creators (dialogue, trilogue , polylogue );
  
• 
  functional-style register (colloquial, official business, etc.);
  
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  the degree of preparedness of the interlocutors for the speech act (the presence of blanks of thoughts and facts, the degree of mastery of the topic);
  
• 
  linguistic characteristics (normativity of speech, composition of the dictionary, intonation formality );
  
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  situationality (the degree of reliance of speakers on non-linguistic communication channels in the process of their speech contact and the reflection of this feature of communication in the text);
  
• 
  the depth and detail of the communicative development of the topic (or topics) discussed during the speech contact;
  
• 
  redundancy (looseness) of the text [Skalkin, 1989, p. fourteen].
  

The unit of dialogue is a dialogic unity, a pair of replicas belonging to different interlocutors and forming an organic whole in terms of content and structure. Only in the aggregate they represent a complete elementary statement [Rogova, 1991, p. 130].
A specific feature of dialogic speech is its ellipticity . It is characteristic of all language levels of dialogic speech: phonetic, lexical, grammatical.