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

The phonetic ellipse is a reduction, contraction of sounds; it is characteristic, for example, of auxiliary verbs in English, which, together with the particle not or another lexical element, make up almost one word. For example : cannot = can't , had not = hadn't .
The lexical ellipse manifests itself both in the truncation of full-meaning words and in the abbreviation of phrases, for example: exam ( examination ), phone ( telephone ) [Skalkin, 1989, p. fifteen].
The grammatical ellipse is observed in dialogic speech both at the morphological and syntactic levels. A morphological ellipse is either an omission of a semantic verb represented by auxiliary verbs or an infinitive particle, or an omission of an auxiliary verb in analytic forms, for example : Have a smoke ? (Will you have a smoke?), Why didn't you come? You promised to [ Skalkin , 1989, p . fifteen].
The syntactic ellipse is a phenomenon typical of dialogic speech in any language. It is caused by three factors: 1) transmission of information by non-verbal communication channels; 2) reliance on just spoken speech works (one's own or the interlocutor); 3) combination of the first and second factors.
Dialogic speech is characterized by a high level of cliché . A clichéd speech unit is any linguistic sign (phrase, sentence) that is repeated in the speech of native speakers in an unchanged or partially modified form and is an expression of a certain meaning and at the same time the level of its placement [Passov, 1991. p. 26].
Thus, dialogic speech has communicative, psychological and linguistic features, namely: it consists of stimulating and responsive replicas; characterized by appeal, spontaneity, emotionality and expressiveness; Dialogic speech is characterized by the presence of elliptical turns, which are often fixed by communicative practice and used in the form of clichés.

2. 
   Ways of teaching dialogue and the supports used within them
   

When teaching a dialogue, the same paths are distinguished as when teaching a monologue.
Solovova E. N. believes that teaching dialogue the “top-down” way is the most optimal for teaching standard, or typical, dialogues [Solovova, 2006, p. 180].
The algorithm of the teacher's work when teaching dialogue in English by "top down" is as follows:
1. Determine the most typical situations of dialogical communication within the framework of the topic being studied (“At the doctor”, “Telephone conversation”).
2. To study the materials of the educational and methodological complex and available teaching aids, appropriate for the age and language level of students.
3. Select or compose sample dialogues using typical speech clichés for this situation, models of speech interaction.
4. Determine the sequence of presentation of various typical dialogues in the process of studying the topic.
5. To acquaint students with new words and speech structures of the presented dialogue.
6. If necessary, comment on the socio-cultural features of verbal communication in this situation.
7. Read the dialogue or play the recording.
8. Organize its development, paying attention to the correct phonetic formulation of speech, the use of other paralinguistic means.
9. Organize work with the text of the dialogue, aimed at its full understanding and memorization, as well as partial transformation, taking into account already familiar synonymous models.
10. Similarly, work out other typical dialogues.
11. Partially modify the speech situation in order to introduce an element of authenticity into the solution of the speech problem by modeling the connection of replicas from various typical dialogues in students' speech.
12. Formulate a speech setting for creative educational dialogues on the topic.
13. Consider using verbal and non-verbal supports for specific students.
14. Plan the pairs of interviewed students and the sequence of their survey [Solovova, 2006, p. 180-181].
Students
1. Get acquainted:
- with new words
- with speech models and clichés,
- with sociocultural features of speech behavior in a specific speech situation.
2. Work out in chorus and individually speech cues of a typical dialogue.
3. Answer the teacher's questions on the text of the dialogue, make the necessary transformations.
4. Learn to respond quickly to certain cues.
5. Act out educational dialogues close to the text or learn them by heart.
6. Compose their own dialogues according to the model on the basis of a partially modified situation in accordance with the teacher's attitude [Solovova, 2006, p. 180-181].⁵
In this case, the following can serve as supports for compiling your own dialogues:
- the texts of the dialogue-models themselves;
- the content of the teacher's speech attitude to compose modified dialogues;
- description of the roles received separately by each of the participants in the dialogue;
- pictures or a video played without sound [Solovova, 2006, p. 181].
Dialogue training way from bottom to top assumes that students, for whatever reason, do not have the original sample dialogue because:
1. students cannot read and cannot use the sample;
2. the level of speech development is quite high, so a single sample is no longer needed;
3. The proposed dialogue refers to a variety of free dialogue, and the sample will only fetter the initiative and creativity of students [Solovova, 2006, p. 181].
In this case, we are talking not just about the use of dialogue, but about learning the dialogic form of communication. Therefore, students need to improve the following dialogic skills and abilities:
- the ability to ask different types of questions;
- Logically, consistently and clearly answer the questions;
- to use various replicas of response in the process of communication, showing interest, attention and active participation in the conversation;
- use various introductory structures and cliched expressions;
- use various ways of implementing speech functions, such as expressing agreement or disagreement, doubts, satisfactions, requests, etc. [Solovova, 2006, p. 182].
So, when teaching dialogue, the teacher can go one of two ways: "top down" and " bottom up ". The first option is better suited for teaching standard (typical) dialogues, and the second for free dialogues.