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

1.3.Psychological and pedagogical features of middle school students in teaching speaking dialogical speech of the English language
Consider the psychological and pedagogical characteristics of secondary school students, which in turn determine the specifics of English language teaching technologies. 
Elukhina N.V. believes that a person constantly lives the need to communicate with people. There is not even the shortest period in his life when he would be out of communication, out of interaction with other subjects. Communication connects people through the transfer of information, practical actions, elements of mutual understanding. Therefore, it is necessary to find out what communication is (speaking - verbal communication). "Communication is the interaction of two or more people, consisting in the exchange between them of information of a cognitive and affective-evaluative nature" [Elukhina, 1995, p. 4]. Thus, communication (speaking) is one of the most important conditions for the development of personality, because it is, first of all, the interaction of people.
Communication with adults is one of the main factors in the mental development of the child. The desire for communication occupies a leading place among the motives of a person that encourages him to joint practical activities.
And in educational conditions, most often the interlocutor and listener of the student is the teacher. And who, if not a teacher, needs to know that the effectiveness of teaching a foreign language at school, in particular communication, depends on how methods and techniques are oriented to the age characteristics of students.
“It is necessary not only to know and clearly distinguish the strengths and weaknesses of each age, but most importantly, setting feasible tasks for the child, to fully use all the potential opportunities of this period of development” [Andrievskaya, 1985, p. 3].⁶
Since this work is based on the theory of teaching dialogic speech at the middle stage, we consider it appropriate to dwell in more detail on the psychological features of learning English at this stage of learning.
In the general picture of the behavior of adolescents of this period of development, liveliness, activity, and a special ease of awakening energy predominate . As Andrievskaya V.V. in her article: "Due to the fact that adolescents find it difficult to endure the state of inactivity, the sluggish, slow pace of the English lesson from grades 5-6 is absolutely unacceptable" [Andrievskaya, 1984, p. 4].
During this period, there is great progress in the cognitive development of schoolchildren: they are capable of long-term concentration of attention, they generalize educational material well, and are able to organize its productive arbitrary memorization.
Adolescents have more developed situational rather than contextual speech. At the middle stage, the development of oral contextual speech seems to be suspended.
The main indicator of the child's entry into a new period of development is a change in the activity during which his mental development is carried out, mental neoplasms appear. The leading activity in adolescents is communication, during which new formations of this age are formed: the assimilation of the repertoire of social roles and relations of the adult world. The object of close attention is the other person as a person, a group of peers, life itself.
In adolescence, independence develops, a teenager is reoriented from the assessment of adults and peers to self-esteem.
The main reinforcement of the motives for learning English in adolescence is success in activities. Also at this age it is important to form a positive motivation.
A special place in the educational activities in the classroom is occupied by communicative tasks. And here Andrievskaya V.V. notes an important detail: the motivation for mastering a foreign language, and in particular foreign language communicative activity, and the motivation for private speech action in the classroom are two different things. The author says that the interest in mastering a foreign language in itself sufficiently motivates each private speech action. In fact, with a high general motivation of the learning process, and in particular the study of a foreign language, the student's communicative activity in the classroom may not be motivationally secured. The absence of a motivational element of speech action can cause in the student's mind an unnatural alienation of his two "I": "I" as the subject of learning and "I" as the subject of a specific speech action [Andrievskaya, 1984, p. 6].
Being interested in mastering the English language, the student forces himself to be included in situations of educational communication that are insignificant for him personally. Such artificiality is reflected in the quality of the generated speech mechanisms, they turn out to be unreliable. The psychological meaning of optimizing educational speech communication is that the motive of each speech action of students naturally follows from the real situation of communication.
Adolescents are critical of the content of their foreign language speech, and its forced primitiveness negatively affects the attitude to the subject. Very often, educational communication is carried out in a psychologically false situation, which leads to difficulties in teaching a foreign language at the middle stage. As a rule, in educational situations, topics are limited, the range of speech in native and foreign languages is different, the content of speech and thoughts of students does not match, more often they talk about what everyone already knows - all this makes real communication into a game. Students of this age like tasks that require them to identify their position in life, their relationships. All teenagers have a vivid imagination, are disposed to improvisation, and therefore the games that many methodologists propose to use in the lessons meet with a great response from teenagers.⁷
In conclusion, I would like to say that, unfortunately, life outside the classroom is devoid of English-speaking communication. The teacher's English speech stops with the bell, and all further communication is based on the native language. Of course, it is impossible to completely replace the native speech, but it is necessary to strive to expand the range of life situations in which communication is possible only in English. Naturally included in the real situation, English speech will help to consolidate the necessary speech skills of students. And at the middle stage of education, the practical orientation of a foreign language creates a positive motivation for students to learn the language.