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

Conclusion
Thus, based on the obtained data, we came to the following conclusions:
Speaking as a type of speech activity primarily relies on language as a means of communication. Speech, like speaking, is verbal communication, i.e. verbal process of communication through language. There are the following types of oral speech: dialogic and monologue.
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.
According to E.N. Solovova, when teaching dialogue, a 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.
The main indicator of the child's entry into a new period of development, as Elukhina N.V. notes, 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.
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.
Our goal to study the state of learning to speak dialogical speech of the English language in general educational institutions of the Republic was achieved thanks to an adequate selection of research methods: conversations with an English teacher S.K. and observations of students of grade 5 "a" at an English lesson in MBOU secondary school.
After conducting research methods, it was found that in the experimental class the formation of the skill of dialogic speech is low. The reason, in our opinion, is the lack of knowledge of Russian by students. And the Russian language, as you know, is an intermediary in teaching English to Tuvan-speaking students.
An analysis of the state educational standard, an exemplary English language program suggests that at the middle stage of schooling, students should have such knowledge and skills that they can freely conduct dialogues in a foreign language using the conceptual apparatus, vocabulary, clichés . Since dialogical speech is used much more often in foreign language lessons, for example, during a speech warm-up, when the teacher asks questions to students that involve their discussion. Based on the foregoing, the minimum of knowledge, skills and abilities set forth in the educational standard and exemplary program must be carried out without fail at the middle stage of education.
After analyzing the existing educational and methodological complexes “ Happy English.ru” for the 5th grade, the authors K.I. Kaufman and M.Yu. Kaufman and “ Enjoy English ” for grades 5-6 by M.Z. Biboletova , N.V. Dobrynina in educational institutions of the Republic , we can say that the main characteristics of the analyzed teaching materials are:

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  compliance with European standards in the field of learning English;
  
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  the formation of schoolchildren's communicative skills in all types of speech activity in real situations of communication in their integration;
  
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  development of speech, intellectual and cognitive abilities, as well as general educational skills;
  
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  the inclusion of students in the dialogue of cultures - Russia and English-speaking countries, their acquaintance with the world of foreign peers;
  
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  development of skills of independent work, self-control and self-analysis;
  
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  variety of its components;
  
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  the unique structure and content of textbooks, their bright and colorful design, beautifully composed audio accompaniment.