Specialised education of uzbekistan the uzbek state world languages university the english teaching methodology department

Uso.-Juan, Alicia Marti.nez-Flor. — Berlin, 2006. —P. 147-150. Celce-Murcia and Olshtain 2000.
¹² Milrud R.P. English Teaching Methodology. -M.: Drofa, 2007. —P. 114.
cultural factors, speakers need to be aware of the rules of behavior that exist in a particular community in order to avoid possible miscommunication. For instance, the length of pauses within a normal conversation may be very short in one culture, thus making the speakers quickly look for something to say, whereas in another culture pauses may be desired, and even considered polite, given the fact that they allow time for reflection and prevent speakers from overlapping with other participants in conversation. Knowledge of non-verbal means of communication (i.e., body language, facial expressions, eye contact, etc.) is also of paramount importance to communicate appropriately when producing a spoken text. Speakers need to pay careful attention to listeners’ non-verba1 movements, such as their body language or whether to maintain or avoid eye contact, in order to be able to repair their intervention if something goes wrong in the course of the exchange' ³.
The last component included in the framework, which has been added to all the above-described competencies, refers to strategic competence. This competence implies speakers’ knowledge of both learning and communication strategies. On the one hand, speakers need to possess learning strategies in order to successfully construct a given piece of spoken discourse.
As has been shown, a review of the changing patterns of how speaking has been viewed over the last decades has provided us with a better understanding of why this skill has progressively come to be learned and taught as a discourse skill in its own right. Once considered as the result of repeating and memorizing words in isolation or just combining a series of formal linguistic rules in the abstract, speaking is nowadays recognized as an interactive, social and contextualized process that serves a number of functions. Given this complex communicative process in which speakers need to take account of a variety of linguistic, contextual, cultural and interactional aspects among others, the task of teaching the spoken language has been perceived as a very difficult one.
Questions:

1. 
   What is the psychological content of speaking?
   
2. 
   How the proverb is “First think then speak” connected with speaking?
   
3. 
   Is speaking considered as an aim or a means?
   
4. 
   How do explain speaking as a three part speech activity?
   
5. 
   What is paradigmatic and syntagmatic relation?
   

¹³ See: Current trends in the development and teaching of the four language skills. Edited by Esther Uso.-Juan, Alicia Marti.nez-Flor. — Berlin, 2006.

Dialogue speech Dialogue speech - it is an exchange utterances generated by one another during a conversation between two or more speakers. Tasks in teaching dialogue speech: Teach to start a dialogue. Learn to respond to reply. Enjoy the linguistic tools that are needed to continue the dialogue.