Statement of intent literature review procedures and process

TEACHING SPEAKING SKILL AT THE 4^TH STAGE PUPILS WHILE LEARNING A FOREIGN LANGUAGE

Nowadays, the development of pupils' abilities to apply a foreign language as a communication tool in the dialogue of cultures and civilizations of the world it becomes both the goal of teaching a foreign language and a condition that ensures the success of achieving this goal. In this regard, much attention is paid to the problem of the formation of pupils' speaking competence within the framework of modern European requirements. Therefore, the issues related to the formation of language skills and the development of speaking skills are considered, existing ones are studied and compared methods and approaches to teaching a foreign language. To effectively teach speaking, it is necessary to define the main goals and objectives. (M.Y. Kurbatova 2006; 20)
According to G.V. Rogotova, "Speaking or expressive speech, is a complex multi-faceted process that allows, along with listening, to carry out oral verbal communication" (G.V. Rogotova 1998; 22). The subject of speaking is thought as a reflection of the connections and relationships of the surrounding reality in human consciousness.
Considering speaking from the point of view of its structure, motivational part is highlighted. If there is a need for people to say something to each other, the process of speaking is generated. When teaching younger schoolchildren, it is noted that at this age students have the need to express thoughts using the language being studied. The motive of a speech utterance is to influence the partner in order to obtain a speech utterance. For example, a message or an answer to a question and also, the interlocutor can encourage non-verbal action. For example, to fulfill a request, to do something (give a handle, open a door, erase from the board, etc.).
The second part of the structure of speaking is analytical-synthetic, which includes the way of expressing thoughts. Elementary school students need to select the words in memory (analysis) and include them in the speech whole (synthesis) for the implementation of the communicative intention. To store as many words in memory as possible, it is necessary that the words become overgrown with associative connections. The more such connections, the higher the probability of including a word in speech. These connections are divided into two types: paradigmatic and syntagmatic.
Paradigmatic communication is based on associations when comparing words according to various characteristics, such as:

1. 
   similarity in pronunciation and difference in spelling (two-too, meat-meet, sea-see);
   
2. 
   by proximity of the value (small, little);
   
3. 
   by the opposite in meaning (answer - ask).
   

The syntagmatic connection is based on the combination of words with other words. For example, the word order can be used in the following phrases:

1. 
   order something (dinner, breakfast, a new skirt);
   
2. 
   order to do something (to stand up, to open the door);
   
3. 
   give an order to do something (to stand up, to stay after classes).
   

At the initial stage of training, the main tasks of teaching speaking can be identified:

1. 
   Implementation of the relatively continuous nature of the utterance. The process of its implementation lasts a certain amount of time without interruption by anyone or anything. The main mechanism here is the mechanism of over-phrasal anticipation;
   
2. 
   The ability to consistently and logically express your thoughts, complete the statement, build a logical chain of statements. This task manifests itself in the development of the idea of a keyword that is, its clarification, explanation, justification, addition. When learning to speak , it is necessary to know how the utterance unfolds, what patterns there are, as well as what models are at the heart of different types of utterance.
   

Continuing to talk about the psychological component, it is noted that expressive speech has the following characteristics:

1. 
   Speech is always motivated. Every utterance is carried out for some reason, for some purpose. For successful learning to speak, it is necessary to cause motivation, need, desire in pupils talk. The selection and creation of educational and speech situations is an important component. For example, second grade students like to talk about "My pet";
   
2. 
   Speech is always addressed to the listener, the audience. The pupil, when saying something, should communicate it to the whole class or partner. The task of the teacher is to select exercises, referring to the specific conditions of his or her group;
   
3. 
   Speech is always emotionally colored. The pupil, speaking about something, expresses an attitude to the subject or phenomenon about which he or she is talking. For example, speaking on the topic "My pet", the phrase ‘I like my dog very much’ will certainly be accompanied by the highlighting of the word ‘like’;
   
4. 
   Speech is always situationally conditioned, since it occurs in any situation. The task of the teacher is to introduce students to learning English through various real situations.
   

Thus, when teaching speaking at the initial stage like 4^th grade ones of learning a foreign language, various factors such as goals, objectives, content, results and means of learning should be taken into account. It is also necessary to take into account the division of speaking into monologue and dialogic speech, since these two types have their own characteristics that affect the selection of exercises when teaching speaking.

3.