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Conclusion
Speaking is the most difficult type of speech activity, the mastery of which is associated with great difficulties. These difficulties are caused by the complexity of the process of generating a speech utterance, which is not easy in the native language, because associated with the formulation of thought by means of language. In order to properly teach speaking, you need to know the structure of speaking, master the means of teaching foreign language speech, take into account the sequence of mastering the forms of speaking (dialogue and monologue), and master the methods of teaching them, depending on their characteristics. So the dialogical form of speech is very widespread, it functions literally in any form of human activity, being the dominant form of oral speech. Based on this, it should be noted that in the system of teaching English at school, the mastery of speaking takes place according to the scheme: from the dialogical form of speech to monological. In a dialogical form of speech, the exchange of remarks in their sequence reflects the logical development of communication and the realization of the speech intentions of all those participating in it. The unfolded situations in monologic speech are based on the internal logic of the speaker’s thought development and on the context of the whole statement taking into account the communication situation. Important in oral communication is the organization of the act of communication, the constituent elements of which are entering into communication and taking the initiative, encouraging and maintaining communication, and finally ending communication. Possession of these elements allows students to make contacts and carry out communication and exchange of information in the form accepted by this language collective and enshrined in the traditions of the people - native speakers of the language being studied.
Having considered the problems of teaching monologue and dialogic speech in English, we can draw the following conclusions. Speaking can take the form of a monological (coherent) utterance and a dialogical (conversation), although this distinction is somewhat artificial in its essence. It is carried out for methodological purposes, in order to take into account the linguistic features of each of the forms of speech, the conditions of their flow. Thus, monologue speech is characterized, for example, by completeness and expansion, it can be a description, narration, or reasoning. Teaching monologue is an extremely difficult task, and question-and-answer exercises are not the most adequate means of training. As for the dialogic form of communication, this is the most characteristic form for the manifestation of the communicative function of language. Monologue utterance is considered as a component of the communication process at any level – pair, group, mass. This means that any monologue utterance is monologous in nature, always addressed to someone, even if this addressee is the speaker himself, although in structural and many other respects its types are very specific. Dialogic speech is characterized by the use of conversational formulas, elliptic sentences, etc. Teaching a dialogic form of communication an important link in teaching a foreign language. Therefore, its role varies throughout the learning process and, accordingly, is interrelated with the types of exercises performed in the dialogic form of communication. Naturally, in teaching speaking, it is necessary to take into account these features, as well as to show students what is common to speech communication in both their native and foreign languages.
The starting point was the following hypothesis: monologic teaching method – if certain rhetoric, logical, linguistic, communicative, ethical, pedagogical-psychological, didactic methodological standards are respected – can be used to efficiently realize particular (educational, functional and upbringing) tasks of class and subject matter teaching. Finding, analyzing and didactic design of rhetoric, logical, linguistic, communicative, ethical, aesthetical, pedagogic-psychological and teaching methodological procedures, principles, means, demands and recommendations (expressed through the standards for application of monologic teaching method), acceptance and positive evaluation of its effects in implementation in teaching by teachers in primary school, is in the grounds of research optimism in view of improvement of monologic method in contemporary primary school teaching. The basic pedagogical implication to be drawn according to the stated outcomes refers to didactic discourse and teaching practice getting closer together, i.e. to the need for primary school teachers to get acquainted with the standards for implementation of monologic method and the estimated effects of the method for the work and development of teachers andstudents, and the need for them to critically estimate the give demands and guidelines, think and open dilemmas in their didactic-methodological approach to teaching up to now, find ideas and inspiration for different approaches to monologic processing of contents, supplement and alter the suggested standards thus getting actively involved in the process of improvement of didactic theory and practice. In conclusion, it can be noted that the training of monologic and dialogical speech should be conducted at all levels of education. It happens that teachers in high school do not pay due attention to this issue, believing that a teenager of 14-16 years old can already speak coherently. But in addition to logical presentation, the school should teach the imagery of thinking, critical judgments, the ability to conduct discussions and disputes. Therefore, using certain techniques, suggesting monologues and dialogues, it is desirable to constantly focus on the requirements for oral speech.
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