The article is devoted to dialogical speech as one of the means of teaching a foreign language. The article examines the topic of dialogue and dialogical speech from the perspective of different scientists in order to analyze and give general definitions for these concepts. The author pays special attention to the role of dialogue in the development of communicative competencies of teachers. The relevance of the study can be explained by the unabating interest of linguists in studying the dialogical potential of language and the need for further study of human speech-creative activity. It should be noted that questions about the linguistic image of dialogue have not yet been answered. In most works on dialogical speech of the 20th century, no special importance was attached to extralinguistic factors in speech interaction, and studies of dialogic discourse were conducted outside the structure of the activity in which it arose.
Keywords : dialogue, dialogical speech, communicative competence, structure, remark, dialogical unity.
Статья посвящена диалогической речи как одному из средств обучения иностранному языку.Встатье рассматривается тема диалога и диалогической речи с позиции разных учёных, для того чтобы проанализировать и дать обобщающие определения для этих понятий.Автор уделяет особое внимание роли диалога в развитии коммуникативной компетенций обучающих. Актуальность исследования можно объяснить неослабевающим интересом лингвистов к изучению диалогического потенциала языка и необходимостью дальнейшего изучения речетворческой деятельности человека.Следует отметить, что вопросы о лингвистическом образе диалога до сих пор не нашли ответа. В большинстве работ о диалогической речи XX века, не придавалось особого значения экстралингвистическим факторам в речевом взаимодействии, а исследования диалогического дискурса велись вне структуры той деятельности, в которой он возник.
Ключевые слова : диалог, диалогическая речь, коммуникативная компетенция, структура, реплика, диалогическое единство.
Consider the term «dialogue». In the Explanatory Dictionary of S. I. Ozhegov, the term under study is defined as «a conversation between two persons, an exchange of remarks». Dialogic speech can be understood as a form of speech in which there is a direct exchange of statements between two or more persons. The conditions under which dialogic speech proceeds determine a number of its features. The unit of teaching dialogic speech is a dialogic unity consisting of two or more replicas related in content and form. Dialogic speech training is based on a sample given in the form of a dialogic text related to the situation in which communication takes place.
In the dictionary of E. G. Asimov and A. N. Shchukin, the definition of dialogue is as follows: dialogue (from the Greek dialogos — conversation):
- The process of dialogical communication, which consists of a direct exchange of statements between two or more persons.
- A variety of educational texts (dialogic text). The same as dialogic speech.
Dialogic speech as a type of oral speech originated in the 1960s and became the means and purpose of teaching speaking in a foreign language. The teaching of dialogic speech was considered in sufficient detail by such methodologists as G. V. Rogova, I. L. Bim, S. F. Shatilov, V. L. Skalkin, V. A. Bukhbinder, and others. M. A. Weisburd formulated requirements for mastering the types of dialogic speech, G. M. Weiser, A. D. Klimentenko identified particular skills that are part of the dialogic skill.
In the dictionary E. G. Asimov and A.N Shchukin, dialogical speech is defined as a form of speech in which there is a direct exchange of statements between two or more persons.
V. L. Skalkin in his book “Teaching Dialogical Speech” speaks of dialogical speech as a united situational-thematic community and communicative motives of a combination of oral utterances, sequentially generated by two or more interlocutors in a direct act of communication [4].
According to A. N. Shchukin, the dialogical form of communication includes a series of remarks or a series of statements, which are usually generated by one another in the conditions of direct communication.
Dialogue speech has a number of features: brevity of statements; widespread use of non-verbal means of communication (facial expressions, gestures); varying intonation; the presence of a variety of incomplete proposals; syntactic design of statements that are not prepared in advance, free from the strict forms of book speech; the predominance of simple sentences, characteristic of colloquial speech.
The purpose of dialogical speech is communication and rapid exchange of information, thoughts and judgments between participants in the dialogue, which significantly distinguishes dialogic speech from monologue [6].
Researchers M.Ya. studied the features of dialogic speech. Demyanenko, K. A. Lazarenko, S. V. Sour, they noted that it is: — situational (connected with the conditions and atmosphere where the conversation takes place, and the favor of the participant in the communication);
— contextual (each next saying in it is largely dictated by the previous one);
— collapsed (much is understood in it due to the commonality of the situation for the interlocutors and their competence in it);
— reactive (a response is an impact on speech and non-speech stimuli);
— poorly organized (the response is involuntary, not thought out in advance, not predetermined).
According to A. P. Velichuk, the main features of the dialogue are:
— fast alternation of replicas;
— simplicity of composition;
— the presence of elliptical turns to enhance the expressiveness of speech;
— the use of appeals, interjections, exclamations to add emotionality and expressive coloring to speech;
— presence of appropriate intonation, facial expressions, gestures, etc.
In teaching dialogical speech V. A. Buchbinder distinguishes educational and natural dialogues. V. A. Buchbinder writes that natural dialogue takes place in various communication situations between native speakers, between native speakers and a foreigner who speaks this language. Educational dialogues model natural ones and prepare for natural communication. The main criterion for identifying different types of educational dialogues is the degree of their preparedness. On this basis, we can distinguish fully memorized, partially transformed, transformed, prepared under the guidance of a teacher, independently prepared and spontaneous dialogues.
Teaching dialogical speech skills to cadets in English classes is the development of the following skills: starting, conducting/maintaining and ending a dialogue, making messages and building a monologue; as well as possess interpersonal, intercultural and professional communication skills.
In the context of professionally oriented teaching of foreign languages, educational dialogues are used that could prepare students for conducting natural dialogues. For this it is necessary explore the technology of teaching foreign language dialogic speech in more detail [3].
Let's consider the term “dialogical speech” from the position of Gaidunko. Dialogical speech is the most important language function, which is communicative in nature, is formed under the influence of motives of activity, and demonstrates the need for live, natural communication. Both partners understand each other’s arcs well, although they form their thoughts in an abbreviated form, as opposed to monologue speech. Their conversational speech is short, they may not even finish their sentences, but at the same time they understand each other well. The proposals are simple and non-union. The interlocutors communicate coherently; they spend little time thinking. Dialogue speech is accompanied by facial expressions and gestures and takes place depending on certain situations [1].
According to S. F. Shatilov, dialogic speech is a process of speech interaction between two or more communication participants, during which the speech behavior of the partners depends on each other’s speech behavior [5].
From the point of view of psychology, which is adhered to by M. I. Lisina and N. D. Galskova, dialogical speech is communication, a special communicative activity of a person. Therefore, each cadet, in order to fulfill his communicative task, needs to understand what his partner is telling him, since they both not only speak, but also listen to each other. Each dialogic speech consists of both listening and speaking. These are two interrelated processes. Dialogical speech develops certain skills, such as proactively and actively starting a dialogue, hearing, realizing and understanding it, responding to the words of the interlocutor and correctly constructing answers to the questions posed by him [2].
Many well-known domestic and foreign theorists and methodologists have dealt with the issue of teaching dialogical speech. The results of many years of research are reflected in the works of L. S. Vygotsky, N.D., Galskova, E. I. Passova, E. N. Solovova, A. N. Shchukina, T. A. Ladyzhenskaya, N. I. Gez, G. V. Rogovoy, I. L. Bim and others.
N. S. Efimova identifies four main psychological and pedagogical characteristics of oral dialogic communication:
1. Dialogue as a form of communication, as a form of oral speech communication between two people is always motivated. Only some internal or external reason can motivate people to engage in dialogue. During an English class, cadets should have a desire to tell everyone about something, for example, about their feelings, guesses, experiences, intentions to do or change something in their lives, share opinions, brag about their achievements, and the teacher, in turn, should To do this, create a favorable environment in the classroom.
A teacher who sets a goal to develop dialogical speech among cadets should create interesting communicative situations in English classes. Cadets should have the opportunity to express themselves and their thoughts through the dialogues they tell. In this case, the most important thing for them will be to convey to others in an interesting form that important information about themselves, those around them, or about objects and natural phenomena to which they themselves are involved and they are not indifferent to them.
2. Dialogue speech is focused on the interlocutor, the second dialogue partner. People communicate with other people to learn important information from them, they share their feelings and experiences with others in order to hear useful advice or consolation in return, they ask their friends, family for help, or order something to be done.
3. Dialogical speech is characterized by the emotionality of its participants. When cadets share their thoughts, using even the shortest remarks in their conversation, their speech still remains emotional.
4. Dialogue in class will not take place without a communication situation set by the teacher. The teacher organizes the educational and verbal communication situation through photographs, pictures, as well as by describing the situation verbally or using information and communication technologies (computers, etc.).
The most natural form of implementation of oral communication is dialogical speech, which, according to the definition of A. N. Shchukin, is “a combination of oral utterances, united by situational-thematic commonality and communicative motives, sequentially generated by two or more interlocutors in a direct act of communication” [6].
Let us turn to another main feature of foreign language dialogical speech — situationality. It is the situation that determines the motive of speaking both in monologue speech and in dialogue. Consequently, speech cannot exist outside the situation. The success of dialogic communication in the classroom largely depends on the given situation and the cadets’ understanding of the speech task.
R. K. Minyar-Beloruchev distinguishes between real and educational speech situations. In real speech situations, communicative tasks are not formulated, since the motivation for speech is created by everyday life.
Thus, based on a review of the literature, it is possible to formulate a definition that dialogical speech is a form of speech in which replicas are exchanged to convey information or thoughts. Dialogical speech includes a number of features that distinguish it from monologue speech: it is associated with the atmosphere, consists of small remarks, contains the use of addresses, emotional coloring, facial expressions, and gestures.
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