Concept as the basic notion of cognitive linguistics.

The basic notion of cognitive linguistics is "concept". Concepts don`t appear from the meaning of the word itself, but they are the result of contiguity of the vocabulary meaning of the word with the personal and national experience of a person, thus concepts are the total of the lexical meaning of the word and the language experience of a person.

Concepts appear as an image, but appearing in the mind of a person, this image can move through the levels of abstraction. The primary content of concepts is complicated due to the knowledge, achieved as a result of other types of cognitive actions so it gets some new content, logical signs.

The system of concepts forms a difficult and multi-aspectual conceptual picture of artistic text, through which it is possible to pass the sense and emotions of a person.

Concept is a discrete mental formation that is the basic unit of the mental code of a person and has a relatively well-organized underlying structure; it is the result of cognitive activity of a person and society.

Concepts can be personal, age and national (soul, melancholy, sorrow, motherland).

Concept has a layer structure and different layers are the results of cultural life of different epochs. It consists of historically different layers, which are different in time of creation, in origin, semantics and have a special structure.

Vaskovnyuk m.

(Vinnytsia)

The main features of teaching english monologue speech

Nowadays when all the boarders are open and people can communicate with each other freely, without any ban, the problem of foreign language monologue teaching arises greatly. Most teachers agree that pupils must receive as much opportunity to speak English fluently as a foreign language as possible.

According to the program of teaching English at schools, the two types of monologue speech should be taught - prepared speech and unprepared/spontaneous speech. Prepared speech is a type of speech, which is realized through different types of prompts (substitution tables, different types of schemes, plans, sample utterances and guided questions), which help the pupil to layout his thoughts in a logical and coherent way. Unprepared speech is the most difficult one, because it implies the expression of one’s thoughts without any preparation, just using the material which he has already learnt. And the pupil's speech is considered to be unprepared when, without any previous preparation, he can do the following:

• Speak on a subject suggested by the teacher. Pupils in turn tell the class where they were, what they did, whether they had a good time, and so on.

• Speak on the text read. The teacher asks pupils to give its short summary or express their own opinion on the story.

• Speak on the text heard. The teacher, for example, asks pupils to come up to the map in turn and speak about Great Britain. While speaking pupils can use the information they have just received or their own knowledge about the country.

• Discuss a problem or problems touched upon in the text read or heard. For example, pupils read about education in Great Britain. When the teacher is sure that his pupils understand the text and already have a certain idea of the educational system in Great Britain, he arranges a discussion on the problem. He asks his pupils to compare the systems of education in Great Britain and in this country. The teacher stimulates pupils' speech either by guided questions or through wrong statements.

• Have an interview with "a foreigner". For example, pupils are studying the topic "London". The teacher may arrange an interview. One of the pupils is "a Londoner". The classmates ask him various questions and express their opinion on the subjects under discussion.

A great attention should also be paid to the individual characteristics of pupils and their age differences during the whole process of English monologue teaching. And one of the most useful ways to teach children speak English is the use of the authentic literary texts. Authentic literary texts are often replete with cultural information and evoke memorable reactions in readers. Authentic texts that are carefully selected for pupils and with the specific goals in mind can be helpful in studying the English language and culture. Children can get quite a lot of different information through such texts and learn new words and authentic set expressions, which they can use while speaking on the definite topic.

Summing up, it should be mentioned that teaching of foreign language monologue speech is a difficult process which needs an individual approach to every child. And we understand that our main aim is to teach children to express their thoughts without any difficulties in the process of real foreign communication. We should use different authentic texts in teaching English monologue speech, because they not only develop their reading skills, but they also develop their memory and skills in unprepared speech.