3. Types of dialogues and approaches to developing competence in dialogue speech

Dialogues contain different dialogue unities consisting of different interconnected remarks: statement + statement; statement + question; statement + urge; statement + exclamation; question + statement; question + question; question + urge; question + exclamation etc (15 types of remarks). Types of dialogues:

1. information exchange (may be unilateral, i.e. one partner asks questions, clarifies something, displays initiative, or mutual );

2. planning actions together (coming to an agreement as to realizing some intentions);

3. exchange of impressions or opinions (both interlocutors are active in expressing their opinions, supplying arguments and agreeing or disagreeing to their partner’s point of view);

4. discussion ( interlocutors try to work out some solution, persuade each other of something; to come to certain conclusion);

5. ritual dialogues, or etiquette dialogues (greeting, parting, getting acquainted, apologizing, expressing gratitude etc according to linguocultural norms).

There are two main approaches to teaching dialogue speech: inductive and

deductive. Inductive approach is bottom-up processing: learners get acquainted with separate remarks first and then proceed to mastering the dialogue as a whole. The approach is based on the assumption that mastering elements gradually leads to using them in dialogues of learners’ own. The teaching model includes the following stages:

• presentation (the teacher reads the whole dialogue, then separate remarks and students say them after him mastering pronunciation and intonation);

• explanation (the teacher reads the dialogue again and comments on its content, the meaning of new words and grammar structures writing them down on the board);

• practice (learners role-play the dialogue, answer the teacher’s questions, do vocabulary and grammar activities);

• development (production) (learners act out the dialogue, then produce a dialogue of their own by analogy and perform communicative tasks on the basis of the material learnt).

• As their home assignment, learners are to learn the dialogue by heart, make analogous dialogues, transform the dialogue into a monologue and perform other tasks.

Deductive approach is top-down processing which presupposes comprehending the content of the whole dialogue first and mastering separate remarks then. Understanding takes place not through the teacher’s comments and explanations but through guessing by context and using their previous learning experience. This way is considered optimal for teaching standard, typical dialogues.

The model includes the following stages:

• presentation (learners listen to the teacher reading the dialogue or to recording and try to comprehend it. Then students read the dialogue);

• practice (learners role-play the dialogue, the teacher checks understanding by asking questions, activities to master the new material are done);

• development (production) (learners act out the dialogue, the teacher checks the level of comprehension by asking questions, learners make up dialogues by analogy, act them out etc).

Each way has its advantages and disadvantages. Inductive approach presupposes conscious and practical mastering the new material. But controlled activities prevail and it is often difficult to proceed to more creative communicative tasks. Deductive approach emphasizes intuitive, autonomous and more creative mastering the material by guesses etc. The dialogues learned by heart make up a stable basis for dialogues of learners’ own. But it is impossible to learn by heart a lot of dialogues, moreover, learners have different abilities for memorization. So both approaches do not contradict but rather complement each other.