Interacted with other

aspects of the language

The main features of any skill are as follows:

1. Purposefulness, i.e. its impact is directed at the interlocutor;

2. dynamic character, i.e. an ability to use speech material in new situations;

3. productive character, i.e. an ability to produce new utterances;

4. Integrated character, i.e. synthesis of speech habits, life experience, emotions of speakers.

5. Independent character, i.e. independent of props and the mother-tongue

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Speaking is closely connected with all other language activities:

2. Listening Comprehension as well as Sp. requires intensive mental activity with support of the mechanisms of inner speech and anticipation. Both have the same analyzers at work (kinesthetic and auditory). Sp. and LC promote each other’s development in the process of teaching;

3. Writing appeared as a means of fixation of the sounds for presenting and reproducing sound speech;

4. Reading is a transitional stage between Sp and Wr. And it has some features of both of them.

Speech Competence is realized through functions and its functional exponents

e.g. To be able to:say “hello” Hi, how are you?

Introduce let me introduce…/ this is…/ meet…

Inform I’d like to tell you/you need to know... agree/disagree Let me (dis)agree with you/I can’t but…

An impromptu speech is based on:

1. The skills of combining the familiar language material in a new way;

2. The skills of transfer of the assimilated material into different situations;

3. The skills of initiating speech;

4. NO preliminary preparation on a specific subject for a particular occasion.

A prepared speech is more widely used by the pupils. A prepared speech may be based on the suggested language material and a topic/ situation, or on the suggested topic/situation, but not on the suggested material.

In the psychological aspect both forms of speaking possess such qualities as purposefulness, communicative motivation, situational character, being addressed to the interlocutor.

A monologue is characterized by: continuity, completion, logical succession, contextuality. Or, it has: - continuous

- completed

- logical consistent

- successive

- contextual

A dialogue is a typical example of impromptu speaking; it is characterized by a greater degree of emotional colouring and situational relevance (conditionality).

A situation is characterized by the following features:

1. Absence of immediate connection of speech (language) units with the present circumstances;

2. Dynamic character, i.e. it undergoes constant changes together with them. Each remark changes and develops the situation;

3. A situation is not a mere entity of circumstances, events and relationships;

4. The content of a situation is based on a problem or conflict which breaks the existing system of relationships;

5. A speech situation is always realized in a speech act.

A communicative situation may be defined as a system of interacting factors of objective and subjective nature which involve a man into language intercourse and predetermine his speech conduct.

A communicative situation comprises 4 groups of factors (or components):

• Real circumstances;

• Relationships between the communicators;

• Speaking intentions;

• Realization of an act of communicators.

Situations may be real, imaginary, teaching which are built up with the help of mechanical aids or verbal aids.

A teaching situation should always contain a speech task which predetermines the speaker’s position and the direction as well as wording of speech.

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Ways of modeling situations:

1) Visual;

2 ) Verbal oral

written;

3 ) Visual-verbal video;

poly-screen;

4) Problem situations:

1. Suggesting of a few variants of solving one ad the same problem. Pupils are to choose the most interesting/appropriate one (e.g. the way of traveling, the movie to watch);

2. Creating a special barrier in the way of solving a problem (e.g. sport team);

3. Giving incomplete information:

4. Suggesting different controversial points of view (e.g. civilization doesn’t save us from cruelties of nature);

5. Using lack of experience of pupils for solving the problem (e.g. weigh an elephant);

6. Using their life experience, but in new situations (e.g. what a real teacher should be?)

Lecture 11

Teaching Monologue

Outline.

1. Communicative and psychological characteristics of Monologue.

2. Linguistic peculiarities of monologue.

3. Techniques and chief stages of teaching monologue. Ex-ses for teaching monologue.

A monologue is a relatively extended, well-organized kind of speech, a result of individual composition which presupposes a lasting utterance of one person, addressed to the public”.

In other words, the essence of monologue is a connected, continuous expression of thought by one person, addressed to one or to a number of persons (auditory).

Basic communicative functions of M. are:

• Informative (to convey new information about smth);

• Influential (to persuade smb in smth);

• Evaluative or expressive.

The main communicative types of monological utterances:

1. A piece of information,

2. A piece of narration,

3. A piece of description

4. A piece of argumentation (reflection

The logical schemes of a Monologue are as follows:

I ntroduction Body (Main Part) Conclusion

T hesis Argument Illustration Conclusion

The units of teaching Monologues are:

• The statement level, i.e. producing a sentence;

• The utterance level, i.e. producing an utterance of a particular common type;

• The discourse level, i.e. producing a connected extended text.

The aim of TM in a secondary school is to develop the skills of producing logically and communicatively motivated monologues of different levels.

The tasks of TM include the formation of speaking skills of:

• Retelling the text;

• Giving the description, narration, information, evaluation;

• Disclosing the topic suggested in logical succession;

• Giving the grounds, accounting for one’s ideas, introducing elements of argumentation.

Scheme of speech generation:

Level 1 – motivation.

Level 2 – forming –a phase of inner speech which includes making up a plan of an utterance in key with the intention.

Level 3 – realization – outer speech, when articulation and intonation mechanisms are at work.

Psychological characteristics of a Monologue:

1. Subject/topic centered;

2. Contextual;

3. Logical;

4. Intentional;

5. Being addressed to the public;

6. Language correctness.

Linguistic peculiarities of a Monologue:

• Two-member sentences;

• Extended sentences;

• More complicated syntax, a variety of sentence

Techniques and chief stages of teaching monologue

1. Traditional, which has 3 stages:

• Stage I – combination of speech patterns into an utterance;

• Stage II – independent composition of an utterance;

• Stage III – producing a monologue of a discourse (text) level;

2. Text-centered, which is based on a text: after prof. Passov:

• Stage I – preparatory- before you read;

• Stage I –textual;

Stage One is aimed at the development of the skill of building up a sentence (or a sentence-pattern). It is the first time the language material is drilled in topic-centered exercises.

Ex-ses to be used here:

1. Imitation and substitution ex-ses aimed at filling of the speech pattern with the vocabulary of the topic:

• e.g. I don’t like the cold weather (hot, stifling, rainy, nasty).

• Sa what you did in summer:

L ast summer I went to the Crimea

traveled to the Carpathians

made a trip to Kiev

flew to the village

abroad

2. Extension ex-ses to teach pupils to give additional information about the same:

• There is a lot of work on a farm.- There is always a lot of work for the farmers in the fields on a farm in spring.

3. Ex-ses on modifying a speech pattern, aimed at teaching pupils to use various speech patterns in the suggesting situation:

E.g. The teacher suggests talking about their native place; he starts a sentence, the pupils continue: We live in…

Our town is…

It is located…

There are…

4. ex-ses on construction of structures after the model and independently.

5. “Give it a name” or “Guess what it is”-ex-ses.

6. Say the opposite.

Stage Two - Development of the skills of building up an utterance ( above the sentence level). Ex-ses are aimed at developing the skills of composing elementary logical utterances about an object or phenomenon.

Succession of Props:

• At the elementary level: visuality – text – situation – topic/problem;

• At the intermediate level: situation – visuality – text – topic;

• At the senior level: text – speech situation – visuality ( a series of pictures, a TV-films, a film-strip) – topic/problem.

The communicative types of utterances are built up according to different logical schemes: description begins with naming an object, then its quality is defined; information begins with stating where and when the scene is laid: so does narration, which, besides, contains some evaluative remarks.