48. Навчання монологічного мовлення

In teaching monologue we can easily distinguish three stages according to the levels, which constitute the ability to speak:

4. The statement level;

5. The utterance level;

6. The discourse level.

From the psychological point of view monologue speech is characterized by:

3. One – direction speech;

4. Psychological and linguistic connection

These are different types of monologues:

4. Description;

5. Narration; characteristics

6. Meditation.

The students should have special habits and skills in composing monologues:

7. The ability to join connect patterns;

8. The ability to express oneself according to the given situation;

9. The ability to use appropriate speech patterns;

10. To enrich the speech with certain lexical and grammatical material;

11. To transfer the material on other situation;

12. The ability to use material of other topics composing material according to a certain form and contents.

All exercises for teaching monologues are divided into 3 groups:

I group – exercises, which have the aim to unite phrase – level sentences into above phrase unity;

II group – exercises aimed at composing monologues (above phrase level)

III group – exercises aimed at composing monologues (text level).

In teaching monological speech teacher must use special supports which are different on the different levels of language learning. There are such supports which may be used: text, video, pictures, language situation, and topic or problem situation. The order of using different support is different in primary schools and secondary. In primary school this order will be 1), 2) text, 3) situation, 4) topic. But in secondary school it will be 1) situation, 2) visualization, 3) text, 4) topic; and in senior school - text, 2) language situation, 3) visualization (pictures, video), 4) topic or problem situation.

There are two ways of teaching monological speaking: “from above(top)” and “from below”

From above(top) is the methods of teaching where students start from the text level and analysis of it. Students underline words, utterances and sentences and then use them in their speech.

4. Learning of text

5. Retelling of text

6. Changing of situation.

from below – students learn word and utterances, which will use in statements and topic.

4. Statement level

5. Lexical and logical connections between statements

6. Monolog on the topic

11. Методи та прийоми навч.Ін.М.

The methods of teaching as a science develops nowadays and gives birth to other branches: historical methods of teaching, experimental methods, comparative methods, methods of using technical aids and so on. The main methods are: Critical analysis of literary sources; Learning the positive experience of work of the teachers who grained good results in education; Scientific observation; Test teaching; Experiment; Experimental teaching. Subsidiary methods: Interview; Questionnaire Testing; Talk; Methods of experts, etc. Experiment has special meaning for the investigator. We can define general and special regularities in teaching foreign languages. Experiment is connected with hypothesis. Kinds of experiment: Basic experiment or investigating; Natural or laboratory; One serial or multi serial; One factor or multi factors; Direct or crossed. Experiment has four steps: 1 stage – the organization of experiment; 2 stage – the realization of experiment; 3 stage – statement 4 stage – interpretation. According to the modern classification we devide all methods into - traditional( grammar-translation direct audiolingual) - communicative ( communicative approach total physical Response natural approach) - innovative ( silent way community language learning suggestopedia) The main principle are: activity, communicative approach, the domination of exercises, the all round individualization of teaching, collective interaction .