33. Заг. Характерист. Усн. Мовл. Ауд та говоріння. Монол та діал.. Форми.

The syllabus requirements for oral language are as follows:

1 To understand the language spoken;

2 To carry on a conversation and to speak a foreign language within the topics and linguistic material the syllabus sets.

This is the practical aim in teaching oral language. But oral language is not only are aim in itself, it is also a mighty means of foreign language instruction. It is a means of presenting linguistic material: sounds, words and grammar items. It is also a means of practicing sentence patterns and vocabulary assimilation. It is also used for developing pronunciation habits and skills and, therefore, for reading and writing since they are closely connected with pupils’ ability to pronounce correctly what they read and write. Thus speaking is the most important part of the work during the lesson.

What are the psychological characteristics of oral language? They are as follows:

1. Speech must be motivated, i.e. the speaker expresses a desire to inform the listener of something interesting, important or to get information from him. At first the inner speech appears and then the sound speech is reproduced.

2. Speech is always addressed to an inter locutor (a classmate, a class, but not the teacher or the ceiling).

3. Speech is always emotionally coloured for a speaker expresses his thoughts, his feelings, his attitude to what he says.

4. Speech is always situational for it takes place in a certain situation.(while teaching speaking real and close – to – real situations should created to stimulate pupils’ speech.

Oral speech as compared to written language is more flexible.

1.The use of incomplete sentences in responses.

2.The use if contracted forms: doesn’t, won’t, can’t, isn’t, etc.

3.The use of some abbreviations : lab, mike, maths, p.m., etc.

4.The use of conversational tags (“well, they’re those things you know, which don’t mean too much).

Dialogical speech is a process of discourse of two or more persons. Dialogical speech has the following communicative functions:

1. Asking for information – telling information;

2. Proposals – acception;

3. Exchange of opinions thoughts;

4. Grounding the point of view.

There is a great variety of dialogue structures. But any dialogue consists of utterances. The first utterance has always an initiative. The second way be reaction or reactive – initiative.

E.g.1 A: What would you like to eat?

B: A meat sandwich.

E.g.2 A: Is lunch ready?

B: Yes. Let’s have lunch in the garden.

The students have to know how to start a dialogue, how to react and how to continue the conversation.

The main groups of patterned utterances:

I 1 statement – statement

2 statement – question

3 statement – proposal

II 4 proposal – agreement

5 proposal – refusal

6 proposal – question

III 7 question – response

8 question – question

IV 9 greeting – greeting

10 pasting – pasting

11 thanking – reaction to it

Types of dialogues:

1. Dialogue – questioning;

2. Dialogue – agreement;

3. Dialogue – exchange of thoughts;

4. Dialogue – discussion.

The stages of teaching dialogues:

These are different approaches to teaching dialogues:

3. From top to bottom (when a model – dialogue)

4. From bottom to top (the elements of dialogues are taught and then the students compose their own dialogues)

The second approach is considered to be more effective. The stages of teaching dialogues:

4. Acquisition with certain dialogical units;

5. Composing microdialogues;

6. The ability to compose a dialogue of any functional type.

These are 4 groups of exercises for teaching dialogical speech:

1. Exercises, which teach the students to respond;

2. Exercises acquisition with dialogical units of different types;

3. Exercises the aim of which – to compose microdialogues of different functional types.

4. Exercises the aim of which – to compose dialogues of different functional types.

Dialogical speech is a process of discourse of two or more persons. Dialogical speech has the following communicative functions:

5. Asking for information – telling information;

6. Proposals – acception;

7. Exchange of opinions thoughts;

8. Grounding the point of view.

There is a great variety of dialogue structures. But any dialogue consists of utterances. The first utterance has always an initiative. The second way be reaction or reactive – initiative.

E.g.1 A: What would you like to eat?

B: A meat sandwich.

E.g.2 A: Is lunch ready?

B: Yes. Let’s have lunch in the garden.

The students have to know how to start a dialogue, how to react and how to continue the conversation.

The main groups of patterned utterances:

I 1 statement – statement

2 statement – question

3 statement – proposal

II 4 proposal – agreement

5 proposal – refusal

6 proposal – question

III 7 question – response

8 question – question

IV 9 greeting – greeting

10 pasting – pasting

11 thanking – reaction to it

Types of dialogues:

5. Dialogue – questioning;

6. Dialogue – agreement;

7. Dialogue – exchange of thoughts;

8. Dialogue – discussion.

The stages of teaching dialogues:

These are different approaches to teaching dialogues:

5. From top to bottom (when a model – dialogue)

6. From bottom to top (the elements of dialogues are taught and then the students compose their own dialogues)

The second approach is considered to be more effective. The stages of teaching dialogues:

7. Acquisition with certain dialogical units;

8. Composing microdialogues;

9. The ability to compose a dialogue of any functional type.

These are 4 groups of exercises for teaching dialogical speech:

5. Exercises, which teach the students to respond;

6. Exercises acquisition with dialogical units of different types;

7. Exercises the aim of which – to compose microdialogues of different functional types.

8. Exercises the aim of which – to compose dialogues of different functional types.