9.1. Spontaneity of speech

Dialogical speech can be called spontaneous and unprepared when phras­es or words as well as the sequence of their usage in a dialogue haven't been learned by interlocutors by heart or memorized in advance.

However speech can't be absolutely unprepared. "A person who is completely ignorant of some problem is hardly able to express or utter any opinion on it." [45, 14]. So, the dialogical speech of students which deals with the contents of a unit of the text-book, that has just been studied, can be considered pre­pared, it is prepared in its contents. On the other hand, no learner can take part in a dialogue using only those words and sentences which were memo­rized on purpose before the class. That's why it is an accepted norm that oral-skill classes are to be so organized that the contents of learners' speech were really prepared while the way of speech production, i.e. constructing sentences and utterances in dialogues, was spontaneous and unprepared.

This very factor of correlation between preparedness and spontaneity of speech is to be adequately implemented in exercises, assignments and oral skills tasks given to learners with the aim of developing their foreign language speech competence.

9.2. SITUATIONAL CHARACTER OF SPEECH

Oral speech is generally conditioned by a real— life situation. It is a kind of situation which compels people to produce and comprehend speech in a natural way in tasks of communicative type, the best conditions for which are non-standard lessons. Dialogical speech can't be initiated regardless of any situation. And vice versa, it is a real— life situation owing to which dialogical speech is initiated and comprehended.

We'll try to show the importance of a real-life situation for developing a dialogue with the following example: people who speak, read and compre­hend English and who are non-native speakers of English generally feel em­barrassed when they see or hear the phrase "Attempted is not known." It hap­pens not because of their poor knowledge of English but because the phrase is suggested to them regardless of any context. When the phrase is presented in a situation its meaning immediately becomes clear, e. g.:

• Yesterday when I was getting out my mail from the mail-box I was much surprised.

• Really? What's it?

• I got a letter which I had sent to my friend to the USA. We have been in correspondence with her formanyyears. And yesterday my letter came back to me with a stamp "Attempted is not known. "It's strange!

Dialogical speech can also be initiated in close-to-life situations, which can take place in pseudo-communicative activities tasks and exercises, in pre-text, in-texts and post-text tasks

In developing learners' speech competence in dialogical speech a real-life or close-to-life communicative situation is to be obligatory implemented, because it has some undoubted advantages. A real— life or close-to-life com­municative situations is not a part of a film script or a part of a play when personages' speech is planned in advance.

In real-life and close-to-life communicative situations motives of speak­ing are continuously and dynamically changing on the spot. Speech changes in form, contents, social colouring depending on psychological state of speakers, their memory, reaction of the interlocutors, mental state of speakers as well as on the social background inherent in speaking. This set of conditions would stimulate learners' thinking activities in order to solve non-linguistic tasks of foreign language speech interaction.

Below there is a brief example of creating real-life or close-to-life com­municative situations' at a project lesson.

The teacher starts the lesson with a brief review of the facts and events of the real life which gave fresh impetus to the project lesson. Не/She addresses the audience and then announces the exact formulation of the topic.

Dear Guests! Each of you knows that on March 11, 2011 terrible news spread all over the world: an earthquake followed by a tsunami was registered. The mag­nitude of the quake reached 9.8 which is nearly the highest. The most terrible consequence of the quake in Japan is a destruction of the atomic power plant in Fukushima the result of which is a substantial leakage of radiation. A great lot of people have perished. The zone of 30 kilometers around Fukushima is an­nounced the Disaster Zone, the admittance is prohibited.

The people are being evacuated.

So, the topic of our project is "Outlook for Nuclear Power after Fukushima's tragedy".

Today our guests are Prime Minister of the country, Mayor of our City, Deputy of Parliament, radiation safety inspector, academician Alexandrov (In­stitute of Atomic Physics), academicians Vetrov and Zinchenko (Institute of Atomic Physics), professor Senkov(Institute of Geophysics of the Earth), rep­resentatives of Green Peace International, representatives of the Committee of Atomic and Radiation Safety, foreign guests and students.

Though we aren't able to solve the problem and find out answers to all prob­lematic questions, I think the time passed since the tragedy in Fukushima has been enough for the people, experts, leading scientists and politicians to comment on the situation.

So, our discussion started. Speak your mind. The floor is given to an expert in atomic physics Academician Alexandrov [33, 48].

In his/her introduction the teacher created every condition for the stu­dents to'produce real-life or close-to-life communicative situations/