Vozniuk, T.
(2023).
Dialogical speech activity as a necessary component of the formation of students ' foreign language competence .
International Journal of Philology,
14(3),
109-118.
https://doi.org/10.31548/philolog14(3).2023.012
One of the results of international cooperation and competitiveness is the need to remove the language barrier between its participants. In accordance with this, ensuring the mastery of a foreign language for free communication is the most important task of the education system at the present stage of development. In the proposed article, dialogical speech activity is considered as a necessary component for the formation of students ' foreign language communicative competence, which is one of the main goals of teaching a foreign language in a modern university. The article considers the characteristics and features of dialogical speech activity, the importance of speaking as a type of speech activity. The relevance of the research is related to the use of two types of teaching dialogical speech activity: deductive and inductive. Teaching foreign language dialogical speech activities should be systematic, purposeful, as close as possible to the conditions of real reality, which contributes to achieving a positive result in teaching a foreign language. The article provides a theoretical analysis of the application of the method of dialogical speech activity in teaching a foreign language at the present stage, taking into account trends towards international intercultural interaction
dialogue; communication; dialogical speech activity; replica; situatedness; attitude; deductive; inductive
[1] Artemchuk, T. (2003). On modern approaches to learning and teaching foreign languages. Native School, 9.
[2] Bakaieva, H.Y., Borysenko, O.A., & Zuyenok, I.I. (2005). English language program for professional communication. Kyiv: Lenvit.
[3] Bukach, V., & Golubova, G. (2019). Country studies in teaching foreign languages at higher school. Scientific Bulletin of South Ukrainian National Pedagogical University Named After K. D. Ushynsky, 4(129), 26-32.
[4] Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Cambridge: Cambridge University Press.
[5] Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press.
[6] Crystal, D. (2005). The Cambridge encyclopedia of the English language. Cambridge: Cambridge University Press.
[7] Fylypenko, S.L. (2009). Modern and innovative approaches of teaching English for students. Collection of Scientific Papers, 1, 84-93.
[8] Harriri, H., Karwan, D.H., Haenilah, E.Y., Rini, R., & Suparman, U. (2020). Motivation and learning strategies: Student motivation affects student learning strategies. European Journal of Educational Research, 10(1), 39-49.
[9] Long, M. (1991). Focus on form: A design feature in language teaching: Foreign language research in cross-cultural perspective. In Foreign language research in cross-cultural perspectives (pp. 39-52). Amsterdam: John Benjamins. doi: 10.1075/sibil.2.07lon.
[10] Marsh, D., & Nikula, T. (1998). Terminological considerations regarding content and language integrated learning. Bulletin Suisse de Linguistique Appliquee, 13-18.
[11] Naves, T. (2009). Effective content and language integrated learning programmes. In Content and language integrated learning: Evidence from research in Europe. Bristol.
[12] Noviyenty, L., Morganna, R., & Fakhruddin. (2022). English speaking lecturers’ performances of communication strategies and their efforts to improve students’ communicative competence. European Journal of Educational Research, 11(2), 1047-1062.
[13] Shukin, A.N. (2001). Teaching foreign languages: Theory and practice. Moscow: Filomatis.
[14] Wilkinson, I.A.G., Reninger, K.B., & Soter, A.O. (2010). Developing a professional development tool for assessing quality talk about text. In Yearbook of the National Reading Conference.
[15] Zholnerik, L.I. (1985). Teaching dialogical speech. Foreign Languages at School, 3.