TEACHING FOREIGN LANGUAGE DIALOGUE AT PRIMARY LEVEL
Abstract
DOI 10.18522/1995-0640-2023-1-179-190
Abstract. The study of the communicative structures of dialogic speech in the linguistic and pedagogical aspect remains a topical issue. The solution of the issue of organising guided dialogic communication of learners is directly linked to the task of taking into account the communicative needs underlying the implementation of the different principles of foreign language teaching. The sequence and way in which the tasks and exercises of teaching foreign-language dialogue are carried out are close to the process of real communication, which is facilitated by the use of speech situations and role-play elements. Elements of role-playing become factors of additional optimization of the process of impact on the participants of communication. The order of practicing dialogical structures containing the studied grammatical phenomena in the system of exercises differs by the sequence of deployment of situations in which they function and are presented in macrodialogues corresponding to the needs of real communication.
The aim of the article is to show the possibilities of speech exercises used in teaching dialogues in the target language (Russian), to describe the principles of linguodidactics and to reveal the specifics of the initial stage of teaching foreign-language dialogical speech.
Key words: dialogue speech, communicative task, speech situation learning strategies, situ-ationality, communicative step, information gap
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Copyright (c) 2023 Tatyana B. Mikheeva, Irina A. Antibas
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