FORMATION OF DIALOGIC SPEECH SKILLS IN TEACHING ENGLISH

Abstract. The Dialogic Teaching is a teaching activity that aims to improve speaking ability of English. The activity enables students to read and listen dialogues prepared previously on different subjects of English and to practice dialogue based exercises. Students also create and present their own dialogues into classroom. The aim of the study is to determine effect of dialogic teaching on English speaking skills. First part of the study includes importance of language and communication in human life, the importance of speaking skills in education, theoretical grounding of the activity, explanation of dialogic teaching and its relation with English speaking ability. In second part, researcher's assumptions were tested and the effect of independent variable is examined.

Keywords: foreign language, dialogue, dialogic teaching activity

Introduction. Currently, the problem of teaching a foreign language at school is extremely urgent [1, с. 111]. The teacher is faced with the difficult task of formulating the student has certain competencies that enable him to participate in intercultural communication. For this, it is necessary to develop, improve, optimize, implement new methods and methods of teaching foreign languages, use all kinds of teaching aids in the classroom, strictly plan the educational process, constantly study the level of students' motivation, find new forms of interaction between teacher and student [2, p. 158; 3, p. 179; 5, p. 178; 4, p. 116; 6, p. 10]. In addition, teaching foreign languages the school should pursue expansion and systematization knowledge, skills, skills related to foreign language communication, increasing the used vocabulary, as well as further development of foreign language speech culture.

Teaching and learning a second foreign language is absolutely necessary for the following reasons:

1) Choosing a student to study several foreign languages ​​from those included in the educational standard and curriculum will allow observing the key principle of Russian education - the principle of variability, which will allow maintaining the balance of teacher-student interaction;

2) Independence of thinking, intellectuality of development, creative solution of the assigned tasks as components of the formation of the student's personality will become inevitable companions for learning a second foreign language;

3) Personal growth, self-education, the need to improve qualifications in the relevant educational institutions of foreign countries will be an integral part teaching a second foreign language;

4) Competencies that allow the student to participate in intercultural communication will become easily formed and achievable, their number will be optimized and minimized;

5) Knowledge, skills and abilities related to foreign language communication will be systematized and expanded taking into account

educational standards of foreign countries;

6) Used vocabulary and lexicological the horizon will be increased with the further development of a foreign language speech culture both within the framework of existing educational standards of our state, and within the educational systems of foreign states;

7) The practical skills and abilities acquired during the study of a second foreign language will undoubtedly make it possible to participate “in a new society based on knowledge”, actively develop in it, contributing to the expansion of foreign language communication and interpersonal communication.

All other problems are of an applied nature and cannot be fully solved in practice. First of all, it is necessary to improve the material and technical base of training for the second foreign language in order to introduce modern techniques and ways of teaching foreign languages. Then edit curricula and curriculum to increase the volume credits of labor intensity, in no way sacrificing

hours of other philological disciplines. It seems necessary to plan the educational process in such a way that the load on the teacher was not excessively increased, but was comfortable with the appropriate level of teacher salary labor, which should be as close as possible to the level remuneration of the administration of the relevant institutions and finally, "motivate" the students of the second foreign in the case of successful mastering of academic disciplines by long-term educational, introductory and educational-production practices in the countries-speakers of the foreign language being studied, where teachers of the second foreign language will regularly improve their qualifications. We believe that teaching a second foreign language and its study will allow you to achieve high results in increasing the demand for graduates of the relevant educational institutions, their sustainable multilingual communications. It remains only to wait for the recognition of oneself as a part of the world community and certain socio-economic conditions for the development of the state. In this case, compulsory teaching of a second foreign language will become reasonable the continuation of the integration of the individual into the world space.

Dialogic teaching activity is a method in some sources, some considered as an approach in the sources. On foreign language teaching in the examination carried out, it was found that there is no example that has been applied before, and that as an activity since different views are encountered in the literature definition has been defined. Teaching the lectures and activities with dialogue in the experiment process considering the characteristics of language teaching methods, and evaluated under the heading of language teaching methods [7].

Teaching with dialogue in English language teaching, especially in crowded classrooms, students aiming to gain speaking, listening, reading and writing skills activity. In addition to language skills, emphasis is placed on teaching grammar. By removing the students from being the audience in the lesson, they become active learners. aims to bring aiming at the acquisition of all four basic language skills, this activity speaking skills are highlighted. Different in the field of language teaching this activity, which can also be applied by other disciplines, provides students with the language they have acquired. provides the opportunity to apply their knowledge skills and interact. The activity has the flexibility to be used for different levels of English. Start use of mother tongue in the classroom for students at provides an explanation.

The role of the teacher in teaching with dialogue: Teacher grammar in teaching with dialogue

It should be explanatory in its narration and then a guide. Primarily peer corrections and evaluations should be taken into account, in case of insufficient the teacher should be involved. Teacher activities and exercises should guide the student about the subject, dialogues and should not interfere with their presentation as much as possible.

The basis of teaching through dialogue: One of the most important tools of communication.

the acquisition of speaking skills. The main purpose of language is to communicate. The main purpose of foreign language teaching is to communicate with people who speak the relevant language. This is directly related to the acquisition of speaking skills is related gaining a fluent and comprehensible speaking skill is an important part of this activity is the main factor in the selection.

Goal of teaching with dialogue: The activity of teaching with dialogue is to ensure that the target language is used in daily speech such as status and gender, which can effectively participate in be able to adapt to different communication environments by taking into account the variables aims to train individuals. Proverbs and idioms in the target language of the students. Another target is to be able to use language-specific structures such as rhymes and rhymes behavior. All four language skills and grammatical structures must be included in the activity necessary for the communication to be established in an accurate and understandable way. Gaining skills is the main purpose of the activity.

Conclusion. Dialogic education takes place through dialogue which means opening up dialogic spaces in which different perspectives can clash or play together and new learning can occur. Although it has been shown to be an effective way of teaching for conceptual understanding in almost every area of ​​the curriculum, dialogic education also imposes a curriculum goal of its own which is the need to educated students to become better at dialogue so that they can think and learn together with others in new contexts. However dialogic education is not only concerned with individual intelligence and individual success but is intrinsically social. This is about the capacity of a society as a whole to think together, learn together and respond appropriately to challenges. The dialogic education is one way to respond collectively to the many challenges that this raises.      It is proved that the organization of dialogic learning at school requires the formation of a teacher's system of skills, namely: to organize and manage the dialogic process in learning; create a positive communicative atmosphere for the exchange of thoughts and ideas; pedagogically expedient to stimulate communication between students; apply advanced dialogic learning technologies; motivate students to create or solve educational tasks using productive dialogue; effectively use means of verbal and nonverbal communication; make emotional contact and listen to the interlocutor, etc. The strategy of communicative approach in the educational process of the pedagogical university is widespread, first of all as for humanities.

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