FROM SILENCE TO SPEECH: TEACHING MONOLOGUE IN FOREIGN LANGUAGE CLASSROOMS

ОТ МОЛЧАНИЯ К РЕЧИ: ОБУЧЕНИЕ МОНОЛОГИЧЕСКОЙ РЕЧИ НА УРОКАХ ИНОСТРАННОГО ЯЗЫКА

Тулен Аяжан Берхатқызы

студент Казахский университет международных отношений и мировых языков имени Абылай хана, Казахстан, Алматы

Головчун Алефтина Анатольевна

научный руководитель, канд. пед. наук, профессор, Казахский университет международных отношений и мировых языков имени Абылай хана, Казахстан, Алматы

Abstract. This article examines the development of monologic competence in 9th-grade students learning a foreign language. The study clarifies the distinction between monologic speech, monologic utterance, and monologic competence while linking monologic competence to communicative competence. Different types of monologue—descriptive, narrative, and argumentative—are outlined with practical methods for skill acquisition. The article also addresses the specifics of teaching monologic speech in secondary school, emphasizing structured tasks and examples relevant to each monologue type. It highlights the importance of integrating monologic speech skills into the curriculum, ensuring their gradual development through targeted exercises. The study also stresses the need for proper referencing and structured academic writing.

Аннотация. В статье рассматривается развитие монологической компетенции у учащихся 9-го класса, изучающих иностранный язык. В исследовании разъясняется различие между монологической речью, монологическим высказыванием и монологической компетенцией, а также связывается монологическая компетенция с коммуникативной компетенцией. Различные типы монолога — описательный, повествовательный и аргументативный — излагаются с практическими методами приобретения навыков. В статье также рассматривается специфика обучения монологической речи в средней школе, подчеркиваются структурированные задания и примеры, соответствующие каждому типу монолога. Подчеркивается важность интеграции навыков монологической речи в учебную программу, что обеспечивает их постепенное развитие с помощью целевых упражнений. В исследовании также подчеркивается необходимость правильного реферирования и структурированного академического письма.

Keywords: monologic speech, monologic competence, foreign language teaching, communicative competence, secondary school education.

Ключевые слова: монологическая речь, монологическая компетенция, обучение иностранному языку, коммуникативная компетенция, среднее школьное образование.

INTRODUCTION

Mikhail Bakhtin’s perspective on monologic speech highlights its structured nature and role in reasoning and expression [1]. According to Bakhtin (1986), monologic speech serves as an essential means of constructing meaning, enabling individuals to express coherent thoughts and arguments. Unlike dialogue, which involves direct interaction, monologic speech demands higher levels of self-organization and internal structuring. This complexity makes it a crucial skill in foreign language acquisition.

Monologic speech requires not only linguistic accuracy but also coherence, logical progression, and depth of thought. In foreign language education, monologic competence is integral to communicative competence, enabling students to express ideas independently. Teaching monologic speech to 9th-grade students demands targeted strategies that support fluency, coherence, and structured speech production. Moreover, the ability to construct and deliver monologues plays a key role in academic success, professional communication, and public speaking. Therefore, understanding the nature of monologic speech and its pedagogical implications is essential for both educators and learners.

MAIN PART

In foreign language teaching, educators often encounter a common challenge: students struggle to produce independent, coherent messages composed of multiple connected sentences. Their responses tend to be limited to one-word answers to the teacher’s questions or, at best, a mechanical, chronological listing of actions. Developing monologic speech is a particularly complex task, as it constitutes a crucial component of communication at all levels—whether in pair work, group discussions, or larger-scale interactions. Even though a monologic utterance is structurally distinct, it remains communicative in nature, always directed at an interlocutor, even if that interlocutor is the speaker themselves.

Monologic speech refers to extended discourse produced by a single speaker, structured to convey information, narrate events, or express opinions logically and coherently. It differs from dialogue, where interaction between speakers plays a primary role. A monologic utterance is a smaller unit of monologic speech, representing a logically completed thought. Monologic competence, in turn, encompasses the ability to construct and deliver monologues effectively, incorporating linguistic, cognitive, and structural elements. Monologic competence is a crucial component of communicative competence, as it enables learners to articulate their thoughts clearly, logically, and fluently in various communicative contexts. The development of monologic competence strengthens learners' ability to participate in discussions, present arguments, and convey information effectively in academic and real-world settings.

Teaching speaking as a productive skill necessitates the construction of meaningful utterances shaped by the communicative context. This presents a significant methodological challenge, as mastering monologic speech is one of the most demanding aspects of language acquisition, requiring substantial time and effort from both teachers and learners. However, these investments are justified when students develop monologic competence from the early stages of learning, refining it through carefully structured materials. A well-designed instructional framework not only enhances motivation but also establishes a solid foundation for the development of other speech activities, ultimately fostering more effective and autonomous communication [2].

In contemporary pedagogical theory, the concept of "communication" is predominantly explored from a socio-psychological standpoint within the context of interpersonal and societal interactions. This perspective underscores the importance of communication in the complex system of human relations with the external world. It highlights the fact that the place of communication, including monologic speech, becomes fully apparent within the broader network of human connections, especially in terms of its role in socialization and cognitive development. As such, communication, regardless of its form, plays a pivotal role in shaping the individual's interaction with both immediate and broader social environments.

A monologue is an extended speech delivered by a single speaker, either to an audience or as an internal reflection. In the context of education, monologic speech plays a crucial role in developing students' linguistic and communicative abilities. Monologues can be categorized into three main types: descriptive, narrative, and reasoning (argumentative) monologues. Each type serves a distinct purpose in speech development and requires different cognitive and linguistic skills.

Monologue-description - this type of monologue focuses on characterizing an object, person, or phenomenon in a static state. The goal is to create a vivid and detailed portrayal by listing attributes, qualities, and distinctive features. Example: "The old oak tree stood in the middle of the meadow, its mighty branches spreading wide as if shielding the ground beneath it. Its bark was wrinkled and rough, covered in thousands of tiny cracks, while its deep roots anchored it firmly in the ground. This oak had withstood countless storms yet remained standing, a timeless symbol of strength and wisdom."

Monologue-narration - this type involves telling a story or recounting a sequence of events in a structured and coherent manner. It often includes a clear beginning, development, and conclusion, making use of time markers and logical transitions. Example: "One summer afternoon, as I walked through the forest, I noticed a small bird struggling to fly. Its wing was injured, and it seemed afraid. I carefully picked it up and took it home, where I cared for it until it recovered. A few weeks later, I released it, and as it soared into the sky, I felt a deep sense of happiness."

Monologue-reasoning (Argumentative monologue) - this type of monologue involves presenting and justifying an opinion, explaining a viewpoint, or discussing abstract concepts. Logical reasoning and persuasive language are key elements of this type. Example: "Hard work is the key to success. Many famous individuals, from scientists to athletes, have achieved their goals not through luck but through determination and effort. For example, Thomas Edison conducted thousands of failed experiments before inventing the light bulb. His perseverance is a reminder that persistence leads to achievement.

Monologic speech is a key skill in language learning, helping students express their thoughts clearly, structure speech logically, and engage in meaningful discussions. In my work with 9th-grade students, I integrate different types of monologues-descriptive, narrative, and argumentative to enhance their speaking abilities.

Descriptive monologues help students practice detailed and structured speech using expressive vocabulary. In lessons, students describe traditions, cultural symbols, or linguistic features of different languages. For example, students may be asked to describe a national tradition of their country or another culture. One such example is the description of  Nauryz, a significant holiday in Kazakhstan: "Nauryz is one of the most important traditions in Kazakhstan, celebrated on March 22. It marks the beginning of a new year according to the ancient solar calendar. On this day, families gather to prepare a special dish called ‘Nauryz Kozhe,’ which consists of seven ingredients symbolizing prosperity. People dress in traditional clothes, visit each other’s homes, and participate in festive activities such as horse racing and folk music performances. This holiday represents unity, renewal, and cultural heritage."

Narrative monologues develop students’ storytelling abilities by requiring them to recount personal experiences or historical events. In class, students share personal or family stories related to language or tradition. For instance, a student might narrate a childhood memory of learning folk tales from their grandmother: "When I was a child, my grandmother always told me folk tales in Kazakh before bedtime. One of my favorites was about Aldar Kose, a clever trickster who outwitted the rich and helped the poor. I remember listening carefully, fascinated by the way she spoke and the wisdom in her stories. As I grew older, I realized that these tales were not just entertainment but also a way of preserving our language and passing down values from generation to generation. Now, I tell the same stories to my younger siblings, keeping the tradition alive."

Argumentative monologues help students develop logical thinking and persuasive speaking skills. One common task in class is discussing the importance of preserving endangered languages. For example, students may be asked to present arguments on why language preservation is necessary. "Language is one of the most valuable aspects of cultural identity. However, many languages around the world are disappearing due to globalization and modernization. Some people argue that it is natural for languages to evolve, but I believe that preserving endangered languages is crucial. When a language disappears, a whole way of thinking, traditions, and history vanish with it. Governments and communities should promote language learning through education, media, and cultural programs. For example, in New Zealand, the Māori language has been revived through television programs, language schools, and official recognition. Similar efforts should be made globally to protect linguistic diversity." By incorporating these different types of monologues into classroom activities, students improve their ability to express thoughts clearly, structure their speech logically, and engage in meaningful discussions. These skills are essential for academic success and effective communication in real-life situations. Also, one of the key strategies I use is the one-minute speaking task, where students are required to speak on a given topic for one minute. This exercise helps students develop the ability to express their thoughts concisely and clearly, while also improving their fluency and confidence in speaking. Communication, in any form, plays a crucial role in shaping an individual's interaction with both their immediate and broader social environments [3].

The focus on monologic speech through Task-Based Learning provides students with a solid foundation for mastering spoken language. It not only enhances their ability to speak fluently and coherently but also helps them develop the confidence to use the language in real-world situations.This approach aligns with contemporary pedagogical theories that advocate for a communicative, student-centered approach to language learning, where the emphasis is placed on practical language use and the development of real-world communication skills [4].

CONCLUSION

The structured development of monologic speech in 9th-grade students enhances their communicative competence. By differentiating between monologic speech, utterance, and competence, teachers can tailor exercises to specific skills. A methodological approach that integrates various types of monologue, along with structured tasks, ensures progressive skill acquisition [5].

Furthermore, monologic speech is not only a fundamental skill in foreign language education but also a critical component of students’ cognitive and social development. Through guided practice, structured feedback, and targeted learning strategies, students can develop confidence in their ability to express ideas clearly and persuasively. This process prepares them for both academic and real-world communication scenarios, ultimately contributing to their overall linguistic competence.

In conclusion, fostering monologic competence in secondary school students should be a key objective in language education. Effective instructional practices, such as using structured monologic tasks and integrating communicative activities, can greatly enhance students' ability to express themselves independently. By understanding the complexities of monologic speech, educators can create an enriching learning environment that supports students in achieving fluency, coherence, and confidence in their foreign language proficiency.