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Here are its psychological features:
1.existents of two or more persons in the communication;
2.address to the listener;
3.situative conditionality;
4.spontaneous character of speech.
5.communicative motivation;
6.emotional character of speech;
The linguistic features include the following:
1.dependences on the interlocutor’s cue;
2.existence of unfinished cues;
3.extra linguistic conditionality of speech;
4.presence of extra linguistic\ paralinguistic factors.
5.presence of emotional sentence.
In dialogic speech interlocuters are always on elert so that to ready to answer the cue of a partner.
It is important that during communication one of the interlocuters should take the leadership in order to keep the continues character of dialogic speech. If the speakers are aware of the theme or contact of the communication it is easy to communicate. And it should also be stressed that the reactivity of dialogic speech causes some difficulties.
The following factors can be included into such difficulties.
-the context of the conversation can easily be changed from one topic into
another and the respond to the speaker I cue is also not known.

• 
  lack of skills of dialogic speech in the mother tongue of the learners. This means that speakers can’t keep the conversation, and they are also in difficulties in using the adequate forms of respond to cues as mimes, gestures, intonation and other forms of paralinguistic means.
  
• 
  unlike to monologue in dialogic speech the interlocuters are dependent on each
  

others cue.
Besides this during the talk auding skills are also important and this depends on the way how the speaker speaks. In other words our understanding depends on the tempo, clearness, intonation of the speech and adequate use of mimes, gestures by the speakers.
Dialogic speech is spontaneous speech and is always dependent on the speech situation.
Teacher should be able to create speech situations which are specially worked out for teaching purposes and differentiate from natural speech situations.
Like monologic speech dialogic speech also has two functions:

1. 
   It is one of the forms of speech which can be used in getting and giving
   

information;

2. 
   It is also one of the means of teaching English.
   

There are different point of views in organizing teaching to monologic speech in the methodological literature.
M. Ya.Demyanenko suggests to begin teaching to dialogic speech with questions and answers. But it is important to know that dialogic speech consist not only of questions and answers but there are other forms of cues. They are also called dialogic units.
Here they are:
1.questions and answers;
2.information - question;
3.information - information;
4.invitation - agreement;
5.invitation - refusal;
6.question — question.
It is advisable for teacher to train learners in using these dialogic units separately at first and then to use them in accordance with the requirements of the speech situation.
Practice teaching dialogic speech according to the following cue patterns.
1 .Question and answers at the elementary stage.

1. 
   what is it? It is . (use different pictures and things. Let the pupils show them and ask a question)
   
2. 
   Give a short pattern dialogue, and ask the learners to make up their own dialogues using it.
   
3. 
   Situation: A new pupil in the class. Ask him/her about his/her name, interests, hobby, the place where be lives etc.
   

2. Information -question. A pupil give information and the others ask him questions.

• 
  I saw Bahrom yesterday
  
• 
  Oh, where did you see him?
  

(How is he?, what was be doing? Is he Ok? etc)
3 .Information-information.
A pupil gives information. Listening to this information the other pupil adds some more facts about it.

• 
  look, I have a book.
  
• 
  Oh, I have read this book. It is very interesting.
  

4. Invitation-agreement. Here one pupil invites the other one to do something or to go somewhere and the listener agrees with the invitation?

1. 
   -Dilshod, let's go to the library.
   

• 
  All right come on.
  

2. 
   - Sherzod, let I go to the dining room.
   

• 
  Ok, I’d like to go there too.
  

5 .Invitation-refusal.
A pupil invites his friends to do something or to go somewhere and the other politely refuses by telling the reasons of his refusal.
6. Ouestion-question. But this cue is used in very rare cases. Here one pupil
asks a question and the other one instead answering the question asks a cont question.
-Dildora, did you see Mohigul?
-Why are you asking her?
-1 need her help.
-No, I haven’t seen her.
M. Ya. Demyanenko suggests to begin with question and answer exercises in teaching to dialogic speech
G.V.Rogova differentiates three stages in teaching to dialogic speech: receptive, reproductive, constructive stages.
According to this pupils listen to the pattern dialogue (Here teacher may read it or let the pupils listen to the recorded dialogue).
At the second stage the pupils may learn this dialogue by heart and tell it to the teacher.
In the third stage they may make their own dialogues. Here the pupils may use key words, pictures and other supplementary means.
U.Hashimov also suggests to teach to monologic speech through three stages: