Content: Introduction Mainpart

3. The common problems and difficulties in the oral speech process
In the teaching – learning process we faced the problem that the students do not have enough skill in dialogical speech. When we say a person knows a language first of all mean he understands the language spoken and can speak it himself. In teaching a foreign language it is necessary to think about what motivates pupils to speak. Oral speech in the classroom should be always stimulated and encouraged. Sometimes during our lessons we try to develop communicative skills through the exercises directed to memorizing and grinding the words, paradigms and grammar rules but we also should pay attention to training the components of communication, not only by translating some speech patterns from one language to another. There are dialogues offered by the text book which are recommended to be learnt by heart. Students learn them like a poem and then it turns out they can’t use the same models in their spontaneous speech. We don’t give due attention to substitute and transforming exercises. That’s why the students have some difficulties in using the speech items they have learnt in communicative patterns. Such types of activities don’t lead to activating speaking skills. For developing spontaneous communicative skill students need a series of synthetic exercises which can reproduce communicative model in the required situation or context. Communication activities give students practice in using the language under controlled conditions. These activities develop fluency. To help students to speak on different topics, teachers may give them topical patterns if it is necessary, so all the students can be involved into conversation, especially in mixed ability groups. Then they can transfer the patterns on their topics. In the teaching – learning process we faced the problem that the students do not have enough skill in dialogical speech. When we say a person knows a language we first of all mean he understands the language spoken and can speak it himself. In teaching a foreign language it is necessary to think about what motivates pupils to speak. Oral speech in the classroom should be always stimulated and encouraged. Sometimes during our lessons we try to develop communicative skills through the exercises directed to memorizing and grinding the words, paradigms and grammar rules but we also should pay attention to training the components of communication, not only by translating some speech patterns from one language to another. There are dialogues offered by the text book which are recommended to be learnt by heart. Students learn them like a poem and then it turns out they can’t use the same models in their spontaneous speech. We don’t give due attention to substitute and transforming exercises. That’s why the students have some difficulties in using the speech items they have learnt in communicative patterns. Such types of activities don’t lead to activating speaking skills. For developing spontaneous communicative skill students need a series of synthetic exercises which can reproduce communicative model in the required situation or context. Communication activities give students practice in using the language under controlled conditions. These activities develop fluency. To help students to speak on different topics, teachers may give them topical patterns if it is necessary, so all the students can be involved into conversation, especially in mixed ability groups. Then they can transfer the patterns on their topics. Another difficulty in dialogical speech is that a student should not only react but also give a stimulus in his turn for his companion. Other way it will be only a series of questions and answers, and the dialogue will be far from natural one. Dialogue plays a central role because it is a medium through which participants are able to share their conceptions, verify or test their understanding, and identify areas of common knowledge or of difference. A skillful teacher has a repertoire of dialogical strategies from which to draw, and is creative and flexible in shifting from approach to approach with different students, different circumstances, and different subject matters. Dialogical speech as one of the forms of speech communication is the important point while teaching English at school. Before working on the article we analyzed the works of modern Russian and foreign specialists in English language teaching. The most common notion in the literature studied is that for mastering any language it is necessary to develop speech skills through different training exercises and speech practice. As a result of the work we expect the students will be able to participate successfully in dialogues and conversations on the topics based on the materials of the text book and be able to pass the final speaking assessment of each unit according to the definite criteria. We analyzed every unit of the text book focused on the types of activities and the time limited. Then we made the exercises given by the authors more communicative by reformulating their tasks or / and by changing the patterns of interaction not to looking for extra curriculum time resource. We also designed a set of special exercises focused on developing speaking skills. The teacher can include these exercises into every unit. To control students’ speaking skill we made up assessments with certain criteria for evaluation. As a result of our work we’ve got supplementary materials to be used by teachers if they face the same problem. They can use these materials in whole or partly or vary them. The ideas of our exercises (board games, guided dialogues, lexis games, etc) can be used in any unit and for other textbooks, forms and groups. The more the students speak in the lesson, the better the lesson is organized. We piloted all the material in our groups. The students had positive reaction on the exercises and the activities suggested and did the tasks willingly. To finish every unit the students were offered the speaking assessment. All of them coped with it successfully. We also asked them to fill in the questionnaires and got positive response. Thus we can consider the product of our work to be helpful in developing speaking skills. Teaching English as a second by using oral speech communicative method. The researchers note that the principles of communicative activities resulting in the finished text (logical statement) largely determine the specifics of language phenomena, including the functioning of vocabulary in the act of speaking. The process of speaking is conditioned by the specific speech situation, including the main components:
- Participants of communication-teacher-student;
- Place of communication-school, University (defines business / official genre communications);
– Time communication (synchronous/non-synchronous perception statements limited to different time – depending on the type testing-framework);
- Subject of communication (circle of authentic topics and tasks in English language);
- The purpose of communication (to identify the level of communicative competence student);
- Feedback between participants of communication (active-dialogue; passive – the letter), the understanding between the communicants, assessment statements. Thus, the lesson as a communication situation is a fragment reality, including the purpose of communication, the subject of speech, direct the parties to the communication – teacher and learner, and the nature of their interactions. Conversation as a way of forming speech in the dialogical learning “People create each other by communicating”. Dialogue is a special form of communication with pupils, because during the conversation we can establish contact with pupils, identify class problems, and identify gaps in knowledge. The teacher Frieri believes that education should be dialogical - focused on the problems that are considered and solved in the framework of the dialogue. Research findings show that dialogue is central to the lesson. Mercer and Littleton in their work showed that the dialogue in the classroom can contribute to the intellectual development of pupils and their effectiveness in learning. L.Vygotsky⁶ assumes that knowledge is acquired as a result of engaging the pupil in a dialogue. Pupils learn more easily when there is a possibility of a dialogue with others, more knowledgeable, in the role of which classmates or teachers can play. The teacher should not manage and control the conversation, but guide it in the right direction. "The teacher should be helped to understand that conversation is a way of solving the problem and a tool of learning” - Mercer⁷. The way teachers and pupils talk to each other, ask questions, Express their opinions, do not hesitate to make comments, Express their opinions and honestly reveal themselves makes it possible to develop pupils ' thinking and creates an atmosphere of cooperation, a favorable psychological climate of the class. According to Mercer's research, conversation is an integral part of pupil learning. He distinguishes between three types of conversation: conversation-debate, cumulative conversation, research conversation. Pupils in conducting this type of conversation together made decisions, tried to be tolerant of each other's ideas. The positive thing was that the children of these conversations were studied to reflect, to appreciate and accept the ideas of other guys. Barnes and Mercer prefer a research conversation. They argue that exploratory conversation is the type of conversation that teachers need to develop. When involving pupils in a research conversation, work in small groups is usually used, in which participants have a common problem, create a joint understanding of it; exchange ideas and opinions, discuss and evaluate each other's ideas, create collective knowledge and understanding. In other words, pupils think together. Key researchers in the field converge on the view that the quality of educational dialogues is a key factor in academic attainment. Our own and others’ research (reviewed by Mercer, 2008) indicates that dialogic teaching can increase children’s capacity for dialogue and reflective thought as well as developing subject knowledge. A series of studies has shown that Exploratory Talk training stimulates the development of (individual and group) reasoning skills while also enabling attainment in science (Mercer, Dawes, Wegerif and Sams, ) and mathematics (Mercer and Sams). There has been some debate about whether being able to conduct effective dialogue is a valuable “end in itself” and whether teaching dialogue skills might divert activity from teaching curriculum subjects. While it is certainly the case that teachers often feel under pressure of time to ‘deliver the curriculum’, we believe that there need be no conflict between curriculum learning and learning to think and learn together with others; they go hand in hand. As Phillipson and Wegerif⁸ (2016) put it: Being better at dialogue means learning how to ask better questions, how to listen better, hearing not only the words but also the implicit meanings, how to be open to new possibilities and new perspectives, while of course learning how to think critically about new perspectives through comparing different points of view. More than all these specific skills… to be more dialogic means to be more open to learning. This learning includes teachers as well as their students; teachers’ understandings of the teacher-learner relationship itself may change as they begin to take a socio-cultural perspective, use opportunities to generate more productive dialogue with their students, and provide students with guidance on how to think collectively. They can devise suitable activities to create spaces which open up dialogue. Having made the case above for language as a cultural tool for knowledge building and argumentation, we also need to consider the important role in learning played by other cultural tools prevalent in classrooms today, especially digital technologies. We have chosen two examples from our various studies in this area to illustrate the key role that technology use can play in supporting joint reasoning through the exploration and evaluation of different ideas.