Content introduction

Chapter I
THEORETICAL ASPECTS OF STUDYING INTERACTIVE INTERACTION IN THE PROCESS OF TEACHING ENGLISH IN HIGH SCHOOL
1.1 Requirements for teaching a foreign language in a secondary school
A characteristic feature of modern society is continuous foreign language education, including language education, which is understood as “a process that ensures the continuous improvement of communicative competence in one or more languages demanded by a person as a means of communication” [13, p. 32]. The goal of continuous education is seen in the formation and development of a person's ability to adapt to the transformations taking place in the economic, professional, social, cultural and other spheres of life. With the spread of Internet technologies and the availability of a significant amount of information in foreign languages in general and English in particular, with the expansion and development of international cooperation, the acquisition of foreign languages in the process of continuous language education is updated for many.
When determining the content of teaching English, it is necessary to determine what should be taught in the language and speech aspects; how to build the process of mastering communication: sequentially, from the assimilation of language means to speech practice with their application or complex, mastering speech skills directly in the process of solving communication problems.
Next, we turn to the requirements of the English language program in a secondary school. The section on learning to speak in high school states that students should be able to do the following:
- to maintain a conversation or discussion on a familiar topic;
- request information or ask for clarification on a matter of interest;
- express their attitude and opinion regarding the issue under discussion;
- start, maintain and end a conversation in standard situations of communication in compliance with the norms of speech etiquette, ask again and clarify if necessary;
- ask the interlocutor questions and answer his questions, express his opinion, respond to the request, agree to the interlocutor's proposal or refuse it, taking into account the studied topics and learned lexical and grammatical material;
- be able to lead their own strategic line in communication in accordance with the speech intentions of the interlocutor or contrary to their intentions [49, p. 23–24].
Based on the above requirements, we conclude that teaching English in high school is aimed at laying the foundations of foreign language communicative competence, teaching students to interact with representatives of a foreign language culture.
Note that for high school students, English is primarily a means of communication and expression of their thoughts. This is confirmed by the results of surveys conducted among students.
10-11 grades of secondary schools. The students were asked the following questions:
1) What is English as an object of study for you?
2) What, in your opinion, should be given more attention during an English lesson?
3) How do you see your ideal English lesson?
80 percent of high school students indicated that for them English is, first of all, a means of communication, and the greatest attention in teaching should be given to speaking, discussing current problems, expressing their point of view and playing out situations that occur in everyday life [16, With. 27–28]. That is why when teaching high school students foreign language communication, the emphasis should not be on learning the language system, but on interactive speech interaction in this language.
According to G. V. Rogova, “the study of language as a linguistic phenomenon can provide knowledge of the language system, but it does not lead to the use of this system for the purpose of communication” [33, p. 39].
Thus, the goal of teaching high school students should not be considered language learning, which is appropriate for philological education in a special university, but speech as “a way of forming and formulating thoughts and as a means of social speech interaction” [33, p. 41].
W. M. Rivers defines verbal interaction as “the influence of people on each other in order to induce response speech or non-verbal actions. If there is no interaction, there is no communication” [32, p. 14].
The implementation of the communicative goal requires appropriate learning technologies. As one of these technologies, we can consider the technology of interactive learning, the key concept of which is interaction or interpersonal communication.
So that speaking does not turn into educational speech when communication is unlikely to take place, the process of teaching foreign language speaking using interactive learning technology should be implemented taking into account a number of conditions. Communication should not be limited to the teacher-student role repertoire. It is necessary to simulate the conditions of real everyday speech behavior of a person, taking into account the emerging needs for genuine communication that provides communicative motivation. Creation of conditions for the manifestation by students of senior classes of activity, initiatives in speech foreign language activity in foot is predetermined by a favorable trusting atmosphere of communication created and maintained in the classroom. Speaking is a speech activity, which can be realized only in the process of direct speech interaction, the interaction of communicants [31, p. 3].