Formation of a culture of communication based on dialogues in English lessons at the junior level in secondary school Introduction Chapter Theoretical foundations for the development of communication skills in younger students

Chapter 2. The importance of formation based on dialogues in English language classes at the junior level of the general education school and the problems that arise
2.1 The importance of formation based on dialogues in English language classes at the junior level of the general education school
Method (from the Greek word metodos - literally a path to something) means a way to achieve a goal, a certain way of ordered activity. The teaching method is a method of ordered interconnected activities of the teacher and students, activities aimed at solving the problems of education, upbringing and development in the learning process. Teaching methods are one of the most important components of the educational process. Without appropriate methods of activity, it is impossible to realize the goals and objectives of training, to achieve the assimilation by students of a certain content of educational material.
One of the effective methods of teaching a foreign language, pursuing the goal of developing communication skills in students, is communicative, which is teaching organized on the basis of tasks of a communicative nature. In the theory of methods of communicative learning I.L. Bim, E.I. Passes are distinguished by the following provisions:
communicative orientation of teaching all types of speech activity and language means;
stimulation of speech and thinking activity of students;
individualization of education;
situational organization of the learning process;
information content of educational material. 
These provisions can be supplemented with other features of communicative learning, in which the content and meaning of the utterance is in the center of attention, the speech context acquires special importance, both literacy and fluency of utterance develop, group forms of learning tasks are preferred, involuntary memorization is stimulated, and the personal content of the educational content is encouraged. communication, the focus is on the student. The importance of the interaction and cooperation of students, as well as the speech task for the organization of communicative language acquisition, is emphasized. 
Consider the basic principles of the communicative method of teaching a foreign language.
1. The principle of speech orientation. The speech orientation of the educational process lies not so much in the fact that a practical speech goal is pursued, but in the fact that the path to this goal is the very practical use of the language. Practical speech orientation is not only a goal, but also a unity. Speech orientation implies oral exercises, i.e. degree, measure of their similarity of speech. All of them should be exercises not in pronunciation, but in speaking, when the speaker has a specific task and when he carries out a speech impact on the interlocutor.
The principle of speech orientation also involves the use of communicatively valuable speech material. The use of each phrase must be justified by considerations of communicative value for the intended area of ​​communication (situation) and for this category of students. The speech character of the lesson also plays an important role here.
2. The principle of individualization with the leading role of its personal aspect. Individualization takes into account all the properties of the student as an individual: his abilities, the ability to carry out speech and educational activities, and mainly his personal properties. Individualization is the main real means of creating motivation and activity. A person expresses his attitude to the environment in speech. And since this relation is always individual, speech is also individual. When teaching foreign language speech, an individual reaction is possible if the speech task facing the student meets his needs and interests as a person. Any statement of the student should be as naturally motivated as possible.
3. The principle of functionality. Any speech unit performs some speech functions in the process of communication. Often after a course of study, students, knowing words and grammatical forms, cannot use all this in speaking, because. there is no transfer (when words and forms are pre-filled in isolation from the speech functions they perform, the word or form is not associated with the speech task).
Functionality determines, first of all, the selection and organization of material adequate to the communication process. Approach to the needs of communication is possible only if speech means are taken into account and the material is organized not around conversational topics and grammatical phenomena, but around situations and speech tasks. The unity of the lexical, grammatical and phonetic aspects of speaking is also necessary.
4. The principle of situationality. Communicativeness presupposes situational learning. Currently, the need for situationality is generally recognized. However, this almost always concerns only the stage of development of speech skills, which is far from enough, since situational reference is one of the natural properties of a speech skill, without which it is hardly capable of transfer. If the situational nature of the skillful action is not fixed, the transfer will not take place. That is why a lot of memorized words and automated grammatical forms remain in the bins of the memory of students when they are forced to enter into communication.
Situationalness is also necessary as a way of speech stimulation, and as a condition for the development of speech skills, in particular, such qualities as purposefulness, productivity, etc.
Situation is able to recreate the communicative reality, arouse interest in the authenticity of speaking, which is very important. However, according to E.I. Passov, communication requires a rethinking of the concept of "situation" and, consequently, the concept of "situation" associated with it. Under the "situation" it is necessary to understand not the totality of extralinguistic circumstances, but the system of relationships between the interlocutors, reflected in their minds; by "situational" is the correlation of the utterance with these relationships. This approach implies a very specific organization of the educational process. Thus, the fourth principle of teaching speaking as an activity is the principle of situationality.
5. The principle of novelty. The process of communication is characterized by a constant change in the topic of conversation, circumstances, tasks, etc. Novelty ensures the flexibility of speech skills, without which their transfer is impossible, as well as the development of speech skills, in particular its dynamism (methodologically unprepared speech), the ability to paraphrase (productivity quality), the combination mechanism, the initiative of the statement, the pace of speech, and especially the strategy and tactics of the speaker. This requires a constant variation of speech situations.
Thus, the communicative method of teaching a foreign language is a system of particular methodological principles aimed at teaching foreign language communication in oral and written forms.