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

2.2 Problems that arise in the formation of communication culture based on dialogues in English language classes at the junior level of the general education school
The success of teaching and the attitude of students to the subject largely depends on how interesting and emotionally the teacher conducts the lessons. To solve the learning problem, it is not enough to engage in class only imitation of life situations. Additional training is required, work aimed at mastering both linguistic and informative material, the formation of certain communicative and cognitive actions, and so on. In other words, we need exercises that, on the one hand, would provide appropriate communicative training, and on the other hand, would preserve the "authenticity" (authenticity) of the use of a foreign language.
The methods of communicative methodology are used, as a rule, in communicative games, during which students solve communicative and cognitive tasks by means of the foreign language being studied. Therefore, the main purpose of communicative games is the organization of foreign language communication in the course of solving a set communicative task or problem. 
The basis of teaching children oral communication in a foreign language in elementary school is a game that, according to I.A. Winter, is a psychological justification for switching to a new language of instruction. Using the game as a way of forming communication skills in elementary school allows the teacher to formulate such speech tasks that have a motive and purpose of speech action and which dictate the use of the necessary communication patterns.
For example, in the first grade, to organize the training of children in using the communication model “My (cat) can (jump)”, you can offer the following speech task: “An evil wizard has bewitched our beloved animals. To disenchant them (this is a game motive), you need to say that they know how to do (this is the purpose of this speech action). Following the teacher, who gives an example of solving a communicative problem, each student talks about his animal:
Teacher: My dog ​​can run.
P1: My frog can jump.
P2: My parrot can fly.
Etc.
The more game techniques the teacher uses, the more interesting the lessons are, the more firmly the material is absorbed. In methodological terms, a communicative game is an educational task that includes language, communicative and activity tasks. For example, the game "IN THE STORE"
On the counter of the store are various items of clothing or food that can be bought. Students go to the store, buy what they need.
P1 : _Good morning!
P2 : _Good morning!
P ₁ : Have you a red blouse?
P2 : _Yes , I have. Here it is.
P1 : _Thank you very much.
P2 : Not at all _.
P ₁ : Have you a warm scarf?
P2 _{_} : Sorry, but I haven't.
P ₁ : Good bye.
P ₂ : Good bye.
Thus, we consider the game as a situational-variative exercise, which creates the opportunity for repeated repetition of a speech sample in conditions as close as possible to real-speech communication with its inherent features - emotionality, purposefulness, speech impact.
Games contribute to the implementation of the following methodological tasks:
Creation of psychological readiness of children for verbal communication;
Ensuring the natural need for repeated repetition of language material by them.
training students in choosing the right speech option;
The American psychologist D. Mead saw in the game a generalized model of the formation of what psychologists call "independence" - a person - the collection of one's "I". The game is the sphere of self-expression, self-determination, self-examination, self-realization.
There is a branch of medicine and psychology - game therapy. The game can diagnose, to know the child. The game can encourage and approve the child. With the help of the game, you can correct, improve, develop important psychological properties in children.
Methodological tools for the formation of communication skills include functional-communicative tasks, which include restoring a logical sequence in a series of photographs or text fragments, detecting missing elements in images and texts, formulating precise instructions to a partner for the successful completion of a task, searching for answers to a question by connecting together all the factors known to the rest of the participants and more. For example, the functional - communicative task "Collect a proverb" The leader reads the beginning of the proverb, the teams must finish it. If the answer is correct, the team gets a point.
For example:
A FRIEND IN NEED……
IS A FRIEND INDEED.
In the learning process, real communication is necessary because it prepares for free communication. Therefore, it is so important to create situations of real communication in foreign language lessons, as their participants will be forced to communicate in a non-native language. It is this type of real communication that can be the beginning of work on the development of communicative competence. The teacher gives the student commands, the student repeats them aloud, speaking about himself, and performs the action.
1. - Pick up the chalk
I pick up the chalk.
2. Draw a boy.
I draw a boy.
3. Draw a shoe.
I draw a shoe.
4. - Draw a line from the boy to the shoe.
5. - I draw a line from the boy to the shoe. That's his shoe.
6. Draw a shirt.
I draw a shirt.
7. - Draw a line from the boy to the shirt.
I draw a line from the boy to the shirt.
That's his shirt.
8. Draw a pencil.
I draw a pencil.
9. - Draw a line from the boy to the pencil.
I draw a line from the boy to the pencil.
That's his pencil.
That's his shirt. His name is George.
This exercise is carried out to work out speech material in a situation of difficult communication
Ordinary speech tasks, repeated from lesson to lesson, cease to captivate students. And then non-traditional lessons come to the aid of the teacher. The existing experience of conducting such lessons suggests that children are happy to participate in them, use previously studied material, thereby strengthening communication skills .
Let's consider the possibilities of a role-playing game as a technique for the formation of communication skills.
. O.A. Kolesnikova connects the role-playing game with the motivation, interests and needs of schoolchildren, says that the role-playing game creates conditions for equality in speech partnership and thereby destroys the traditional barrier between the teacher and the student, notes that the role-playing game allows timid, insecure students to express themselves in to the full extent .
According to R.P. Milrud role-playing game is a methodological technique belonging to the group of active methods of teaching practical knowledge of a foreign language . The author considers the organization of a role-playing game in accordance with the age characteristics of schoolchildren. In his opinion, the game as one of the main forms of reflection of the leading activity can correspond to the age reached, return to earlier forms of behavior, get ahead of the corresponding age stage and contribute to the preparation for a new leading activity.
There are various forms of role-playing (RP) for students of primary, middle and senior school age. For primary school age, one of the options is RI with an object, a game with a doll, a character, which, embodying certain human traits, allows you to motivate students' speech in the lesson in a targeted and flexible way. Playing with a doll is one of the varieties of a role-playing game, it has all its properties and advantages in organizing speech activity in a foreign language lesson. In plot role-playing games with an object, photo albums, books and magazines, illustrations, household items, a doll with a set of clothes, and toys are used. Pupils of primary school age retain some features of the previous age period, when the leading activity was a children's role-playing game. They willingly accept an imaginary game situation, an unrealistic, fabulous or fantastic plot. This allows you to use story role-playing games of fairy-tale content in the lessons.
Role-playing, discussion in an easy and relaxed way allows students to remove communication barriers in communication, increases the volume of their speech practice, helps everyone plan their statement, and unites everyone together with a plot, organizational forms and techniques; it creates conditions for real communication, motivates speech activity. Not only the speaker, but also the listener is as active as possible in the game. In a typical discussion, student leaders tend to take the lead, while timid ones prefer to remain silent. In a role-playing game, everyone gets a role, and he has to be an active partner in verbal communication. The game is a school of morality in action, not in presentation. It is important for the formation of a team, and for the formation of independence, and for the formation of a positive attitude towards work, and to correct some deviations in the behavior of individual children, and much more. So, the analysis of the literature shows that the role-playing game is:
learning by doing, which improves the quality of learning;
a highly motivating factor, since it (the game) appeals to the interest of students, especially in terms of the unpredictability of the denouement;
gives students support: suggests what speech models can express this or that thought in this particular situation;
is accompanied, as a rule, by an emotional upsurge, which positively affects the quality of training and increases its effectiveness.
As part of a role-playing game, you can use such non-traditional types of lessons as a lesson - a performance, a lesson - a musical, a lesson - an interview, etc.