Plan Introduction I

2.3. Dialogic speech is mainly of situational character. 
The linguistic nature of dialogic speech lies in the process of exchanging replications, which are coherent in structural and functional character. The basic goal of dialogic speech te⁵aching is developing the abilities and skills which enable to exchange replications. Other necessary skills are to be good at listening while receiving information and be fluent at speaking to reply. This should be two way communication, not an examination.
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. The foreign authors distinguish two basic stages of dialogic speech teaching. The first is training of abilities to exchange replications during communicative exercises. The second is developing the skills by training the capability to perform exercises of creative nature during a group dialogue, conversation or debate [6].
Oral speech in the classroom should be always stimulated and encouraged. Teachers often try to develop students communicative skills through the exercises directed to memorizing and grinding the words, paradigms and grammar rules but the attention also should be paid to training the components of communication, not only to 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, however, after they are not able to use the same models in their spontaneous speech. Students have difficulties in using the speech items they have learnt in communicative patterns. Therefore, such types of activities are not efficient in 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. In this context, modern interactive techniques become definitely relevant and efficient. One of such techniques is role play games that provide the atmosphere close to real life situation, provoke students’ creative and performing skills and encourage them to speak. ⁶Such kind of communication activities gives students practice in using the language under controlled conditions.
Role-playing games is one of the main methods that ensure active participation, involvement, experimentation and discovery in learning. It gives students the opportunity to go through all the stages of the learning cycle, including the learning through training, performing some tasks, the embodiment of theory into practice, repetition (review) and feedback. It is a very flexible method that can be used to put into a lesson something real and practical. Role-playing games are used in many situations, contributing to the development of interpersonal skills. For example, in conversation, conflict resolution, in the work relating to people, and develops students' confidence in them Role playing is a kind of game methods based on the simulation of social roles in the process of solving educational and professional goals. In the conditions of role-playing game learner faces situations that are not typical for his\her real activities and roles, and where he\she is forced to change their communication skills. Effectiveness of the training is provided by the fact that a person is better able to absorb the knowledge, skills and abilities in situations, when he\she has to accept a social role, previously not known to him / her. Moreover, being in someone else’s role reduces psychological tension and increases creativity Thus, role plays can be successfully implemented in teaching dialogical skills, because in a role play both language and other communication methods are used in the game in a way that learning becomes an integral part of the task. Acting out scenes from everyday life, especially those situations in which a new lexical material is involved, students get the opportunity to use the language in a free and entertaining manner. These activities develop fluency. To help students to speak on different topics, teachers may give them topical patterns, provide special worksheets and essential vocabulary lists, so all the students can be involved into conversation. Later the students will be able to transfer the patterns on their topics.
Role-playing games help to develop communicative skills. In many situations a communicative task is the goal, which is assigned in the specific conditions of communication, from which it is clear who is speaking, to whom, about what, under what circumstances and why. Most of the communicative tasks are based on dramatization. Intensive methods made sketches and role plays pretty common. It is because dramatization is an accurate model of the true communication, which saves its main features. Therefore, role plays provide safe environment, where participants can practice or rehearse new language models, practice their speaking skills, making mistakes without being afraid or embarrassed, without terrible consequences. This is practice without troubles. And any role play is a great possibility to provide experiments and put theory into practice [7].
As a role playing game can be structured or spontaneous it can help not only to train grammatical or lexical patterns, but also make students give impromptu speeches. The participants should not only speak according to their roles and the goal of their communication, but also react to the partner’s lines, show understanding, empathy, mercy using special vocabulary and change behavior and relationships via discovering other points of view, roles or feelings.
Another positive aspect of a role play is an opportunity to receive feedback and discuss all the advantages and drawbacks of the conversation and find the ways to avoid disadvantages in future talks. In addition, role play games provide an opportunity to rehearse a real situation from the participants’ life or an event which they can face once. This helps to get students prepared to a communication situation, form their awareness about it and practice to dialogue in it.
Unfortunately, we can point out some impediments of role playing games in teaching. First of all, participants can feel inconvenient because of the necessity to act a role in front of the audience, lack of confidence in their abilities to perform the role, lack of information about the role or situation. Also, passivity may occur if only few people take part in a game, but others only watch. The problem can be solved if observers are given concrete tasks, instructions or question, they have to answer in the end. As we stated that feedback is a good way to work on drawbacks, the quality of feedback can depend on the observing skills of participants and some offences can occur if the feedback was indelicate or, on the contrary, observers can be afraid to insult his \her feelings and will not give fair respond [9]. That is why, teacher should provide good, friendly atmosphere, in which everyone will be free to act. The participants also should be thought to accept constructive critics and consider it as a motive for further improvement.
In spite of these negative aspects we can add some more advantages. For example, a role play is an interesting and unusual type of teaching exercises, which is not only useful in training dialogic speech, but also can help developing interpersonal and intrapersonal skills. Thus, it helps to improve the feeling of empa-
thy, initiative and responsibility and develop self-confidence. Due to its game nature a role play disposes indifference and helps to remove barriers in the classroom, consequently, the group becomes united. Also, students get more in-depth understanding of the course material and gain necessary skills for in-and-out-ofclassroom communication. Overall, using role plays in teaching, teachers train students to be able to use their newly learned knowledge for the solution of important problems.
Indeed, many of the things we do in our everyday life are related with language. For instance, we talk about our favorite hobbies, we have interviews, we purchase a service, we talk about our feelings, we suffer a disease and complain about it, we give health advice, we recommend a product or buy something, we describe places and so on. While learning a language students should be given an opportunity to try themselves in a communicative situation close to real life without learnt scenarios and written lines. Students should be able to meet a foreigner in their local city and explain him the direction to the hotel; or come to a foreign country and be able to make purchases or book a flight ticket. ⁷This can be successfully achieved if the students get the ability to “go through” such situation, which can be provided by a role play game. All the essential vocabulary, small-talk phrases and special lines for responding and emphasizing will be better learnt through practice. In methodological aspect: role plays as a task based focus are a part of a language teaching method centered in actions, because it considers the students learning the language as members of a society that has tasks that need to be done within a series of specific circumstances, in a specific environment and inside a specific field of action. Therefore, language is closely related to tasks, so language teaching should incorporate those tasks and aim to produce the language for those specific tasks.

References

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