The application of pedagogical technalogies for teaching dialogic speech. Kurs ishi content

Abrorov Muhiddinxon Mansurxon o'g'liI
THE APPLICATION OF PEDAGOGICAL TECHNALOGIES FOR TEACHING DIALOGIC SPEECH.
KURS ISHI

CONTENT

INTRODUCTION 3
CHAPTER I. THE IMPORTANCE OF EDUCATIONAL TECHNOLOGY IN THE DEVELOPMENT OF DIALOGIC SPEECH IN SCHOOL STUDENTS. 9
1.1. A dialogic account of collaborative creativity. 9
1.2. Discussion and conclusions. 12
CHAPTER II. THE ASPECTS OF ENGLISH LANGUAGE. 20
2.1. The aspects of English language. 20
CHAPTER II. CONCLUSION. 29
REFERENCES 32
DICTIONARIES 34
APPLICATION 39

INTRODUCTION

Relevance of the issue. The main and leading goal in the teaching of foreign languages ​​in a secondary school is a communicative goal, which defines the entire educational process. The development of dialogic speech in a foreign language being studied is one of the most acute problems of modern pedagogical science. This is confirmed by a number of studies, articles, manuals, which have appeared recently. And, nevertheless, this problem requires further methodological resolution, since modern requirements for dialogic speech — to teach students to talk in the foreign language being studied — are not always and fully met. This situation requires a new search for a more rational methodology for teaching dialogic speech, in which the desired practical results would be achieved by the shortest possible route, with a minimum expenditure of time and effort, and the learning process itself would be feasible, interesting and exciting for students. Despite the fact that dialogic speech is more difficult than monologue, both from the point of intensity of attention, and from the point of view of the diversity and quality of the speech patterns used, and for a number of other reasons, nevertheless, from the point of view of consistency in teaching oral speech, preference should be given dialogic speech. After all, it is through dialogue that individual speech patterns, whole structures, which are then used in monologue speech, are worked out and remembered. Bakhtin (1984, 1986) believes that in a dialogic speech, a person clearly announces that he or she does not merge with other people [1]. Already at the initial stage of teaching English, students can, and the teacher should help them acquire the ability to use the language being studied for communication. At the initial stage, an oral beginning from the first steps creates conditions for the disclosure of the communicative function of the language, taking into account the student’s 8–10-year-old abilities, to more easily perceive speech and reproduce what is heard and brings the learning process closer to the conditions of real communication, which causes students motivation to learn English. Speaking about the tasks of teaching dialogue, it should be noted that the methodology of teaching dialogic speech has recently emerged as an independent aspect of teaching oral speech. There are still many questions in this area that require theoretical and experimental research. These include: the ratio of dialogic and monologue speech in the course of secondary school; principles and techniques for creating a communicative environment in a lesson; features of speech perception in the process of dialogue; selection of situations that underlie learning dialogue at different stages of learning; selection of material for teaching dialogue. Each of the two forms of oral speech — dialogue and monologue — has its own linguistic features, so a differentiated approach is needed to learn each of them. A dialogue is a form of speech in which there is a direct exchange of statements between two or more persons. At the heart of any dialogue are various statements, the combination of which constitutes its essence. Broeckeman (2004) in “Bakhtin speaking: A Dialogic Approach to Teaching” argues that the dialogic process of teaching is basically a mutual communication between the students and the teacher. He comes to the conclusion that it should be considered in the future because it can have a remarkable impact on student’s learning. According to the goal, it is generally accepted to distinguish between narrative, interrogative and motivational statements, each of which can be affirmative and negative. The narration consists in reporting (positive or negative) about any fact of reality, phenomenon, event. The questions are intended to induce the interlocutor to express a thought that interests the speaker. In the motivational statements expressed the will of the speaker: order, request, prayer, threat, advice, suggestion, caution; consent, permission, waiver; appeal, invitation to joint action; a wish. Each of the three statements mentioned above can become an exclamation with a corresponding emotional tint expressed in the corresponding intonation. The exclamation intonation is often accompanied by a special structure.
At present, every teacher faces the problem of modernizing teaching, searching for and mastering new pedagogical technologies in the course of his teaching, which are represented in a very wide range in the modern educational space. However, their implementation must take into account additional factors. Let us dwell on such of them as the subject of the educational process and the specifics of the educational field. For the North Caucasus, they are currently extremely topical, since, on the one hand, in almost every class there are bilinguals who differ in the specifics of speech development at all language levels and require these features to be taken into account when implementing the educational program, and on the other hand, the flow of migrant children from neighboring countries who are forced to learn not only the Russian language, but also other academic subjects in conditions specific to them. In the aspect of searching for and implementing adequate pedagogical technologies, the features of foreigners studying in a mass school should be considered primarily from the standpoint of the level (actual and potential) of mastering their linguistic and communicative competencies. The main features of the representatives of this contingent of students are their command of the Russian language, mainly at the threshold (everyday) level, insufficient formation of other background knowledge due to psycholinguistic and linguoculturological processes, the difficulty of perceiving program material, regardless of the subject being studied (vocabulary, including low-frequency; rhetorical figures and paths, idiomatic phrases, task formulations designed for native speakers, etc.).
The situation can be complicated by the presence of children of different nationalities in the same class, which makes it impossible to take into account the peculiarities of the language of a particular group, even if the teacher knows the national language. But even in the case of completing the class with foreign children, taking into account their native language, the level of proficiency in Russian in any case will deviate significantly qualitatively and quantitatively both from its speakers (the norm) and from children for whom it is not native (special educational needs). It is also important to take into account the speech environment of children (the language they communicate with their parents at home; the presence of peers in the extracurricular sphere, etc.), the psychological characteristics of the child, as well as the possibility of additional classes with a speech therapist, philologist and other specialists. Most often, when communicating and teaching foreign children, they experience a language barrier: they are less communicative, experience difficulties in mastering all types of speech activity (in understanding the questions addressed to them, in a holistic perception of sounding texts, “recognizing” the meaning of phraseological units, idioms, etc.). etc., identifying the "interlinear" (the general meaning of the perceived or read, especially if it is not colloquial or artistic, but other functional styles of speech - scientific, official business or journalistic); in the use of the Russian language at various levels (from phonetics to a coherent monologue speech, especially at the lexical and grammatical levels, when producing one's own coherent statements; in mastering the rules of spelling of the Russian language).
When developing a strategy and building a system of purposeful corrective and developmental influence on the coherent speech of a student-foreigner, at the first stage, the teacher’s attention should be focused on the formation of oral dialogic speech in a child, since, on the one hand, this is a simpler and more flexible form of coherent speech, and on the other hand, the other is a way to involve a student in the process of communication with classmates, teachers and other communicators, the formation of his cognitive interest in the Russian language [2]. Poorly speaking, the subject of discussion, lacking lexical and grammatical means of expressing their own thoughts, foreign students generally have difficulty entering into a dialogue, because they are afraid of the inability to correctly formulate their thoughts, receive reprimand from the teacher, and experience ridicule from classmates. Often they close in on themselves, it is difficult to make contact, they may even show aggression when trying to get an answer from them to the questions posed. Therefore, the language teacher must very correctly involve such a child in the situation of communication, making it inevitable, but at the same time natural and natural.
At the same time, the school does not involve special work on teaching dialogue and does not develop educational dialogical speech of children [3]. The technology of developing dialogical speech by means of linguistic and literary material as an indispensable condition for the formation of linguistic and communicative competence of foreign speakers will help to optimize the learning process of foreign speakers. Linguistic and literary material is an important component of the content of teaching foreign speakers of dialogic speech. Representing intonational structures, words, phrases, ready-made phrases, grammatical forms and structures to be studied in the process of mastering the language.