THE TECHNOLOGY OF TEACHING STUDENTS TO PRODUCE SPONTANEOUS MONOLOGIC UTTERANCE IN DIALOGIC COMMUNICATION

Abstract

The article deals with the issues of preparing students to produce spontaneous monologic utterance in dialogic communication. Particular attention is paid to what is necessary to envisage in the process of student’s preparation to spontaneous monologic utterance in a foreign language, i.e. the ideas, the sources of the ideas and a capability of identifying and understanding these ideas. Student’s ability to record formulated ideas and present them as simple elementary sentences according to the problem is becoming an important aspect. The authors make detailed studies of producing spontaneous monologic utterance on the basis of the fixed ideas expressed in denotations as the chain of lexemes. Drawing on the research of foreign dialogic communication teaching methodology, the authors put forward the definition of communicative situation as a dynamic system of the partners interaction in certain conditions, based on the mutual activity of the subjects on solving discourse communicative cognitive tasks and including a number of systematically meaning-related components of the microsituation. In the section devoted to methodology the authors consider the principles of academic staging, pedagogics of psychodrama, the theory of close connection and intersectionality of sensor channels – intelligence, thinking, language, speech. The article highlights and describes specific peculiarities of dialogic communication, gives a definition to dialogism. Addressed also are important issues of the process of student’s preparation to spontaneous monologic utterance in dialogic communication in the process of microsituation role-playing on the basis of some methods, techniques, exercises, content and sequence of stages and steps of mastering skills and abilities of spontaneous utterance as a monologic activity in close connection with informative reading, writing and listening. dialogic communicating, spontaneous monologic utterance, communicative microsituation, idea, subject-context conditionality, simple elementary sentences, lexeme, sensor channels, intelligence, informative reading, psychodrama pedagogics .