TEACHING SPONTANEOUS MONOLOGIC UTTERANCE IN THE LIGHT OF THE PSYCHOLINGUISTIC CONCEPT OF CONNECTION BETWEEN SPEECH, LANGUAGE AND THINKING

Abstract

The article deals with the methods of teaching to produce a meaningful spontaneous monologic utterance in dialogic communication in the light of the psycholinguistic concepts of the connection between speech, language and thinking as a function of the intellect. The article reveals in detail the char-acteristics of monologic utterance in the conditions of dialogic communication: cohesion, coherence, meaningfulness, spontaneity, contextual-situational conditionality, and dialogicality. The author highlights and characterizes the meaningfulness and spontaneity of monologic utterance and the underlying psycholinguistic categories of "sense", "intention", "semantic connections" in the text of different levels, the semantic content in the process of listening and speech perception, as well as in speaking and speech production. Much emphasis is put on vocabulary, semantic rows of words as lexemes grouped by meaning in denotative, subject-predicate unity for understanding the semantic content of the acoustic message and generating thought in utterance production. The author compares and reveals the correlation and functions of lexical and grammatical means of language in the process of regular switching between listening and speaking in dialogic communication (change of roles of a listener and a speaker). Special attention is paid to the consideration of process deployment schemes as links in the chain of speech perception, comprehension, understanding, formation and formulation of thoughts, followed by the process of consecutive steps of producing meaningful sentences as units of speech and combining them by their meaning as meaningful units of speech, text fragments. The article describes the devised instructing solutions in the light of the psycholinguistic concep-tual positions concerning the development of technologies to teach producing meaningful spontaneous monologic utterances of two types; the selection and use in each step of the technology of speech units, such as microtexts and micromonologues; the use of such forms of organization of speech communication as communicative pairs, subject-subject intra- and intergroup interaction of interpersonal and interpersonal communication in both types of technology from the very first steps to form dialogicality and dialogic relations; on accounting for factors and creating conditions of generating a spontaneous meaningful evidentiary monologic utterance. The paper substantiates the research and adoption of such dialogic speech units for teaching and learning as "microdialogue", "dialogic unity", and "dialogized evidentiary monologic utterance".