CC BY
3PROBLEM-CONSTRUCTIVE DIALOGUE IN TEACHING ORAL TYPES OF SPEECH ACTIVITY OF STUDENTS IN ENGLISH CLASSES (LEVEL A1-B1)
URAZALIEVA OLTINOY AKHUNBEK KIZI
Second year master's student at Miras University, Shymkent, Kazakhstan
KUGENBAYEA GULZAINAB AZHIBOY KIZI
English Teacher at school named after Khamid.Alimzhan №12.
Annotation. When it comes to speaking, we shouldn't be surprised that's it difficult. Imagine our astonishment if a baby started commenting on the weather or contributed to a discussion. Yet we all know that a baby cries to get what he or she wants - there is an instinctive need to speak and be understood. So, why exactly is speaking so challenging, and, from a teaching perspective, how can we help our students improve it?
The specificity of teaching oral speech to students with weak language training, studying in the specialty "translator in the field of professional communication", is that they are "false beginners". After a school course in a foreign language, they master basic vocabulary, can read and translate texts from English into Russian and reproduce texts learned by heart. But the overwhelming majority do not know retelling, constructing questions and speaking, which is explained by training according to methods that have preserved the traditions of the Soviet school.
Moreover, some students have difficulty retelling text in their native language and do not understand the difference between direct and indirect speech. In such groups, it is better to teach speaking through memorizing short phrases and their subsequent use in different combinations.
Keywords: videos, podcasts, interviews, learning, vocabulary, grammatical.
Teaching oral forms of spoken language is one of the key tasks in the process of teaching a foreign language. In the context of A1-B1 levels according to the Pan-European Scale of Language Competencies (CEFR), it is important to take into account specific methodological approaches and pedagogical principles that contribute to the effective development of students' oral skills. The main purpose of training at A1-B1 levels is to develop basic communication skills that allow students to have simple conversations on everyday topics. To do this, it is necessary to create a learning environment that encourages the use of language in real communication situations. An important aspect is the creation of problematic situations that encourage students to actively use the language. The theoretical basis for teaching oral forms of speech are communicative and problem-constructive approaches. The communicative approach focuses on the use of language as a means of communication, where the main goal is to convey meaning rather than accuracy of form. The problem-constructive approach, in turn, involves the creation of educational situations that require active problem solving and interaction between students.
A1 level is characterized by learning the basic speech structures and the lexical minimum necessary for conducting a simple dialogue. At this stage, didactic games, role-playing games and simulation of situations close to real life are used. For example, students can act out scenes from everyday life, such as buying tickets, ordering food at a restaurant, or describing their day. Such tasks help to overcome the language barrier and create motivation for further language learning. At the A2 level, vocabulary is expanded and grammatical structures become more complex. Students learn to express their thoughts in more detail, discuss past and future events, describe their preferences and give advice. An important element of learning at this level is the development of listening skills, since the ability to understand spoken language is an integral part of communicative competence.
At the B1 level, the emphasis is on the ability to have a conversation on more complex topics such as work, study, travel, hobbies, etc. Students learn to argue their statements, express opinions and conduct discussions. Problem-constructive dialogue at this stage becomes the main method of
learning, as it promotes the development of critical thinking and the ability to quickly adapt to changing communication conditions.
Using authentic materials such as videos, podcasts and interviews helps students get used to the natural speed of speech and different accents. The training also includes group interaction tasks such as discussing projects, conducting surveys and preparing joint presentations. This allows students to practice the language in various communicative situations and increases their self-confidence. Thus, the theoretical foundations of teaching oral forms of spoken language at levels A1-B1 are based on a combination of communicative and problem-constructive approaches that ensure the active use of language in real communication situations. The creation of motivation, the development of listening skills and the use of authentic materials play a key role in the formation of students' oral communicative competence. Teaching oral forms of spoken language to students at levels A1-B1 is an important aspect of teaching a foreign language, which requires the use of various methodological approaches and pedagogical principles.
These levels are defined as elementary and are designed to form basic language skills necessary for everyday communication. The basis of teaching oral forms of speech at levels A1-B1 is a communicative approach, which is aimed at developing students' ability to interact effectively in various communicative situations. The communicative approach involves the use of language in real contexts, which contributes to the formation of students' skills to perceive and produce oral speech. An important aspect is to create a learning environment that encourages the natural use of language through dialogues, role-playing games and other forms of interactive interaction. At the A1 level, the main task is to master basic speech structures and a minimal vocabulary that allows you to have simple conversations on topics related to everyday life.
The training includes learning basic vocabulary and simple grammatical structures necessary to express basic needs such as greetings, introductions, requests and thanks. Repetition and practice play an important role, which make it possible to consolidate the studied material. The main teaching methods at this level include the use of pictures, audio recordings and videos, as well as conducting simple role-playing games and dialogues. At the A2 level, the knowledge gained at the A1 level is deepened and expanded. Students learn to describe their actions and events, talk about their preferences and plans. At this stage, more complex grammatical constructions are introduced, such as the past tense, modal verbs, and comparative degrees of adjectives. The training is aimed at developing the skills to make more detailed statements and participate in simple discussions. An important aspect is the development of listening skills, which is achieved through listening to authentic audio and video materials.
At the B1 level, the focus is on developing the ability to have conversations on more complex and diverse topics. Students learn to express and justify their opinions, participate in discussions, and use language in more formal situations. The training includes working with authentic materials such as articles, interviews, podcasts and videos, which helps students get used to the natural speed of speech and different accents. The active use of group tasks, such as discussions and projects, contributes to the development of communication skills and increases students' self-confidence.
The theoretical foundations of teaching oral forms of speech also include the concept of problem-constructive dialogue. This approach involves creating learning situations that require students to actively solve problems and interact. Problem-constructive dialogue stimulates the development of critical thinking and the ability to adapt to changing communication conditions. At levels A1-B1, this approach is implemented through the use of various types of tasks that require students to discuss, argue and cooperate.
Thus, the theoretical foundations of teaching oral forms of spoken language to students at levels A1-B1 are based on communicative and problem-constructive approaches that ensure the effective development of speech skills. An important aspect is the creation of a motivating learning environment, the use of authentic materials and the active involvement of students in communication practices, which contributes to the formation of sustainable oral communication skills.
Oral speech activities occupy a central place in the theory of learning a foreign language, since they are the main means of interpersonal communication and information transmission. The main components of oral speech are speaking and listening, which are closely interrelated and complement each other. In the theory of learning a foreign language, these types of activities are considered as key to the development of students' communicative competence.
Speaking, as one of the oral types of speech activity, includes the processes of forming and expressing thoughts using language. The main purpose of learning to speak is to develop the skills to use language fluently and correctly in various communicative situations. This includes not only the formation of grammatically correct sentences, but also the ability to adapt speech depending on the context of communication, take into account the social and cultural characteristics of the interlocutor. The theory of the communicative approach emphasizes the importance of the authenticity of speech situations and the practical use of language. Speaking develops the skills of spontaneous and prepared monologue, as well as dialogic speech, which requires the ability to conduct a conversation, ask questions and respond to the statements of the interlocutor.
Listening, or the perception of oral speech, is an equally important component of oral speech activities. The ability to understand spoken language by ear is critically important for full communication. In the process of listening, students learn to distinguish and interpret sounds, words and phrases, understand the meaning of statements and highlight key information. The development of listening skills includes training in the perception of various accents, tempos and styles of speech. The theory of listening education focuses on the importance of using authentic materials such as conversation recordings, news, podcasts and other audiovisual media that reflect the real language environment.
In the theory of learning a foreign language, oral speech activities are considered as interrelated processes that need to be developed in parallel. One of the effective methods is the integration of speaking and listening within the framework of educational tasks such as role-playing games, debates, discussions and presentations. These tasks contribute to the active use of language, improve pronunciation skills, enrich vocabulary and develop the ability to perceive speech by ear. One of the important concepts in the theory of the study of oral speech activities is the idea of communicative competence, proposed by Dell Himes. Communicative competence includes not only linguistic competence, i.e. knowledge of grammar and vocabulary, but also sociolinguistic, discursive and strategic competencies. Sociolinguistic competence presupposes knowledge of the social rules of language use, discursive competence presupposes the ability to build coherent and logically consistent texts, and strategic competence presupposes the ability to overcome communicative difficulties[5,56-
Modern approaches to teaching oral speech activities also include the use of technologies such as interactive platforms, mobile applications and online courses that provide ample opportunities to train speaking and listening skills. These technologies make it possible to create a more personalized and adaptive learning process, giving students the opportunity to practice at a convenient time and in a comfortable environment.
Thus, oral speech activities occupy an important place in the theory of learning a foreign language, being key to the formation of communicative competence. The development of speaking and listening skills requires the use of a communicative approach, the use of authentic materials and the integration of modern technologies. These elements make it possible to create an effective and motivating learning environment conducive to successful foreign language acquisition.
Oral speech activities, such as speaking and listening, are central components in the theory of learning a foreign language. They provide the foundation for the development of communication skills and abilities necessary for effective intercultural communication. The main aspects of oral speech activities include theoretical approaches, teaching methods and practical techniques that help students develop their speech skills.
Speaking, as a key element of oral speech, is the process of actively using language to express thoughts, ideas and emotions. Within the framework of the communicative approach to teaching
62].
foreign languages, speaking is considered as the main means of interaction, where the emphasis is on the semantic side of communication, rather than on grammatical accuracy. An important aspect of learning to speak is to create conditions close to real communicative situations where students can practice language in a natural environment. This is achieved through role-playing games, discussions, debates and presentations that allow students to develop skills in spontaneous speech, argumentation and dialogue.
Listening, or listening comprehension, is an integral part of oral speech activities and plays a key role in the process of mastering a foreign language. The theoretical foundations of listening education include concepts such as background comprehension, content prediction, and intonation pattern recognition [6,105-110]. A wide range of authentic materials are used to develop listening skills, including audio recordings, video clips, podcasts and real dialogues. These materials help students get used to different accents, speech styles and tempos, which is important for the full perception and understanding of oral speech.
Methodological approaches to teaching oral speech activities include the communicative method, the audiolingual method and the active listening method. The communicative method focuses on the use of language as a means of communication, where the main purpose is to transmit and receive information. The audiolingual method focuses on imitation and repetition of speech patterns, which helps students master correct intonation and pronunciation. The methodology of active listening includes techniques aimed at developing the skills of active perception and interpretation of what is heard, such as answering questions, retelling and discussing the material listened to.
The development of oral speech activities is also related to the concept of interaction and cooperation. In group classes, students learn to work in pairs and teams, which contributes to the development of their communication skills and the ability to conduct a dialogue. Forms of work such as project assignments, group discussions, and simulations of real-world situations help students apply language in practice, developing skills of collaboration and critical thinking.
Modern technologies play an important role in teaching oral speech activities. The use of interactive platforms, online courses and mobile applications allows you to create a more flexible and personalized learning environment. These technologies provide students with the opportunity to practice the language at their convenience, receive instant feedback and access to a variety of authentic materials. Virtual language exchanges and platforms for communication with native speakers also contribute to the development of oral speech and help students overcome the language barrier.
REFERENCES:
1. Kovalenko, O. A. Problem-based learning as a method of developing critical thinking in English classes // Voprosy pedagogiki. 2020. No. 2. P. 54-60.
2. Morozova, I. V. The effectiveness of problem-based learning in teaching foreign languages // Bulletin of Tomsk State Pedagogical University. 2016. No. 4. P. 78-83.
3. Novikova, A. M. The influence of problem-based learning on the development of students' oral speech // Languages and intercultural communication. 2018. No. 5. P. 98-104.
4. Petrova, Yu. A. Methodology for organizing problem-based dialogue in English classes // Bulletin of Samara State University. 2020. No. 1. P. 65-70.
5. Semenova, E. V. Problem-constructive dialogue as a means of activating students' cognitive activity // Modern education. 2017. No. 3. P. 45-51.
6. Aleksandrova, T. V. Organization of problem dialogue in foreign language classes // Bulletin of the Volgograd State Pedagogical University. 2018. No. 3. P. 75-80.
7. Belyaeva, E. A. Using problem situations in teaching speaking in English // Psychological and pedagogical research. 2019. No. 4. P. 135-140.
8. Vasilyeva, N. I. The role of problem-based learning in the development of students' communication skills // Bulletin of Omsk University. Series: Pedagogical Sciences. 2017. No. 2. P. 67-72.
9. Grigorieva, M. N. Problem-constructive approach in teaching English at the initial stage // Modern problems of humanitarian and social sciences. 2016. No. 1. P. 112-118.
10. Danilova, A. V. Activation of students' cognitive activity with the help of problem dialogue in English lessons // Scientific almanac. 2018. No. 6. P. 201-207.
11. Egorova, O. S. Problem-constructive learning as a method of increasing students' motivation in learning English // Pedagogy and modernity. 2019. No. 3. P. 48-53.
12. Zhukova, L. V. Problem-based learning in teaching English as a means of developing speech skills // Bulletin of the Ural Federal University. 2017. No. 5. P. 98-104.
13. Ivanov, P. S. Problem-based method in teaching oral speech in English classes // Bulletin of the Voronezh State University. Series: Linguistics and Intercultural Communication. 2020. No. 4. P. 123-129.
