Современные информационные технологии/ 1.Компьютерная  инженерия

Bulatova M.B.

Kostanay State University named after A. Baitursynov, Kazakhstan

The role of audit in the the dialogical communication

When there is a known concentration speaking the process of creating text, control over the accuracy of its content and linguistic form. Monologue - it is like we are "in themselves." Dialogic speech (the DS-.), By contrast, is unthinkable without the active listening companion, especially because the majority of cases replication dialogized . In fact, the response to the statement stimulating partner.

    Leaving aside questions of Psychophysiology listening comprehension as a separate issue, we can not dwell on some psychological aspects of psychological listening speech, which can be viewed from several positions:

1)     individual participant of dialogic communication form (dialogue) and at the same time the listener can speak;

2)     the participants of the group conversation can do listening tasks;

3)     passive participant in public conversation do listening tasks between 2 or more recipients;

4)     listener is one of the media (radio, television, film), when audited radio show, play, conversation, etc.;

5)     perceivers educational dialogue in a mechanical recording (in the classroom, in the language laboratory).

    In addition to learning art of dialogs  it is useful to distinguish the following typical levels (types) of listening:

1)      Search and informative, ie ability to provide important details and heard, do it on the basis of records, ask questions, etc;

2)      reconstructive - the full restoration of the entire text content;

3)      Analytical - ability to draw appropriate conclusions, a critical approach to hear, to understand the purpose and subtext heard;

4)      creative - the perceived ability to present information in a new way, to develop it, based on their knowledge and experience.

     The last level (sort of) listening is particularly important for the successful dialogue.

From the methodological point of view, it is necessary first of all to pay attention to the following psychological moments listening DR. Because of the considerable differentiation of products, which is carried out with listening DR naturally encountered various difficulties in the formation of related skills.

    The simplest solutions in nature psycholinguistic problems facing companion is the perception of the partner in the speech dialogue contact of two, since it last in this case appellative (communicants widely used meaning-bearing paralinguistic means), it is possible to control the interlocutor and, therefore, its speech .  

  In daily use speech involved training in the dialogue is perceived by each partner usually without difficulty. This is due to the simplicity of the language and content of registration statements, with their high level of communicative commonality. Generally accepted and successfully dialogue teacher because his speech was different adaptability, Plate Making and often implemented in stereotypical educational situations.

    People who learn a foreign language is more difficult to perceive by hearing speech in the group dialogic communication. The reason for this should be sought mainly in the fact that students are disconnected from active listening, as it often is unnecessary for the procedure or is uninteresting.

    As for the listening position with passive participant of public communication, passive listener is media or listener is soundtrack, then this kind of listening DR observed in situations monological structure of communication and, therefore, should be considered in terms of training to audition in a broad sense.

    Important methodologically acquire evaluation and accounting students' ability to audition at all the levels listed above. For effective participation in the dialogue are important levels of the listening competence as analytical and creative listening. They should become the object of our constant attention.

    In order to use the development and advantages of listening tasks, people should the following things:

    1.They should always remember about listening component in the dialogue and should base on their real functions

    2. Regularly monitor students' understanding of dialogue utterances their partners. Useful, for example, a technique where two students engaged in a dialogue, and then the third outlines a summary of their conversation.

   3. To speak m ore with students in the target language, greater use of audio equipment, multimedia.

    Such outlining key methodological components of the system work for the development of foreign language teacher dialogic speech in higher education.

The list of references

1. Рrokhorova G.P. Angliiski yazik v dialogakh. Ucheb. Posobie dlyya in-tov I fak.inostr.yazika. Moskva. Visshaya shkola 1988.159р.

2. Skalkin V.L. Obuchenie dialogicheskoi rechi (na materiale angliiskogo yazika): Posobie dlya uchitelei– К.: rad, sh., 1989. – 158р.

3. Tretyakova t.p.Третьякова Т.П. Tematicheskie dialogi: uchebnoe posobie c- proshvyashenie, 1989 – 96р.