Филологические науки/7. Язык, речь, речевая коммуникация
M.Kh.Dulaty Taraz State University, Kazakhstan
Effective use of dialogues at the
English lesson.
Language came into life
as a mean of communication. It exists and is alive only through speech. When we teach a
foreign language, we first of all have in mind teaching it as a mean of
communication. In teaching speech the teacher has to cope with two tasks. They
are: to teach his students to understand the foreign language and to teach them
to speak the language.
It is known that oral, verbal communication may have a
monologue and dialogue form. There are two types of speech: dialogic and
monologue. One of the main forms of speech
communication is dialogic speech.
Dialogues are generally short exchanges and are
therefore ideal to analyze for pronunciation. They should contain enough for
teachers and students to look at phonemic and word level pronunciation as well
as features of discourse intonation.
Dialogue (sometimes spelled dialog in American English) is a literary and the article form
consisting of a written or spoken conversational exchange between two or more people[1].
Dialogues
are intended to be a representative of actual speech encounters in the real
world. Ideally they are effective means of practicing different things, such as
direct speech, intonation, audio skills, listening comprehension, oral
communication, grammar and everyday phrases.
The
development of dialogic speech in studied foreign language is one of the most
pressing problems of modern pedagogy. A number of researches, articles and
tutorials have appeared lately.
And
nevertheless, this problem requires further methodological resolution because
modern requirements for dialogic speech to teach students to carry on a
conversation in studied foreign language and not always fully implemented.
This situation requires a more
rational search for new methods of teaching dialogic speech, in which the
desired practical results achieved would be the shortest way, with a minimum
expenditure of time and effort, and the learning process would be feasible,
interesting and fun for students.
Dialogue
plays an important and decisive role in the English class. Speaking is one of
the most important language skills. It teaches students:
·
to put
questions of different types;
·
to answer
questions logically consistent;
·
to use a
variety of replicas to respond in learning communication;
·
to use
different introductory structure and clichéd expression;
·
to learn to
interact with the students.
Dialogue
helps at the English lessons:
·
the
development of speech and thinking;
·
the
disclosure of intellectual abilities;
·
the
absorption of a large number of ideas and ways of solving problems;
·
gives the
opportunity for self-actualization [4].
A wide use
of extra linguistic means of expression (gestures, facial expressions,
instructions on the surrounding objects) is characterized for dialogue. Relatedness in the speech of linguistic and
nonlinguistic signs is defined as situational.
Situation is
the totality of the circumstances, conditions creating those or other
relationship, situation or position facilitates communication, promotes economy
of language means [3].
By teaching
students of dialogic speech are solved the following main tasks:
Firstly, give the notion of dialogue in all its diversity, in its natural form, so
that the children made sure that question-answer
form is the only private, although the most common case of dialogic
communication.
Secondly, teach children the necessary replicas, to train them to the level of
automaticity in the use of a particular situation.
Thirdly, teach students to share these replicas in appropriate situations, i.e., to
teach them to conduct proper dialogue.
English
dialogues can be used in a wide variety of situations for learners. Use the
dialogues provided as a role plays to introduce new tenses, structures and
language functions. Once students become familiar with a form through the use
of a dialogue, they can use this as a model to practice, write and expand on
their own.Using dialogues to help students develop
their conversation skills is common practice in most English classes. Dialogues
can be used in many ways in a classroom. Here are a few suggestions for using
dialogues in the classroom:
·
To introduce
new vocabulary and help students become familiar with standard formulas used
when discussing various topics;
·
As gap fill
exercises for students as a listening exercise;
·
Use
dialogues for role-plays;
·
Have
students write dialogues to test key vocabulary and language formulas;
·
Have
students memorize simple dialogues as a way of helping them improve their
vocabulary skills;
·
Ask students
to finish a dialogue;
·
Introduce
dialogues as gap fill dictation exercises [2].
As shown by
experience, one of the most effective means of creating a motive for foreign
language communication students are non-traditional teaching methods. They
include role plays and dramatizations reception. Role-playing game is a kind of
training technique in which the student must speak freely within the given
circumstances, acting as one of participants in foreign language communication.
Compulsory element of games is the resolution of the problem situation.
Role-playing game, based on
the solution of a problem, provides maximum activization of communicative
activities of students [5].
Each student is a unique creature, a person who
obtains different set of talents, intelligences, and way of learning. It’s
possible to find out seven intelligences. They are:
1.
Verbal/linguistic.
Thinks
and learns through written and spoken words; has the ability to memorize facts,
fill in workbooks, take written tests, and enjoy reading.
2.
Musical/ rhythmic.
Recognizes tonal patterns and
environmental sounds; learns through rhyme, rhythm, and repetition.
3.
Logical/Mathematical.
Thinks deductively; deals with
numbers and recognizes abstract patterns.
4.
Interpersonal.
Learns and operates
one-to-one, through group relationships, and communication; also depends on all
the other intelligences.
5. Visual/Spatial.
Thinks in and visualizes
images and pictures; has the ability to create graphic designs and communicate
with diagrams and graphics.
6. Intrapersonal.
Enjoys and learns through
self-reflection, metacognition, working alone; has an awareness of inner
spiritual realities.
7. Body/Kinesthetic.
Learns through physical
movement and body wisdom; has a sense of knowing through body memory.
Work of the teacher is
always a very difficult process. And presently, when prestige of a trade falls
everything complicates greatly. In the sphere of art the circle of the problems
facing the teacher, is especially wide, from here there is special complexity
of our trade. All our activity assumes the creative approach to work. Maybe, it
is the basic of difficulty. You cannot learn to be a creative person, but it is
possible to learn, to work creatively. I
think that spent effort and time will lead to the desired result.
Literature:
1. Wikipedia, the free
encyclopedia.
2. “How to Use Dialogues in
Class”, Kenneth Beare.