Anasheva D.K., Ryskulbekova G.P

Eurasian National University, Astana, Kazakhstan

THE INTENSIFICATION METHOD OF SPEAKING

The main purpose of intensive teaching method, as well as other teaching methods at the present stage of development of education is the implementation of a communicative approach in teaching of a foreign language, i.e., teaching of communicative competence (the ability to establish and maintain the necessary contacts with other people). "Intensive teaching - is not just effective training, and such, at which the maximum efficiency in the shortest possible learning time, with minimum effort student and teacher." - V.M.Blinov, V.V.Kraevsky [3, p.11].

Speaking is the process of building and sharing meaning through the use of verbal, non-verbal symbols, in a variety of contexts [1, 13]. Speaking is a crucial part of the second language learning and teaching. Notwithstanding, speaking teaching has been undervalued for many years and the English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, contemporary demands require that the goal of speaking teaching should improve students’ communicative skills, therefore students can reveal and learn how to pursue the social and cultural rules appropriate in each communicative circumstance.

One of the means to improve the communicative competence of students is the use of intensive methods in a foreign language teaching.

It should be noted that the search for effective methods of teaching practical knowledge of foreign languages in short terms is quite a long history. The emergence and development of the so-called intensive methods refers to the beginning of the XX century, not only because of historical and socio-economic reasons, but also popular with the direct method, which prepared "fertile ground for intensive foreign language teaching" [2, 125]. Many of the fundamental issues of the direct method (interest in the speech, especially the dialogic, integration of educational units from the word meaning to block the selection of situations, activation of students in the classroom, etc.) are stored in the most modern intensive courses. The purpose of studying a foreign language, using intensive methods can be different, taking into account the levels of students, the communicative needs of students. In some forms of intensive teaching (short courses) the purpose of the initial stage is to create the level of everyday communication at the lexical material of 2,500.

The mastering of communicative skills presupposes the following:

- Reproduction of sounds

- Usage of intonation patterns and rhythms, the correct stress in words and utterances

- Choice of appropriate words, word collocations and types of sentences, depending on situation and a topic of the lesson

- Coherence of the speech (a speech should be logically structured)

- Usage of English as a means of expressing opinions

- Fluent usage of English with a small amount of pauses

The methodologists and linguists point out the main types of activities which intensify speaking skills. They are considered to be essential. They are:

1. Discussion can be organized in diverse ways, it can be aimed at the sharing of opinions depending on the lesson event or listening material. It should be a joint search for the problem solution.

2. Role-plays. In this type of activity participants should present themselves in different contexts and play diverse social roles.

3. Imitation patterns. In general, it looks like a role-play, but the discrepancy is in its complicated and sophisticated form. In order to make a situation real, additional objects should be used.

4. Information gaps. This type of activity is planned as a pair work. Students share with the information and create a complete and precise solution.

5. Brain storming.

6. Interview

7. Completion of the speech is considered to be productive and amazing.

Nowadays, the intensification of speaking plays a pivotal role in the English language teaching, it determines the quality of students’ speech giving an opportunity to master perfect communicative skills.

References:

1.Blinov, V. M. About the intensification of the process of teaching foreign language at the initial stage [Text] / C. M. Blinov, V. C. Krajewski. - M.: Nauka, 1985.

2.Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades K-8. Boston: Allyn & Bacon.

3.Bueva L. P. Man: activities and socializing. - M., 1978 - 125 C