Keyword: «dialogue»

The article provides a brief description of the Russian language textbook for Czechs by J. Kolář “Грамматика русскаго языка въ примѣрахъ и разговорахъ” (Russian language grammar in examples and conversations) (1873), which arouses interest due to the combination of the grammar-translation method of foreign language teaching and the communicative approach elements. The textbook presents not only grammatical information about the Russian language, but also provides 24 dialogues (or sets of phrases) for communication in real communicative situations of that time. This textbook structural principle resembles the one of the first Russian language grammar by H. Ludolf (Grammatica Russica, 1696).

The article examines topical issues of studying Russian as a foreign language on the basis of the formation of professional competence, conducted within the framework of the “Conversation Club” on the basis of a federal university in the national republic. Attracting Russian-speaking students studying foreign languages, organizing intercultural dialogue, using modern information resources and technologies contributes to the successful development of the Russian language at the level of professional communication.

The article examines topical issues of studying Russian as a foreign language on the basis of the formation of professional competence, conducted within the framework of the “Conversation Club” on the basis of a federal university in the national republic. Attracting Russian-speaking students studying foreign languages, organizing intercultural dialogue, using modern information resources and technologies contributes to the successful development of the Russian language at the level of professional communication.

Speaking is one of the key speech skills by which direct proficiency in a foreign language is assessed. The development of coherent speech skills in monologic, dialogic, polylogic forms, an adequate response to the formulation of a communicative task shows the speaker's complex skills: his/her general linguistic, pragmatic, grammatical, lexical and other competences. Analysis of domestic and foreign scientific literature allows us to speak of a consistently high interest of both theorists and practitioners of teaching methodology in the development of various aspects of speaking (fluency and tempo, purity of speech, the use of varied vocabulary), the development of speaking skills in a specialized environment, as well as the use of information and communication technologies for teaching and testing monologue / dialogue speech. The purpose of this article is to describe proven techniques for the development of oral speech at a high level of language proficiency. The purpose of the research determines the methods: general scientific methods of analysis and synthesis, generalization and systematization. Also, the method of pedagogical observation was used to assess the feedback of students and the effectiveness of the proposed techniques. Techniques for enhancing and improving speaking skills are described in the practical part of the study. The authors single out among the effective techniques: a) specific situational tasks (prepared in advance and spontaneous, this category also includes game situations); b) polylogues (this type of speech activity allows you to learn thematic vocabulary and practice grammatical structures, defend your position, listen to the opinions of others); c) it is effective to use online technologies for interdependent teaching of listening, writing, reading and speaking in a foreign language (selection and correlation of the corresponding types of online platforms and sites is important); d) creating conditions for the development of not educational, but cognitive activity, so that the communicative motive is triggered by the cognitive; e) the author's method of developing speaking skills, which is based on the psychological comfort of students. The description of productive techniques for the development of various aspects of speaking is an important practical priority of the work. The above techniques can be used with some adaptation / correction or without adaptation at levels from B1 and higher. The conclusions summarize the information and outline the prospects for further research.

The article discusses dialogic communication as a means of developing motivation of cadets of non-linguistic universities, methods of forming dialogic skills, as well as examples of training exercises for the development of communication skills.