Liudmila I. Sartaeva

The article discusses the problem of teaching English speech etiquette to 5th grade students, in particular, greeting and farewell formulas, in accordance with the requirements of the Federal State Standard of Basic General Education. The relevance of this study is determined by an attempt to organize targeted practical training of schoolchildren in the units of English speech etiquette and their use in speech. The aim of the study is to develop and test a set of exercises in English lessons in the 5th grade that help students learn and remember speech formulas that should be used during greetings and goodbyes in various communicative situations with native speakers of the British speech culture. The leading methods in the study are the analysis of theoretical sources on the topic, pedagogical modeling and a three-stage pedagogical experiment. The research is based on the works of Russian and foreign scientists who emphasize the national-specific nature of speech etiquette and its role in intercultural communication. It is concluded that it is necessary to integrate the cultural component into the process of teaching foreign languages. The study analyzes methodological techniques aimed at memorizing etiquette formulas, such as role-playing games and semiotic editing, implemented in the forms of collective, group and individual exercises. The results of experimental work conducted on the basis of a secondary school with the participation of 5th grade students have shown that the use of a set of exercises based on modeling real communicative situations in the process of teaching English contributes to improving students' knowledge and skills in terms of English-language etiquette formulas of greeting and farewell. In the experimental class, an increase in the average score and a reduction in the number of unsatisfactory grades were statistically recorded, i.e., the effectiveness of the proposed complex is proved. The theoretical significance of the study is due to the fact that it raises a number of methodological problems related to teaching English-language speech etiquette formulas to middle school students; extensive scientific and methodological material has been collected, systematized and analyzed. The practical significance of this research lies in the potential for using its findings in teaching English at the secondary school level.