Keyword: «dialogic speech»

The relevance of the work lies in the analysis and practical application of gamification techniques for the development of foreign language dialogical speech skills of 1st year students - Linguistics majors. The aim of the study is to determine the effectiveness degree of using gamification techniques in teaching and developing students’ foreign language dialogic speech skills. To achieve this goal, the tasks were defined as following: analyze the literature on the research topic, develop training sessions that include elements of gamification, evaluate the effectiveness of gamification techniques in a practical experiment, compare the results of the experimental group using gamification for education and the control group using traditional learning methods. The research consists of the experiment with the participation of 1st year students - Linguistics majors. The authors highlight the main characteristics of foreign language dialogic speech that influence the development of speaking skills in the article. Particular attention is paid to linguistic aspects and the use of gamification techniques and traditional teaching methods. Based on the results of the analysis, the following conclusions can be drawn: the introduction of gamification elements into the educational process demonstrates the positive dynamics of the development of foreign language dialogic speech skills among higher school students; through the use of gamification techniques during training sessions, a comfortable atmosphere for interaction was created, which also has a positive effect on educational outcomes. The theoretical significance of this work lies in important contribution to the study of the use of gamification techniques in foreign language teaching. The practical significance lies in the potential use of the materials of this study by teachers as a support for increasing the efficiency of foreign language teaching methods used in conducting classes. The introduction of gamification elements into the educational process can contribute to greater student interest, which leads to positive dynamics in the educational outcomes.

The lack of high-quality communication and poor interaction skills in preschool children are negative trends in the development of a psychologically healthy personality, which determines the relevance of the study. The aim of the work is to develop dialogic speech in preschool children with general speech underdevelopment by means of visual modeling. The article presents the results of the conducted experimental work, qualitative and quantitative analysis of the obtained diagnostic data, as well as developed tasks and demonstration material for them using the method of visual modeling.

The article analyzes the theoretical and applied aspects of the formation of monologue speech, its difference from dialogic speech. The study examined the features of the development of monologue speech in preschoolers with general speech underdevelopment. The diagnosis was carried out according to the methods of V.P. Glukhov. Low indicators of preschool children's speech development have been revealed. The main directions of the speech therapist teacher's correctional work are described. Special attention is paid to mnemonics as one of the innovative methods of correcting the monologue speech of older preschoolers with OCD.