Keyword: «dialogical speech»

The article highlights the role of dialogue in the social and personal development of a human. The author describes the condition of dialogical speech in junior schoolchildren with impaired hearing. She makes a comparative analysis of speech skills in children with normal and impaired hearing and reveals the reasons of difficulties which junior schoolchildren with impaired hearing experience while constructing replicas and dialogical units.

The article examines the problem of speech development in primary school age, in particular, it highlights the possibility of developing dialogical form of speech in second graders, taking into account psychological factors: stable motivation for speech activity, level of cognitive development of the child, imitation in language and speech skills acquisition, independent creative activity. These factors were taken into account when developing the program of the formative experiment and specific classes. The relevance of the study is associated with the requirements of the Federal State Educational Standard of General Primary Education for the speech development of primary school age children. The aim of the study was to identify the psychological and pedagogical conditions for the development of dialogical speech in second graders.

The effectiveness of the process of teaching a dialogical form of communication in a foreign language is facilitated by understanding speech as a specific type of human activity, as well as taking into account the factors of its origins. That is why the focus of the author's attention is one of the key concepts of modern methods of teaching foreign languages - the speech situation. The article identifies the components of the structure of a speech situation that are relevant for shaping educational speech situations aimed at developing students' skills and abilities in dialogic speech.

This study is aimed at developing dialogical speech among secondary school students by means of an action-based approach. The study is based on theoretical principles and relevant literature review. The set of exercises for engaging students in various speaking activities was created, including role-playing dialogues, picture-based scenarios, and interview simulations. The results of a set of exercises reveal the increase in the de-velopment of communication skills, student interest and motivation, and enhanced socia-bility. These findings present the educational potential of an activity-based approach in teaching dialogical speech, foster a conductive learning environment, and should be im-plemented in the modern educational landscape.