Keyword: «dialogue»

The article is dedicated to the study of emotional intelligence in the process of language learning and the ways to practice it at the lessons of English. The sequence of tasks to practice emotional intelligence in modern textbooks is also analyzed. In this article we also managed to highlight the sequence of tasks with set expressions in the process of preparing for a dialogue making use of problem-based situations.

The article is devoted to the consideration of the problems of development and improvement of the level of development of the communicative competence of future educators. The importance of the subjective and dialogical interaction of the participants in the pedagogical process is emphasized. Modeling of communicative situations is considered as the leading method of forming the communicative competence of a teacher-educator.

The article presents tasks on the formation of students of the 9th grade of a secondary school of the skill of analyzing a dramatic work when studying the play by A. N. Ostrovsky "Poverty is not a vice" and the tragedy of I. V. Goethe "Faust". Certain types of tasks are offered. Such as: restoration of the composition of the work, work with quotations, compilation of a quotation table, expressive (accent-semantic) reading of the passage of the work by roles, comparison of a fragment of the performance (actors' games) with the author's text, discussion of a problematic issue; oral and written statements-stylization of episodes.

The article reflects the problem of the formation of children's dialogical speech, which remains one of the most relevant in the theory and practice of speech therapy, because speech performs communicative, cognitive, regulatory and other functions in the life of a child. The main and initial is the communicative function, i.e. the purpose of speech to be a means of communication. Dialogic speech in preschool children with general speech underdevelopment has features associated with the underdevelopment of verbal means of communication. A system of targeted techniques and effective methods of correctional and developmental work is proposed, which allows improving the quality of the dialogical form of speech communication in preschoolers with general speech underdevelopment.

The article discusses the use of dialogic speech in the lessons of the Russian as a foreign language at the preparatory faculty as one of the types of speech activity, describes the approaches to teaching dialogues that have developed in the methodology and offers various types of exercises for practicing the skills and competences of foreign students necessary for dialogue.