Keyword: «speech activity»

In this article the author considers excursion lessons as one of the effective forms of teaching foreign languages. It allows students to immerse themselves in the language environment, actively participate in speech situations and at the same time get acquainted with the culture and traditions of the country of the studied language. During the excursion, students develop all types of speech activities: listening, speaking, reading and writing. This contributes to a deeper understanding of the language and its structure. Excursion lessons make the process of learning a foreign language exciting and practice-oriented. They create a comfortable atmosphere for communication, exchange of opinions and contribute to the formation of confidence in using the language in real life situations. The author substantiates his position by describing the various advantages and disadvantages that this form of learning provides, and also refers to pedagogical traditions, confirming that this approach has been considered and applied by scholars as an effective method for centuries.

The article discusses the methodology of using an integrative approach in teaching cadets English. It also discusses methods, ways and means of teaching aimed at developing cadets' foreign language communicative competence.

The relevance of the problem under study is related to the increase in the number of children with autism spectrum disorders. Speech disorders in children of this category are one of the patterns of their development. The aim of the study: to develop and test the author's original technology for teaching speech comprehension to preschoolers with autism spectrum disorders (ASD). The theoretical and methodological foundation of this work was based on the works of both domestic and international scholars in the fields of correctional education and special education. Research methods: theoretical (examination and analysis of psychological and pedagogical literature, analysis, generalization and systematization of information), empirical. The study was conducted on the basis of the Child Development Center No.2 (kindergarten No. 120 of the compensatory type), the Center for Psychological, Pedagogical and Social Support, and "Tula kindergarten for children with disabilities" in Tula. A total of 25 older preschool children with ASD participated in the study. The diagnostic program of the study included N.M.Trubnikova's comprehensive methodology (examination of speech comprehension in preschool children), which contains the following criteria: a) understanding the nominative side of speech; b) understanding sentences; c) understanding grammatical forms. According to the data obtained, the level of speech comprehension in children with ASD is at a low level. Preschoolers do not fully understand the qualities and effects of objects and have difficulty identifying them based on descriptions. They comply with requests partially, but sometimes forget or change the procedure. In addition, they do not understand the singular and plural forms of nouns, prepositions. Children are negative about assignments, they are not interested, they are absent-minded. They are very rarely active and often need assistance from an adult in the form of repeated instructions. The novelty of the research consists in the development of an author's original teaching technology containing didactic and stimulating materials that contribute to the visualization of the presented information and the development of the child's speech activity. The theoretical significance of the work consists in studying the characteristics of speech development in normal and autistic children, as well as in a retrospective analysis of existing didactic means of developing speech comprehension in children of this category. Practical significance: the results of the research can be used as a basis for the development of psychological and pedagogical programs aimed at the implementation of the educational field of "Speech development".

The article discusses the concept of foreign language communicative competence, which encompasses knowledge of foreign languages and the ability to apply them effectively in diverse communicative contexts, as well as the skills necessary to initiate and sustain communication. Furthermore, foreign language communicative competence involves interaction in a given foreign language, incorporating culturally specific norms of etiquette and communication. The paper examines the core components of this competence: linguistic (speech) competence, compensatory competence, and educational-cognitive (learning) competence.