Keyword: «teaching speaking»

This article discusses the process of teaching speaking in English, explores the use of the principle of situational context in enhancing students' speech activity in English classes. The aim of the study is to find out the influence of the situational approach on the learning process, i.e. it is necessary to determine whether the communication situation is one of the most effective means of enhancing students' speech. In our work, we used the following research methods: the study and analysis of special methodological and psychological-pedagogical literature on the problem, the study of advanced pedagogical experience, pedagogical observation, analysis and synthesis. In the practical part of our work, we have proven that the use of the situational principle is effective in English lessons.

The article deals with the problem of teaching speaking using special texts information. It examines the aims and conditions of oral speech skills training, exercises used when teaching Aviation English.

The article discusses the features of teaching speaking at the initial stage of learning Russian as a foreign language.

The relevance of this study is due to the intensive development of social, cultural and educational ties between Russia and the People's Republic of China. That is why we need to teach children Chinese in secondary schools of the Russian Federation, starting from the level of primary general education, including distance learning. The demand for teaching Chinese speaking to primary school students in the context of distance education requires clarification of its content. Currently, due to the difficulty of learning Chinese by primary school students, foreign language teachers face the problem of using the potential of the additional education system in a distance format to optimize the process of teaching Chinese to primary school students, therefore it is so important to study its content and the corresponding organizational foundations. The purpose of this study is to analyze the content of teaching Chinese speaking to primary school students in the context of distance education and its organizational foundations. In achieving the goal, a special place takes a complex of thematic games and authentic, multimedia educational and methodological support with corresponding resources, which help to increase the motivation of primary school students to study the Chinese language, and also have significant teaching potential. The methodological basis of the study was made up of conceptual tenets presented in the works of domestic and foreign scientists in the field of theory and methodology of teaching foreign languages at the level of primary general education and didactics of using multimedia educational tools in the distance education system. The content and organizational framework proposed by the authors for teaching primary school students to speak Chinese in the context of distance education, developed within the framework of the additional education system, have practical significance and can be used by foreign language teachers when conducting Chinese language lessons for students in grades 2–4.

The relevance of the study in the work is due to: the growing role of the Chinese language as one of the tools for expanding professional knowledge and skills among specialists of non-linguistic profiles when communicating with colleagues from the People's Republic of China in connection with the rapid transformations of a political and socio-economic nature in the Russian Federation and the strengthening of working ties between employees of international companies of the two countries; the growing contradiction between the need for university teachers of foreign languages in the use of interactive educational technologies in teaching students of non-linguistic specialties to speak Chinese in order to develop all types of foreign-language speech in the course of communication and interaction with representatives of other linguistic cultures, on the one hand, and the lack of optimal experience in the use of interactive educational technologies in teaching Chinese to students of non-linguistic specialties in higher education, on the other hand, the rapid development of interactive educational technologies for teaching foreign languages in the modern world. The aim of the study is to summarize the practice of using interactive educational technologies in teaching non-linguistic students to speak Chinese. The work was based on a competence approach, where the content of teaching the Chinese language was aimed at developing communicative competences and on an interactive approach, which consisted in increasing the motivation of students to learn Chinese through the introduction of new effective teaching methods. The theoretical significance of the study lies in highlighting modern conceptual provisions concerning the problems of using interactive educational technologies in teaching non-linguistic students to speak Chinese. The practical significance of the study lies in the development of a special course "Business Foreign Language (Chinese)," which includes interactive techniques for teaching speaking Chinese, and can be used by university teachers of foreign language. The results of the work are as follows: the effectiveness of teaching non-linguistic students to speak Chinese depends on the teaching methods and the conditions in which they are most effectively implemented. The paper scientifically substantiates the importance of the use of interactive educational technologies in terms of teaching foreign-language professional communication to students of non-linguistic specialties, with the inclusion of appropriate methodological techniques that can be used in higher education, taking into account the profile orientation, as well as in advanced training courses for teachers of a foreign language (Chinese).