Speech training situations at the lessons of Ukrainian as a foreign language
Abstract
The article is devoted to the problem of modeling educational and verbal communication on the basis of speech training situations at the lessons of Ukrainian as a foreign language. The basic parameters of real communication in the process of training have been analyzed. Different means of teaching foreign students the Ukrainian speech with the use of speech training situations have been described. The functions of such situations have been specified; the requirements for them have been defined. Speech training situations can be used in various types of speech activity in the classroom. And if we create in the classroom an atmosphere close to the real one that facilitates communication with a foreign language, then the speech training situations are the best suited for teaching the Ukrainian foreign language oral speech.
The creation of speech training situations takes place through the strict selection of vital topics for speech expression through various visual and auditory visualizations, modeling the speech activity of students on the basis of didactic games and textbooks. Such speech training situations are not supposed to have all the signs of an authentic speech situation, but it nevertheless retains the most essential features of natural communication. In foreign students’ speech situations testing of samples and models of real foreign language communication takes place, the speech behavior of foreign students is formed, their attention is mobilized and imagination develops, the learning process is enlivened.
The simulation of communicative situations is an effective language teaching method. The latter meets the needs of the day, as it enables the teacher to ensure the high quality and efficiency of the training activities, to create conditions for students to receive thorough theoretical and practical knowledge at a higher educational institution. In the process of language training organization and speech situations, the teacher plays an important role, since he/she is the organizer of this process.
Downloads
References
Kamaletdinova, A.V. (2003). Uchebno-rechevye situacii kak osnova pervonachal’nogo obucheniya uchashchihsya bashkirskoj shkoly obshcheniyu na russkom yazyke [Educational and speech situations as a basis for the initial training of students of the Bashkir school in Russian]. Doctor’s thesis. Ufa. Available at: http://www.dissercat.com/ content/ uchebno-rechevye-situatsii-kak-osnova-pervonachalnogo-obucheniya-uch ashchikhsya-bashkirskoi [Accessed 12 Aug. 2018] [in Russian].
Kolshanskii, G.V. (1985). Lingvokommunikativnye aspekty rechevogo obshcheniya [Linguo-communicative aspects of speech communication]. Inostrannye yazyki v shkole [Foreign languages in school], 1, pp. 10–14 [in Russian].
Leontiev, A.A. (1969). Yazyk, rech’, rechevaya deyatel’nost’ [Language, speech, speech activity]. Moscow: Education [in Russian].
Passov, E.I. (1989). Osnovy kommunikativnoj metodiki obucheniya inoyazychnomu obshcheniyu [Fundamentals of communicative methods of teaching foreign-language communication]. Moscow: Russian language [in Russian].
Stankevich, N. (2010). Navchalno-movlennieva sytuatsiia u dialohichnomu movlenni: stratehiia modeliuvannia [Learning-speech situation in dialogical speech: modeling strategy]. Teoriia i praktyka vykladannia ukrainskoi movy yak inozemnoi [Theory and practice of teaching Ukrainian as a foreign language], 5, pp. 53–60 [in Ukrainian].
Weisburd, M.L. (2001). Ispol’zovanie uchebnyh situacij pri obuchenii ustnoj rechi na inostrannom yazyke [Use of learning situations when teaching oral speech in a foreign language]. Obninsk: The Title [in Russian].
