Academic journal article Journal of Sustainable Development

The Role of the Educational Discussion in the Development of the Unprepared Foreign-Language Speech Skills

Academic journal article Journal of Sustainable Development

The Role of the Educational Discussion in the Development of the Unprepared Foreign-Language Speech Skills

Article excerpt


The relevance of the problem under study is determined by the transition to active methods in the foreign languages teaching which is observed in recent years. These methods also include the educational discussion which is a subject of this research. The purpose of the article is to identify the educational potential of the educational discussion as one of the methods of formation and development of the unprepared speech skills and an effective means of the communicative competence formation in the foreign languages teaching. Based on the analysis of different approaches to the problem of teaching the unprepared foreign language speech, as well as the results of practical work, the authors of the article identify such features as spontaneity, naturalness and motivation. Authors come to the conclusion that the objective features of this type of speech activity being the properties of the educational discussion must be taken into account in the organization of the educational process aimed at the development of the free conversation skills in a foreign language. The need for the material selection and structuring for the organization of the educational discussion in accordance with its linguistic and cultural value is highlighted in the article. It also includes the tasks which are recommended for students to perform at the preparation stage of the discussion in order to overcome language and speech difficulties and the types of the educational discussions used in foreign language teaching are defined. In general according to the results of research such method of teaching as educational discussion is effective for the formation and development of unprepared speech skills in a foreign language. The article may be useful for the teachers of a foreign language working at secondary schools and in higher educational institutions, also for students, graduate and postgraduate students who are engaged in studying and research of the problems of the foreign languages teaching.

Keywords: language education, formation of a linguistic identity, communicative competence, the educational discussion, the unprepared speech, development of the unprepared foreign-language speech skills, motivation of speech activity, the choice of content of the statement, the choice of linguistic means of expression, intuitive search of verbal behavior

1. Introduction

Nowadays in the era of globalization requirements to the level of foreign language proficiency for university graduates are high. This level as the basis of professional competence must comply with international requirements and standards and increase competitive advantage of a specialist in working market both at home and abroad.

The main objective of language education is the formation of a multicultural linguistic identity that has a high level of foreign language communicative competence. In general communicative competence can be considered as the ability to speech interaction with the interlocutor based on readiness for communication and communication technique. In our opinion, foreign language communicative competence can be characterized as ability of the identity to understand and create statements in a foreign language in different situations in compliance of linguistic and social rules which are held by native speakers.

The structure of communicative competence includes several interrelated components that are interconnected, forming thereby the integrity and unity. For this reason the concept "communicative competence" can be considered as a system concept. There are different classifications of communicative competence components in the works of domestic and foreign researchers, the analysis of which allows us to distinguish the following components: 1) linguistic competence, 2) sociolinguistic competence, 3) social competence, 4) strategic competence, 5) discursive competence, 6) social competence (Shchukin, 2004).

Interaction of all communicative competence components is necessary for the successful realization of the communication process and the formation of communicative competence when teaching a foreign language. …

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