Developing speech in foreign language lessons

When learning to speak, it is necessary to develop cognitive abilities. Language competence is most often disclosed as a set of specific skills that we need for speech contacts and language acquisition as an academic discipline.

When we talk about communication, naturally, there are questions: for what reason do we have communication, with whom we communicate. Any of our activities contain motive, purpose, action and operations.

This article is about the teacher's communication with students in a foreign language in the classroom and after school hours, the communication of students in the classroom under the guidance of a teacher, and the communication of students during extracurricular work in a foreign language.

The teacher should try to come to the class only with positively directed energy, speak kindly, be able to keep the conversation on topics of interest to students, that is, know not only the basics of grammar, phonetics, vocabulary and country studies, but also understand at least a little in modern youth fashion, music, sports, literature, computer technology.

We, the teachers, should always be with the student, although one step ahead of him. The speech of the teacher in the classroom is of great importance, encouraging students to learn a foreign language, clearly convincing them of its communicative function. This, undoubtedly, has a positive effect on the students' attitude towards the study of this subject, however, only if the teacher makes full and correct use of the opportunities to communicate with students in the foreign language taught. When communicating with teachers, it is important for the latter to understand the speech directly in a foreign language, and for this, several factors must be taken into account.

The role of communication in teaching English

Communication between a teacher and students in a foreign language should occur at all stages of the lesson and throughout the course. For example, classroom expressions should be introduced gradually with the obligatory complication of the language of communication as students progress in the target language, which, unfortunately, is not always observed in the practice of learning. When using the new expression necessary to conduct a lesson, you need to attract the attention of students to its form and meaning, without fear of translation. Then the teacher disconnects these means of communication, so that understanding is provided only through the audio language. Although facial expressions, gestures play an important role in communication, in this case, these extra linguistic means can adversely affect the development of students' understanding of foreign language speech, as they can supplant the language as a signal that carries information, and lead to the communication through these, additional means, not through sounding speech, language. There is no need to translate the request, disposition, communication, etc. into the native language, that is, to use in communication with students in parallel two languages (foreign and native), which is often observed in the practice of the school. Knowing that the teacher usually translates what speaks in a foreign language, the student does not make any effort to understand the teacher’s speech, he does not even listen to it, as if disconnected at the moment of pronouncing the order, request, message in a foreign language, and only then when all this is reported in Russian. Apparently, such a teacher does not believe in the capabilities of his students, and this disbelief is also transmitted to students, they begin to look at a foreign language as a subject of study, which has no practical application.

Communicating in a foreign language a teacher with students during a lesson, as well as meeting them outside school hours, can serve as an incentive to increase motivation in learning a foreign language at school.

Firstly, communication in a foreign language in a lesson under the direct supervision of a teacher occurs while studying a topic, when, after becoming familiar with the material and training, students switch to using learned material in listening and speaking, which is stimulated by visual means of visualization. These may be surrounding subjects or subject cards.

Secondly, the use of educational material in listening and speaking is stimulated by hearing aids. It can be done with the help of sound-reproducing equipment and the teacher's story. The fulfillment of such tasks is connected with the ability of students to understand foreign language speech by ear and speak the target language, i.e., receive information, subject it to some processing and transmit the received information in a transformed form.

Thirdly, the use of educational material is stimulated by verbal or verbal means. These include verbally created situations. Messages on the topic can be prepared and unprepared, they can be in the form of a conversation, that is, interrupted by questions, clarifying remarks, etc. The variety of possible tasks allows you to involve all students in communication in a foreign language, since their execution may require statements, different in complexity - from the most elementary, accessible to weak students, to the complex, of interest and for a strong student.

If the teacher has all the necessary visual, visual and auditory means and is able to use them freely.

If the teacher is able to create favorable conditions for speech activity: when students want to listen to a foreign language speech and they are interested in when they want to speak, and they are not afraid to make a mistake, when students are helped to express thoughts, when students are inspired to speak, instill in them that they can handle the assignment.

Only in such conditions is speech possible, especially foreign language. Otherwise, students do not want and do not like to talk, because they are afraid that they will say wrong, for which they will be scolded or put a deuce. In this case, the communication for the student in a foreign language becomes a true flour.

So, when learning to speak, cognitive activity is very important at all stages of learning. The incentives of cognitive interest include: novelty of information material - a stimulating factor of the external environment, which excites a state of surprise, perplexity, the selection of language material should be carried out taking into account the development of educational skills of a class, as well as its level of intellectual development and interests; demonstration of the incompleteness of knowledge.