406
THE PSYCHOLOGICAL-PEDAGOGICAL ASPECTS OF DIALOGUE AS A
COMPONENT OF FOREIGN LANGUAGE TEACHING
Анефияева Анжела Ерболқызы,
Тукмирзаева Айгерім Аклбекқызы
Қосмұратов Алтынбек Ұласбекұлы
Орта Азия Инновациялық Университеті,
Тілдер және әдебиет кафедрасының
магистр, ағылшын пәні оқытушылары
Dialogue-the original and the most developed genetically form of direct communication ("I and
interlocutor"). The specificity of this interaction in the communicative terms is that it is based on the
dialogical unity: the expression of thoughts and their perception of and reaction to them, which is
reflected in the structure of dialogue [4;33].
The process of two-way communication occurs in a particular situation, in which each
participant of communication performs alternately the role of a speaker /a listener. The result of the
reception of information and its transmission is the combination of the replicas, which are combined
depending on the purposes of communication and make some remarks (questionnaire, interview) and
the answers (a story, a report) which can also be an integral outgiving.
Joining together the answers to the questions, the pupils get coherent expression of synthesis.
From the conversations we can get collective monologue, which depends on the accuracy of the
questions and clarity of responses to his partner.
Dialogical communication is not one a kind of speech activities of its participants, and the
speech act (the exchange of information), in which speaking and hearing are closely connected types
of speech activity.
The type of dialogue is influenced by psychologicalorientation of a speaker. It can be
authoritarian, modal, or regulatory [5;17-18].
In the first case, the dialogue can be a questionnaire, the mutual exchange of information; in
the second, it can have the nature of memories, dispute, debate, comment; in the third it may be as a
coaching, planning, persuading. So, each type of dialogue will be predominantly question -response
dialogical unity and the unity, which suppose the information and the response to this message, or the
unity, including suggestions and reactions of the partner.
The most common type of dialogue under conditions of natural communication and, in
particular, in terms of educational process is dialogue, which implements the informative function of
communication. Classifying informative dialogues with initiative partners to communicate, their
impact on the course of dialogue, provide 3 types of dialogue: dialogue, efferent dialogue and afferent
dialogue.
The first type of dialogue involves the equality between people, the equal measure leadership
competencies of each of them. Two other species are characterized by the leadership of one of the
participants of the conversation.
For the actual dialogue is characterized by its mutually interesting stock of information from
each interlocutor, as it happens when you meet friends after a break, after the weekend, after the
holidays or after participating in various activities-sports, entertainment; after reading various books,
etc.
Afferent dialogue is intended to create an initiative speech, it is aimed at obtaining information
that requires the ability to ask questions, understand the interlocutor, to say replicas regulating speech
actions, which make his partners to deliver their message more understandable for a listener, it should
be close to the subject, the relevant facts.
Afferent dialogue presupposes the existence of stock information of one of the partners, which
does not have another one, and the obligations or rights of another to get acquainted with this
information.
According to it, the modeling of afferent-oriented dialogue presupposes the use of roles of
parents, journalists, teachers at the lesson.
407
Efferent dialogue is seen from the perspective of the interviewee, questioned communication
partner. He is the primary medium of information, and regulates the content of the dialogue, but the
partner is as a person who is interested in obtaining information.
Efferent dialogue is aimed to build skills of complete and expanded respond to the incentive
replica.
From the point of view of S.V. Perkasa training dialogs are conveniently divided into 2 main
groups:
1. peerinteractions (interactions of information exchange);
2. the dialogues "role-playing" ("seller-buyer", "doctor-patient") [16; 9].
To facilitate the task of "peer" dialogue shall be constructed in accordance to the plan, proposed
by the teacher or developed in collaboration with all the students of the class. The advantages of this
dialogue:
-it is focused on the personal experience of students;
-the content of the dialogue is easy for planning;
-dialog provides an optimal combination of structural frequency replicas with their intonation
and lexical variations, providing strength and meaningfulness of mastering.
Dialogical speech is a process of communication, which is characterized by alternating rotation
of replicas of two or more persons.
The psychological characteristics of dialogical speech the psychologists include speech-
cognitional activity of partners. Dialogue is replicating, i.e. the exchange of replicas.
There is continuously switching from hearing to speaking, i.e. the perception, prediction,
understanding to the planning and creation of own speech.
As each of the interlocutors can act as a listener and speaker, so the dialogical speech is a
receptive-productive mode of speech activity.
In the lively dialogical speech the exchange of replicas happens fast, hence here it is the lack of
preparation, spontaneity of the dialogical speech that requires high automatization and preparedness
of language material.
The critical psychological feature of dialogue speech is its situational ability to conduct the
dialogue, which determines the nature of the speech behavior of speech partners [5;204- 205].
Like any form of spoken language, the dialogical speech is characterized by motivational and
emotional support (the motivation of partners may not match to each other’s that defines the process
and result of communication).
The psychological characteristics determine the linguistic characteristics of dialogical forms of
communication, which define the eccentricity of speech, the use of simplified syntax, cliché, speech
standards, presence of modal words, interjections and other means of expression.
The dialogical form of communication involves extensive use of extra-linguistic funds (facial
expressions, gestures, and so on). As already noted, the dialogue is a replica, it is the basic structural
unit of dialogical speech.
But the basic structural unit of study is dialogical unity (DU), made by a pair of replicas, one
of them is replica- stimulus, another one is replica -response.
The combination of replicas may be different, they are in the basis of functional typology of
dialogical unit:
-a question- an answer;
- a question- a counter-question;
-a message-a question;
-a message-a reply message;
- an invitation letter (request)- an consent (disagreement);
-a message (order, request)-an emotional reaction;
-a request- a message;
-a message- a request.
These types of DU define the types of conversations, and the major units which are included in
the curriculum of the school:
408
1. dialogue- one- sided inquiry (interviews);
2. dialogue-two-sided inquiry;
3. dialogue -opinion exchanges;
4. dialogue- request [1, 56-58].
These types are larger units of dialogical speech, but they are based on the same DU, which are
in logic-semantic dependence. Such dialogues are called micro-dialogues.
The biggest structural unit of dialogical speech is a themed micro-dialogue, which includes
several micro-dialogues, united by the same situation. The highest level of dialogical speech involves
relaxed and structured interviews, pair or group interviews.
In addition, the methodology points free and standard dialogue (the dialogues of etiquette type).
They serve as typical situations with clearly outlined roles (buyer-seller, doctor-patient, etc.)
and require the presence of stereotypical language material. According to language training program,
the primary school students should be taught the skill of participating in communication, with the aim
of exchanging information, encouraging you to take any action or activities in connection with the
presented situation of communication, i.e. they should possess all types of micro-dialogues [3;42-43].
This goal is impossible without solving the tasks such as learning replicate (stimulation and
response), and the transformation of one replica into a coherent statement.
These skills are the psychological component of learning dialogical speech.
The language component of the content of the training in this form of speech activity includes
all the necessary linguistic and speech material: situational clichés, standard label formulas, specific
to dialogical speech, replica motives, replica-reactions, from model DU to dialogue-samples, selected
according to the situations in different spheres of communication and the themes of curricula
[2;225-226].
In junior high school students begin to learn certain academic subjects. These subjects are
presented to the students as a special area of theoretical knowledge, often without direct visual support
or the views of life in the knowledge given neither the childhood, nor in primary school. In fact,
sometimes these new skills are even in contradiction with its sensual experience and to those which
he had acquired learning in junior school. For example, the child must realize and understand that
when you divide fractions on fraction the number increases, and decreases if you multiply, but he got
used to think the exact opposite. This contrary view (namely that when you divide, the number
decreases, and increases by multiplication) completely matches his daily practical experience. [2;38-
39]
Therefore, the knowledge acquired in high school, often acts in contradiction with their
perceived reality directly. Therefore, it should be of a special challenge making the students conscious
of their knowledge with reality while learning the science basics. He needs to see the world in all its
particular diversity. It is complicated by the fact that many concepts and laws, learned in a secondary
school could be in reality only indirectly, through other concepts. This in turn requires the students
to learn to follow not only on specific items (or representations of them) to the concepts and back,
but also from one abstract concept to another. In other words, it requires that students to talk purely
at theoretical level.
At this age of junior school, cognitive interest begins to differ and it often becomes personal in
nature. In the junior school age educational interests of children tend to be episodic. They occur in
certain situations, most often under the direct influence of the lesson, and almost always subside when
the lesson has ended or when your child has received information which satisfies his interest. Teenage
interest often gets stronger and permanent. It is not related directly to the situation and, as a rule, it is
not caused by it. This interest is gradually accumulating knowledge and is based on the internal logics
of this knowledge. Therefore, the personal interest is active and we can say, is inexhaustible. On the
contrary, the more learned student on a preferred his subject, the greater the interest in the subject is.
The interest in the moral qualities of people, their behavior, their relations with each other, their
moral actions leads to moral ideals embodied in the spiritual form of man. A moral-psychological
ideal for a boy is not only objective ethical category which he knows, but it is emotionally colored
409
image that becomes a governor of his own behavior and the measure to estimate the behavior of other
people.[4;35-36]
The ability to ask questions in the interview is the most important thing. There can be no live
communication with a person without the ability to inquire about him, about his impressions and
observations, about his studies, hobbies, etc. In junior school students have more logical thinking, so
here they are realized in a question sentence.
To develop the skills of unprepared speech is very useful to the conduct the dialogue on the
basis of a read or audited story. Here you can artificially invoke: the reaction-exclamation, the
reaction- question, the reaction- request, the reaction - surprise, etc.
Teachers are aware of the fact that conversation in the form of unprepared dialogue represents
the greatest difficulties for students. It is understandable why, first of all, because of lack of visual
supports (especially in senior school), the dependence on your conversation partner (that is how he
pronounces the sounds which vocabulary he has, etc.). Therefore, the teachers try to make students
master a certain number of the most commonly used phrases. [6, 85-86]
The so called ‹‹equal›› dialogue, i.e. where the interlocutors exchange the information, seems
to me the most important. To facilitate this task, such a dialogue can be conducted or better to say it
can be built according to the plan proposed by the teacher. You can develop such a plan with the
students.
In the first chapter of our study we gave the theoretical justification of teaching foreign language
dialogue, meaning of the concept "dialogue", and showed the content of the concepts and factors
affecting on its development as a linguistic category.
Also we gave the analysis of tools, methods and techniques of teaching English dialogue, the
pros and cons of these components.
At the end of the theoretical part of the research we revealed the psychological-pedagogical
aspects of dialogue as a component of foreign language learning for the most full team-work of
students and teachers.
REFERNCES
1.
Abbott, G., D. McKeating, J. Greenwood, and P. Wingard. The teaching of English as
an international language. A practical guide. London: Collins. 2005
2.
Alvermann, D. E. & Hayes, D. A. Classroom discussion of content area reading
assignments: An intervention study. Reading Research Quarterly, 24
,
(2001). 305-335.
3.
Alvermann, D. E., O’Brien, D. G., & Dillon, D. RWhat teachers do when they say they
are having discussions of content reading assignments: A qualitative analysis. Reading Research
Quarterly, 25, (2006). 296-322.
4.
Diane Freeman, Y.S. Between Worlds: Access to Second Language Acquisition,
Portsmouth, New York, Heinemann. 2011.
5.
Diane Larsen-Freeman and Marti Anderson. Techniques & Principles in Language
Teaching Oxford University Second Edition 2000.
6.
Jack C. Richards, Theodore S. Rodgers Approaches and Methods in Language
Teaching Second Edition Cambridge University Press 2016
THE IMPORTANCE OF TEACHING VOCABULARY
магистр, преподаватель, Дәулетова Айнұр Серікбайқызы
г. Шымкент ЦАИУ
магистр, старший преподаватель Джиянбаева Л.А.
г. Шымкент ЮКУ иени М.Ауезова
This is a simple matter of teacher education, teachers tend to teach the methods used by the
teachers who trained them. In the field of teaching no language. this is more wrong than in the field
of teaching. Perhaps for this reason, the whole class training procedure was eternal, but anyone who
takes it seriously, even a short one. can contribute to new leaning, or the presence of a student, or a
communication function very quickly realizes that this is just useless trimming.
