Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
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Foreign
Linguistics and Linguodidactics
Journal home page:
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The peculiarities of monologue speech in teaching foreign
language
Lola BURANOVA
Samarkand State Institute of Foreign Languages
ARTICLE INFO
ABSTRACT
Article history:
Received August 2023
Received in revised form
10 August 2023
Accepted 25 September 2023
Available online
15 November 2023
The article deals with the peculiarities of teaching the
monologue form of utterance and describes the difficulties
arising in this process. The complex and long process of forming
a monologue form of utterance in a foreign language is analyzed
and many factors influencing this process are studied. The
practical significance of the article lies in the fact that the
structure of the speaking process is considered, the essence of
monologue speech is clarified, and the theoretical model of
teaching monologue speech in foreign language lessons is
constructed.
2181-3701
/©
2023 in Science LLC.
https://doi.org/10.47689/2181-3701-vol1-iss5-pp74-78
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
teaching the monologue,
foreign language,
speaking process,
communicative core,
structure.
Chet tili o'qitishda monolog nutqining xususiyatlari
ANNOTATSIYA
Kalit so‘zlar
:
monologik trening,
chet tili,
nutq jarayoni,
kommunikativ o‘zak,
struktura.
Maqolada nutqning monolog shaklini o'rgatishning o'ziga
xos xususiyatlari ko'rib chiqiladi va bu jarayonda yuzaga
keladigan qiyinchiliklar tasvirlangan. Chet tilida nutqning
monolog shaklini shakllantirishning murakkab va uzoq davom
etadigan jarayoni tahlil qilinadi va bu jarayonga ta’sir etuvchi
ko‘plab omillar o‘rganiladi. Maqolaning amaliy ahamiyati
shundan iboratki, nutq jarayonining tuzilishi ko'rib chiqiladi,
monolog nutqning mohiyati oydinlashtiriladi, chet tili
darslarida monolog nutqini o'rgatishning nazariy modeli
quriladi.
1
Senior lecturer, English Language and Literature Department, Samarkand State Institute of Foreign Languages
E-mail: lolaburanova03@g mail.com.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
1
№
5 (2023) / ISSN 2181-3701
75
Особенности монологической речи в обучении
иностранному языку
АННОТАЦИЯ
Ключевые слова:
обучение монологу,
иностранный язык,
процесс говорения,
коммуникативное ядро,
структура
.
В статье рассматриваются особенности обучения
монологической форме высказывания и описываются
трудности, возникающие в этом процессе. Анализируется
сложный
и
длительный
процесс
формирования
монологической формы высказывания на иностранном
языке, изучаются многие факторы, влияющие на этот
процесс. Практическая значимость статьи заключается в
том, что рассмотрена структура процесса говорения,
уточнена сущность монологической речи, построена
теоретическая модель обучения монологической речи на
уроках иностранного языка
.
Introduction
In the practice of teaching a foreign language, we have to face such a phenomenon
when a student cannot make an independent message consisting of several consecutive,
connected phrases. The statements often are either one-word answers to the teacher's
questions or purely formal, chronological enumeration of some actions. Teaching
monologue speech is an extremely complex matter. Monologue utterance is considered a
component of the process of communication at any level - pair, group, or mass. This
means that any monologue utterance is a monologue in nature, always addressed to
someone, even if this addressee is the speaker, although in structural and many other
relations its types are very specific.
Training of speaking as a productive process requires the construction of an
utterance, conditioned by the situation of communication, which is a complex
methodological task because mastering it is associated with the greatest difficulties and
requires a lot of time and effort on the part of both the teacher and the student.
Nevertheless, these expenses of time and effort are paid off if students master this
activity at the initial stage of training and improve it on strictly worked-out material,
which provides a motivational level and a reliable basis for the formation of other types
of speech activity.
Materials and methods
The main objective of teaching monologue speech is to improve the communicative
core or fundamental skills of foreign language communication. The improvement of
communication skills enables independent solutions of communicative and cognitive
tasks, including language guessing and the ability to express a personal attitude to the
perceived information.
The attitude of psychologists and linguists to the very existence and, accordingly,
the definition of monologue speech is far from ambiguous.
A monologue consists of several logically sequentially connected sentences,
intonationally arranged and united by a single content or subject of the statement.
It is the monologue that disciplines thinking, and teaches to think logically and,
accordingly, to build one's utterance in such a way as to bring one's thoughts to the
listener.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
1
№
5 (2023) / ISSN 2181-3701
76
Characterizing the psychological features of monologue speech, it should be noted
that a monologue is a relatively extended type of speech activity, in which relatively little
use is made of non-speech information obtained from the situation of conversation. It is
an active and arbitrary type of speech, for which the speaker must have some topic and
be able to build his/her statement or a sequence of statements on its basis. In addition, it
is an organized type of speech, which implies the ability to program not only an
individual utterance or sentence but also the whole message, to use selective linguistic
means adequately to the communicative intention, as well as some non-linguistic
communicative means of expressing thought (first of all, intonation).
Speaking as a speech activity has its specific features:
Speaking is always motivated. A person speaks, as a rule, because he/she has some
internal reason, there is a motive, acting, according to A.N. Leontiev, as a motor of
activity. In the methodology of teaching foreign language communication, we should talk
about communicative motivation (because motives are inherent in any other activity).
Speaking is always purposeful, as the utterance pursues some goal.
Speaking is always an active process; it shows the attitude of speakers to the
surrounding reality. It is an activity that ensures the interlocutor's proactive speech
behavior, which is important for achieving the goal of communication.
Speaking "serves" all other types of human activity. The process of speech activity
is closely related to the activity of thinking. Speech activity is often called "speech-
thought" or "thought-speech". Consequently, any communicative (speech) task is
essentially a speech-thought task.
Speaking is inextricably linked with personality. Being included in social relations,
personality is active in its life position, which it expresses in speech.
Results
Thus, monologue speech is always marked by the communicative goals and tasks
of the speaker. Communicativeness is a fundamental factor ensuring the adequacy of
communication at the logical-semantic level.
While dialogue speech is situational, monologue speech refers mainly to contextual
speech, characterized by consistency and logic, completeness, content, completeness, and
clarity of thought, which makes it more independent of the situation.
In addition, the psychological features of monologue speech should include the
address to the listener, and emotional coloring, which is externally expressed in linguistic
and structural-compositional features.
From the point of view of linguistics, monologue speech is characterized by the use
of sentences with different structures, multicomposed and complete sentences with
complicated syntax, with the presence of conversion words, rhetorical questions that
attract the attention of the audience, clichés, words
-links that convey the sequence of the
statement.
Monologue speech has the following communicative functions:
•
informative, the essence of which is to report new information in the form of
knowledge about objects and phenomena of the surrounding reality, description of
events, actions, and states; influencing implies convincing someone of the correctness of
certain thoughts, views, beliefs, actions; inducement to action or prevention of action;
•
emotional-evaluative implies the evaluation of events, objects, phenomena, and
actions.[1]
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
1
№
5 (2023) / ISSN 2181-3701
77
Each of the above-mentioned functions of monologue speech is characterized by its
linguistic means of expression and special psychological stimuli.
Discussion
Monologue-description is a way of presenting thoughts, which implies the
characterization of an object, or phenomenon in a static state, which is carried out by
enumerating their qualities, attributes, and features; The structure of a descriptive
monologue is represented by the following blocks: the beginning - the central part - the
conclusion (ending).
Monologue-message (narration, story) is information about developing actions and
states; The structure of the monologue-narrative is represented by the following
sequence: beginning - main part - conclusion (conclusion).
Monologue - reasoning - a type of speech, which is characterized by special logical
relations between its constituent judgments forming an inference. Structurally, a
monologue-reasoning is a unity of the following parts: thesis - evidence - conclusion.
It is fundamental to define the nomenclature of monologу skills. In this typology, it
is necessary to proceed from the fact that when teaching foreign language speech activity,
learners face difficulties of three levels: to what purpose should they speak? What should
they speak about? And how should they do it? Consistent teaching of independent
utterance implies the resolution of these difficulties in the very process of skill formation.
When speaking about communicative development, it should be noted that
students do not fully disclose the links between phenomena. Although they know the
basics of theoretical concepts and are ready for theoretical generalizations, they still
prefer concrete judgments to theoretical, abstract reasoning, description of concrete facts
to the establishment of cause-and-effect relations between them. In the process of
learning they develop the ability to build reasoning, make conclusions, inferences, and
develop visual and action thinking. Developing allows to successfully form not only
theoretical thinking but also reflection on the method of speech activity, in particular,
reasoning. [2]
The most familiar and accessible still is the communicative task of description and
narration. During this period, monologue description and narration are the most
common learning tasks, the solution of which is inextricably linked to optimal perceptual
capabilities. This fact can be taken into account by the foreign language teacher as a
psychological justification for the wide use of speech supports, and figurative visuals:
pictures, drawings, objects, as an organization of the subject plan of the statement.
Convincing as a communicative task differs from other similar tasks, e.g.
description, explanation, and proof, by the greatest communicative orientation towards
the partner of communication. Due to the peculiarities of their speech-thought activity,
students cannot always fully master all structural, content, and formal (linguistic)
components of persuasion. The way of solving this task, which represents an
independent difficulty, cannot become an object of consciousness without specially
organized communication. [3]
Conclusion
The formation of monologу speech skills is a priority direction in foreign language
teaching, which is carried out taking into account the age specifics and has the ultimate
goal of laying the foundations of the ability to coherently and logically express their
thoughts.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
1
№
5 (2023) / ISSN 2181-3701
78
Theoretical foundations and methodological techniques for the formation of
monologue speech are sufficiently developed in scientific and methodological literature.
It is necessary to select a methodologically correct set of exercises to systematize
the work on the formation of monologue utterance, the use, and combination of non-
traditional and traditional forms of organizing learning activities, and continuity and
consistency in the presentation of material. Students must realize the real possibility of
using language as a means of communication.
Purposeful and systematic work on the formation of monologue speech
contributes to a significant increase in the ability to correctly express their thoughts in
this language in the conditions of solving fairly complex thinking tasks.
REFERENCES:
1.
Alkhazishvili A.A. Psychology of teaching oral speech in a foreign language. -
М.,
1988.
2.
Artemov V.A. "Psychology of teaching foreign languages". М., 1969.
3.
Bim I.L. "Theory and practice of teaching a foreign language at secondary
school" M., 1988.
4.
Buranova L.U. “Forming the skills of monologue and dialogue speech in foreign
language”, International Journal of Word Art
5.
Buranova L.U. “Modern Methods of Teaching Monologue and Dialogue Speech in
Foreign Language”, Integrated Journal on Integrated Education
6.
Zimnyaya I.A. "Psychology of teaching foreign languages at school", M., 1991.
7.
Leontiev A. A. Language and speech activity in general and pedagogical
psychology. Moscow: RAO/MSI, 2001, p. 127.
