XV Международная студенческая научная конференция Студенческий научный форум - 2023

The focus of foreign language teaching at the university is the foreign language communicative competence formation, which is reflected in the latest generation Federal State Educational Standards in all areas of training. Improving students' communication skills in a foreign language, in other words, the foreign language communicative competence formation, is the main goal of a foreign language as the university education area subject. We are talking about the ability and willingness to carry out both direct communication (speaking, listening comprehension) and indirect communication (reading for understanding foreign language texts, writing). Speaking is a productive type of speech activity through which oral verbal communication is carried out. Speaking a foreign language is a complex and multi-layered process based on pronunciation, lexical and grammatical skills.

In the intercultural communication context, the main foreign language teaching goal is to master the oral speech skills at a level close to the level of a native speaker. In this regard, the question about the speech nativity arises, that is, its naturalness, and ways to achieve this within the foreign language course framework in a non-linguistic university. Native speaking manifests itself at all speech levels of (grammatical, lexical and phonetic), however, most of all it manifests itself at the level of prosody or pronunciation [1,6]. Due to the fact that teaching foreign language speech pronunciation is given insufficient attention in foreign language classes at the university, and exercises for the phonetic skills development are most often tasks that are torn away from the general context of communication, which actualizes the need to develop a methodology and a set of exercises that will allow developing prosodic speech design skills.

Speaking is an expressive speech and is a complex and multifaceted process. The focus of this study is monologue speech as one of the forms of speaking. When developing a methodology for teaching oral monologue speech to students of non-linguistic universities, it is necessary to take into account the predicted difficulties: fear of oral utterance associated with insufficient vocabulary, limiting opportunities for expressing one's own opinion; fear of public failure due to possible speech errors; insufficient knowledge of the topic under discussion; lack of motivation to learn a foreign language due to a lack of understanding of the importance of a foreign language for further professional self-realization [4].

Learning to speak a foreign language traditionally includes three main components: linguistic (reproduction of linguistic and speech units in certain language situations), psychological (skills and abilities of expressive speech), methodological (the ability to use supports on the basis of which you can consciously perform the operations necessary to master monologue speech). Teaching to speak a foreign language is a logically structured step-by-step process and includes the following stages: the preparatory stage, at which the formation of lexical, phonetic and grammatical skills takes place; the stage of prepared speech, where the focus of attention is the expression of content in an adequate logical and structural construction of speech; the stage of unprepared speech [2]. When developing a teaching native speaking comprehensive methodology, based on the integration of methods and techniques for teaching various speaking, aspects including the prosodic component, it seems necessary to use the following methods and teaching techniques proposed by T. A. Polushkina's description of the technology model for teaching future engineers prosodic design of public speech in English: explanatory, illustrative and reproductive methods, as well as critical listening, self-diagnosis, reflection, comparison and differentiation, graphic toning, imitation, exemplary reading and self-correction [5].

The formation of speaking skills is carried out during the performance of exercises, which are traditionally divided into reproductive, productive, linguistic, speech, preparatory, training and creative [2]. When developing a system of exercises aimed at the natural oral speech formation, we, following A. S. Muratova, take into account the principles of metered difficulties, the studied material cyclical repetition in small doses, bringing the skill to automatism, complicating communicative orientation exercises to a specific speech situation [3].

The proposed comprehensive method of teaching native speaking includes four stages, each of which uses the following set of exercises:

- Introduction - Watch the video and listen to the speaker. Try to answer the questions. Note new words and expressions.

- highlight the main - Listen to the conversation / video, etc. in short extracts, mark the most noticeable words; listen again and repeat.

- intonation - Listen to the conversation / video, etc. in short extracts paying attention to tones rise or fall, mark it; listen again and repeat.

- speaking – Practice reading your own monologue on the topic paying attention to target vocabulary, use appropriate tones and pauses.

The proposed native speaking teaching method is based on the integration of methods and various teaching techniques aspects of speaking, including prosodic and lexical components. The application of the developed techniques and exercises contributes to the formation of the skill of building logical connections in the text and structuring speech, which is focused on producing the author's student monological utterance.

References

1. Andrienko A.S. Formation of foreign-language professional competence of bachelor students based on reading scientific and technical texts // Questions of modern philology and methods of teaching languages at school and university. Penza. 2003.

2. Bredikhina I.A. Methods of teaching foreign languages. Teaching basic types of speech activity. The textbook. Yekaterinburg: Ural University Press, 2018. 102 p.

3. Muratova A. S. The specifics of the development of speaking skills among students of non-linguistic universities. // Diploma. 2018. No.2 (9). Part 2. pp. 120-121. [electronic resource]. URL: http://www.gramota.net/materials/1/2008/2-2/48.html (accessed 11.09.2022).

4. Pandemic-22: teaching, analysis, discourse in the natural diversity of foreign languages / A. I. Avdeeva, I. A. Anashkina, E. Y. Andreeva [et al.]. Ministry of Science and Higher Education of the Russian Federation; Financial University under the Government of the Russian Federation. M.: Society limited liability company "Rusains", 2022. 560 p.

5. Polushkina T.A. Methods of teaching students prosodic design of public utterance (non-linguistic university, English). autoref. dis. ... candidate of pedagogical Sciences. Moscow, 2018. 23 p.

6. Bezukladnikov K.E., Kruse B.A. Modern educational technologies for future teachers of foreign languages // Procedia – Social and behavioral sciences. 2015. Vol. 200. pp. 393-397