Psychological, pedagogical and methodological principles of teaching dialogic foreign language speaking and the problem of classification of exercises

The article provides a theoretical analysis of psychological, pedagogical and methodological principles of teaching dialogic speaking. The relevance of the study is related to the need for scientific development and implementation of a model related to teaching dialogic speaking, which will effectively develop quality skills and relevant competencies. The methodological basis for teaching dialogic speaking is the systemic dynamic unity of interconnected and interdependent situational semantic and linguistic characteristics of this form of speaking realised in the model. The article pays attention to the main provisions of the theory of verbal communication which are a real basis for building a system of situational teaching / learning of dialogic speaking within a single complex “situation – meaning – language”. The gradual approximating of educational situations to natural dialogue is based on a number of well-known didactic principles, the observance of which is considered by the author as an important component of the teaching / learning system. Theoretical analysis of the problem regarding classification of exercises for teaching dialogic speaking as the main element of the educational process has been carried out. Basing on the analysis, it has been determined that an exercise should comprise situational, semantic (meaning-centred) and linguistic characteristics of dialogic speech; whereas their systematic application, while being trained, should be aimed at mastering stylistically marked units alongside syntactic and lexical-syntactic phenomena typical for conversational style of dialogic speaking, as well as at practicing a set of operations of semantic order and operations related to the memory peculiarities. Taking into account all these aspects will allow building an effective model of teaching / learning, namely to clearly formulate the requirements to the main component of the education system, to select the most effective ones, as well as to integrate them into an overall model aimed at developing skills and abilities of dialogic foreign language speaking.