Biology
Development of speaking skills in German lessons. Increasing the motivation of students to master oral foreign language speech in lessons and in extracurricular activities. Features of speech communication

Development of speaking skills in German lessons. Increasing the motivation of students to master oral foreign language speech in lessons and in extracurricular activities. Features of speech communication

So, speaking as a type of speech activity has the following characteristics: 1. Speaking as a type of speech activity primarily relies on language as a means of communication. 2. Speaking is based on awareness of the meaning of the lexical unit of the language. 3. Speech, like speaking, is verbal communication, i.e. verbal process of communication using language. 4. The following types are distinguished: oral speech: dialogical and monological. 5. Colloquial speech (dialogue) is characterized by remarks exchanged between speakers, repetition of phrases and individual words after the interlocutor, questions, additions, explanations, the use of hints that are understandable only to speakers, various auxiliary words and interjections. 6. Monologue speech has greater compositional complexity, requires completeness of thought, stricter adherence to grammatical rules, strict logic and consistency in the presentation of what the speaker of the monologue wants to say.

The main difficulties in learning to speak. students are embarrassed to speak German, afraid of making mistakes and being criticized; students do not have enough language and speech resources to solve the task; students do not understand the speech task; students are not involved in a collective discussion of the subject of the lesson for one reason or another; students do not maintain the required amount of time spent communicating in a foreign language.

2. There is a lack of linguistic and speech means 1. Development of speaking skills based on established lexical and grammatical skills within the framework of the topic being studied. 2. Know and be able to use various forms of communication of speech, its logical construction with the help of speech clichés, conjunctions, introductory structures, response cues, etc. 3. A competent selection of texts for reading and listening can provide not only the filling of certain gaps in the information plan, but also the necessary set of language and speech tools on the problem under discussion.

3. Students do not understand the speech task. To prevent this from happening in the classroom, it is enough for the teacher to: clearly imagine what type of monologue/dialogue he would like to get as a result; create conditions for an appropriate speech situation; formulate your speech instructions in advance, try to make it concise and clear; if necessary, prepare additional supports in the form of cards, pictures, diagrams, written roles, etc.; plan a survey/distribution of roles, pairs, groups according to strengths; remember the possibility of mutual learning and mutual assistance.

4. One speaks, the rest are silent. In order for all students to have as many opportunities and time as possible to communicate in a foreign language in the classroom, it is necessary: to make wider use of group and pair modes of work in the classroom; create game situations, where the level of motivation is quite high, and even if one person speaks, the rest are not excluded from the general work mode, but perform other speech actions: listen, write down, write out, count, sketch, etc.; when planning lessons with a significant share monologue speech Don’t forget about audition instructions for the rest of the group’s students.

Examples of tasks and exercises for initial stage monologue training. Stages of work 1. Familiarization with words and their initial development at the level of words and phrases Examples of tasks and exercises Name the word by looking at the picture. Choose the word that does not fit this group of words. Read the words. Make up phrases from the given words. Fill in the blanks in the sentence. Find errors. Guess the word by its definition.

2. Practicing words at the sentence level Answer questions that involve the use of new vocabulary. Formulate questions to the existing answers. Fill in the blanks/complete the sentences. Connect disparate parts of a sentence. Rephrase the sentences using the suggested words.

1. Repetition of memorized material on a given topic 2. Familiarization with new language material and its initial development Frontal discussion of the topic/conversation. Answer the questions. Make an outline of the topic. Selection/repetition of vocabulary on the topic. Lexical exercises at the word and word level. Language games(bingo, language lotto, snowball, etc.).

It is very good for teaching speaking, accumulating and consolidating vocabulary to compose thematic crosswords. Students must carefully read the word given to them vertically and create their own words horizontally with each letter from this word that correspond to the topic of the lesson. Freund Sich eRgänzen Erlich Unternehmen eNttäuscht sein freunDlich Schüchtern gleiChe Interessen haben aufmerksAm zueinander sein seuFzen Trösten

The task of composing new words very well develops students' memory and interest in the subject. For example: write as many compound nouns with the first root Beruf- as possible, do not forget to indicate their definite article. Z.B.:wahl, f Berufsausbildung, f berater, m Or: write derivative words from the root arbeit. Z.B.: die Arbeit, der Arbeiter, arbeitslos, arbeitsam, bearbeiten, verarbeiten.

Was passt nicht? 1. das Hemd, das Kleid, der Rock, die Bluse, der Koffer (der Koffer). 2. der Tee, der Kaffee, die Milch, der Zucker, die Limonade (der Zucker). 3. die Bürste, der Kamm, die Wurst, der Spiegel, die Seife (die Wurst). 4. der Zug, die Eisenbahn, der Flugzeug, der Bus, der Dampfer (die Eisenbahn).

1. Findet die passenden Teile der Wörter! 1) die Rei-, 2) die Arbeits-, 3) der Ab-, 4) kre-, 5) das Reife-, 6) bevor-, 7) die Berufs-, 8) der Lehr-, 9) der Arbeit -, 10) die Bewer-, 11) der Be-, 12) das Arbeits-, 13) ent-, 14) die Anfor-, 15) das Unter-, 16) der Arbeit-, 17) das Vor-, 18 ) die Werk-, 19) der Fach-, 20) die Aus-. a) -ativ, b) -mann, c) -zugen, d) -kräfte, e) ~fe, f) -gang, g) -schluss, h) -bung, j) -amt, k) -zeugnis, l) -ausbildung, m)-nehmer, n)-nehmen, o)-geber, p)-trieb, r)-sprechen, s)-statt, t)-bildung, x)-derung, d) -bild.

Verteilt die folgenden Berufe richtig! die Lehrberufedie Pflegeberufe die technische Berufe die Kreativberufe 1) der Schullehrer, 2) der Maler, 3) der Ingenieur, 4) der Arzt, 5) der Bühnenbildner, 6) der Pharmazeut, 7) der Schulpsychologe, 8) der Schriftsteller, 9) der Schlosser, 10) die Krankenschwester, 11) der Hochschullehrer, 12) der Mechaniker, 13) der Apotheker, 14) der Fotograf, 15) der Bibliothekar, 16) der Friseur, 17) die Sprechstundenassistentin, 18) der Künstler, 19) der Maurer, 20) der Dozent, 21) der Dichter, 22) die Arzthelferin, 23) der Kraftfahrer, 24) die Kosmetikerin, 25) der Bergmann, 26) der Exkursionsleiter, 27) die Handpflegerin, 28) die Kindergärtnerin, 29) der Architekt, 30) der Drucker.

Sucht die deutsche Äquivalente Ein jeder kennt die Lieb´ auf Erden! Ich will nicht lernen, ich will heiraten. Oh! Wie trügerisch sind die Weibeherzen! Man hüte sich von seinem Lieb zu scheiden. Raum ist in der kleinsten Hütte für ein glücklich liebend Paar. Je weniger wir die Frauen lieben, je mehr sind sie für uns entbrannt. Den Glücklichen schlägt keine Stunde! I don’t want to study, but I want to get married. Love for all ages. Happy hours are not observed. With a sweetheart, heaven in a hut. Don't part with your loved ones. The beauty's heart is prone to betrayal. The less we love a woman, the more she likes us.

Die Antworten Liebe ist das Leben, Liebe ist das Glück, Liebe ist das Glück und auch ein kleiner Kummer, Liebe ist Schmerz im Herzen, Liebe ist das gegenseitige Gefühl, Liebe bedeutet auch Toleranz, Liebe ist das Streben zum Besten, Liebe ist es, wenn du ohne ihn (sie) nicht weiter leben kannst, Liebe ist dann, wenn ein Junge oder Mädchen dir sehr gefällt, wenn er (sie) gut aussieht, wenn er (sie) einen guten Charakter hat.

Experience of working on the development of oral speech in German lessons.

My learning experience German language allows me to conclude that the beginning of a lesson is one of its important stages, which largely determines the success of the entire lesson. And my task at this stage is to create a foreign language climate for students. To this end, I begin my lesson with speech exercises on the topic in the form of a dialogue. Such speech exercise creates working contact with students and sets them up for communication. It has a lot of positive aspects:

firstly, speech exercises allow you to repeat and firmly grasp thematic vocabulary;

secondly, it allows you to consolidate grammatical structures and speech patterns in children’s memory;

thirdly, speech exercises allow you to better master dialogic speech skills.

To achieve this goal, I try to involve as many students as possible in the conversation, using pre-selected language structures and connect the introductory conversation with the main stage of the lesson.

For example, in the sixth grade, when studying the topic “Draussen ist Blatterfall” “It’s falling leaves on the street,” speech exercises were carried out using the following questions.

1.Wieviel Jahreszeiten hat das Jahr? How many seasons are there?

2.Wie heissen sie? What are their names?

3.Wieviel Monate hat das Jahr? How many months are there in a year?

4.Nennt bitte die Monate. Please name the month?

5.Welche Jahreszeit ist es? What time of year is it now?

6.Wie heissen die Herbstmonate? What are the names of the autumn months?

7.Wie ist das Wetter im Herbst? Whichin autumnweather?

8. Was machen die Bauern im Herbst? Whatdopeasantsin autumn?

9.Welches Obst und Gemuse schenkt uns der Herbst? What fruits and vegetables does autumn give us?

After such speech exercises, I smoothly move on to the main stage of the lesson, where all the children are actively working, because they do not feel any difficulty in working on this topic, since speech exercises help to firmly master thematic vocabulary.

I want to say that the task of implementation educational material this is primarily the task of organizing activities verbal communication within a group of students. This is the main factor determining the formation of communication skills. From the very beginning of educational activities, I develop in students a practical approach to foreign language as a means of communication. Working with students of different age groups requires taking into account the relevant didactic principles, but the concept of communicativeness retains its constancy of form at all age stages. Important provisions of communicative communication include the formation of internal readiness and ability for verbal communication.

The development of oral speech increases children's intellectual abilities and awakens their interest in the subject. After all, in almost every lesson, reinforcing L.E. is conducted mainly through oral speech. When teaching students oral speech in German, I strive to ensure that any phrase spoken in the lesson is situationally conditioned, making extensive use of natural situations that arise that make them want to speak out. For example, during one of the lessons in grade V, training was conducted in the use of familiar vocabulary on the topic “Meine Familie.” I invited the children to bring photographs of their relatives to this lesson. By talking about them and showing their photographs, they seemed to introduce their loved ones to their classmates. The message went like this:

W: Das ist meine Mutter. Sie heisst Olga. Sie ist 30 Jahre alt. Meine Mutter ist Lehrerin. Sie ist immer freundlich und hilfstbereit. Wir helfen unserer Mutter immer zu Hause . (This is my mother. Her name is Olga. My mother is a teacher. She is 30 years old.. She is always friendly and responsive. We always help my mother around the house).

Then, in order to practice using possessive pronouns, they were asked to ask each other questions (photos were also shown)

Z.B: - Sag mal, ist das dein Bruder? Tell me, is this your brother?

Ja, das ist mein Bruder.usw… Yes, this is my brother. etc

However, use natural situations and real events things don't always work out in children's lives. Then role-playing games come to the rescue.

For example, in the 7th grade, when studying the topic “Das Gesicht einer Stadt - Visitenkarte des Landes” "Face of the city - business card countries" - took the following situation:

(The German guest who addresses you really wants to see the sights of the city. (I am the guest)

1. Ask what the guest would like to see.

2. Explain where this place is.

3. Tell me how to get there.

Or I give the task to compose a message within 3 minutes about what might interest a foreign guest. In this case, the student must answer the questions that are presented to them.

For example: Tell your guest about your city or a city that you really like.

1. Wo liegt diese Stadt? Where is this city located?

2. Wann wurde sie gegrundet? When was it founded?

3. Welche Verkehrsmittel gibt es in dieser Stadt? What types of transport are there in this city?

4. Worauf sind die Stadtbewohner stolz? What are the residents of this city proud of?

I move on to role-playing only after working on oral speech by repeating the necessary lexical and grammatical material. The amount of exercise is determined by me. Further work on oral speech orients the children toward relatively fluent speech.

When working with high school students, I use discussion lessons.

For example, in grade IX there was a lesson discussion on the topic “Die heutigen Jugentlichen. Welche Probleme haben sie?” “Today's youth. What problems does she have? The guys expressed their thoughts about why adolescence such a difficult period. What conflicts arise during this period between them and their parents?

Listening also plays an important role in the development of communication skills. And here, it is of no small importance to familiarize primary school students with the expressions of classroom usage. This gives me the opportunity to teach the lesson only in German. When teaching, I adhere to the fact that to introduce each new expression, I create a favorable situation for its perception and comprehension, and when further consolidating familiar expressions, I try not to translate them into Russian. Children learn to listen carefully to the teacher’s speech and are tuned to perceive only German speech. And when we move from listening to individual structures to listening to coherent speech, I write down questions on the board and the student is given the task of understanding the content of the text and answering the questions.

For example:

Im Sommer ist das Wetter schon. Die Sonne scheint hell. It's warm. Viele Blumen bluhen auf der Wiese. Sie sind rot, gelb, weiss, blau. Die Schmetterlinge fliegen von einer Blume zur anderen. Die Blatter an den Baumen sind grun. (In summer, the weather is beautiful. The sun is shining brightly. It’s warm. Many flowers bloom in the meadow. They are red, yellow, white, blue. Butterflies fly from one flower to another. The leaves on the trees are green).

1)Wie ist das Wetter im Sommer? What's the weather like in summer?

2)Was bluht auf der Wiese? What's blooming in the meadow?

3)Wie sind sie? What are they?

4) Was machen die Schmetterlinge? Whatdobutterflies?

5)Wie sind die Blatter an den Baumen? What are the leaves on the trees like?

When the children developed the skills to perceive my speech by ear, I introduced TSO.

As for the introduction of grammatical material, I base my work on the process of oral advance, i.e. mastering educational material orally. It contributes to a more harmonious

development of speech skills and relieves a number of difficulties. Let’s say that after 5-6 lessons I have the introduction of Perfekt, I have already been using this grammatical phenomenon in speech for 5-6 lessons. During this time, students not only recognize this phenomenon in oral and written speech, but also use it when solving communicative problems. And when a new lesson is considered, in which this grammatical material is provided, the student is able to independently carry out analytical activities.

New L.E. I enter using pictures. Then I read the microtext I compiled, where new LEs are actively used, and the students translate it. After reading and translating the microtext, children answer questions about the text. Then I write down new words on the board, and the children write these words in dictionaries and translate them themselves. I further consolidate the LE with the help of the situation.

As for homework, I select it so that it attracts students’ attention to certain linguistic and speech phenomena and gives them the opportunity to realize, comprehend and consolidate them. Execution Scope homework I'm counting on 35-40 minutes.

German. Development of oral speech. Experience.
Author: Grigoryan Aida Surenovna
Position: German teacher
Place of work: MBOU Secondary School No. 23
Location: Krasnogornyatsky village, Oktyabrsky district, Rostov region

INCREASING STUDENT MOTIVATION

TO MASTERING ORAL FOREIGN LANGUAGE SPEECH IN CLASSES

AND IN EXTRA-CURRICULAR ACTIVITIES

"Motivation is

the key to successful learning"

Norman Whitney

As experts note, learning motivation consists of many parties changing and entering into new relationships with each other. The most important are “social ideals, the meaning of learning for a student, his goals, desires, emotions, interests.”

When forming motivation, the teacher focuses on prospects and development reserves, taking into account the age and psychological characteristics of schoolchildren. In this case, two main paths are used: the “top-down” path, which consists in instilling in schoolchildren ideals, examples of what the motives for learning should be, and the “bottom-up” path, which consists in the teacher engaging the student in activities that stimulate his activity , independence and creativity. Both of these ways are of great importance in complex process formation of students' motivation to study a foreign language and foreign culture.

From the first lessons, teachers draw students' attention to the importance of learning foreign languages as a means of communicating with representatives different countries in a wide variety of fields (politics, economics, trade, science, art, sports). Currently, international contacts of Belarus are expanding, the likelihood is increasing that knowledge of a foreign language will be necessary for many, both in professional and other activities, will become a source of valuable information about the countries where it is spoken, and will provide an opportunity to communicate with foreign peers through Internet. However, it was noted that by the end of the first year, interest in learning a foreign language declines. This trend continues up to class IX. Then interest increases slightly, some students realize the importance of the subject for further study and obtaining a profession.

There are five levels of educational motivation.

First level (high): children have a cognitive motive, the desire to successfully fulfill all school requirements.

Second level (sufficient): good school motivation. Students cope successfully with educational activities.

Third level (intermediate)): positive interest in school, but school attracts such children with extracurricular activities; they are of little interest in the educational process.

Fourth level (satisfactory): low school motivation. Children are reluctant to attend school, miss classes, and experience difficulties in learning activities.

Fifth level (low): negative attitude towards school, students cannot cope with educational activities, experience difficulties in relationships with classmates and teachers.

In the psychological and pedagogical literature, two types of motivation are distinguished: external and internal.

Intrinsic motivation: the student receives satisfaction directly from the activity itself.

External motivation is determined by certain factors: the student knows that he will be rewarded for good and diligent study. However, such aspirations will only manifest themselves up to a certain point.

There are three most important conditions for increasing motivation:

an opportunity for schoolchildren to communicate and express themselves in the process of learning a foreign language;
a variety of topics that are truly of interest to this age group;
students’ constant feeling of their achievements and progress in language proficiency.

The last condition is considered the most important.

Forming a positive attitude and motivation to learn a foreign language is achieved in three ways:

through the selection of material that corresponds to the age interests of students (cognitive motivation);
thanks to an interesting method of working in the classroom, when a student completes a task not out of obligation, but out of interest in communicating with the teacher or peers (communicative motivation);
thanks to the feeling of satisfaction that students experience from the fact that they are able to cope independently with the teacher’s task (success motivation).

There are the following methods of motivation:

creating a problematic situation in the lesson;
involving students in assessment activities;
non-traditional forms of education (seminar lesson, travel lesson, role-playing game, project defense);
analysis of life situations, reference to students’ personal experience, explanation of the importance of knowledge in the future;
alternation of different different types activities and teaching methods;
game forms of work;
accessibility in the presentation of the material.

Extracurricular activities play an important role in increasing students’ motivation to learn a foreign language. Its forms are very diverse: KVNs, evenings, concert programs.

Taking into account the individual characteristics, interests and inclinations of each student in extracurricular activities in English there is something you like.

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Introduction

1.1 Features of speech communication

2. Speech skills and abilities

Conclusion

Bibliography

Introduction

Nowadays, much attention is paid to learning foreign languages. Languages are studied at foreign language institutes, in various language courses, on one's own. This is due to the expansion of international relations, the opening in our country of foreign enterprises and firms that are interested in our specialists. The tourism sector is also developing, more and more of our compatriots are going to rest and work abroad. All this raises the need for high-quality learning of foreign languages.

In this work we must consider the features of teaching the German language and methods of teaching it. The purpose of the work is to provide as complete information as possible about modern teaching of speaking in the German language.

The objectives of the work are to consider the phonetic aspects of language when teaching pronunciation, as well as what methods are used to directly teach speaking.

At the beginning of the work, a few words should be said about the methods of teaching the German language in general. The teaching methodology should be based on a reasonable combination of theory and practice, the widespread use of spoken speech in lessons, careful selection of language material, including speech samples, and the creation of a scientifically based system of exercises for mastering oral and written speech in German.

In the process of learning a language, the student must learn to freely use all types of speech activity - speaking, listening, reading, writing - as a natural means of communication in compliance with the linguistic and stylistic norms of a given foreign language.

1. Communicative function of speech

1.1 Features of speech communication

Observing communication between people allows us to conclude that oral speech is far from the only form of communication. Along with it, facial expressions, gestures, body movements and tactile signals play an important role. Writing is a highly developed form of communication, derived from oral speech, which with the advent of printing received its own development and which in turn has a reverse effect on oral speech.

Today, the study of speech has undergone profound changes. The narrow linguistic approach has given way to a broader approach that takes into account sociolinguistic, psycholinguistic and neurolinguistic factors. Moreover, the focus of research in the field of speech has shifted from problems of linguistic description to problems of interpretation and description of the entire process of speech communication as a whole.

Speech understanding is an active process, the result of complex mental activity of the listener, and not a passive reflection of the received speech stimulus.

In accordance with the expanded understanding of speech communication, the following techniques and methods of its research can be listed: communicative analysis of speech; checking models indirectly, for example, by studying errors in speech and linguistic reactions.

Mutual understanding in the process of communication is achieved by the adequacy of the description and perception of the given material base, against the background of which the verbal message flows.

1.2 Auditory-pronunciation aspect of speech communication

When examining speech communication phonetically, it is necessary to note those operations and phenomena that can be performed subjectively and observed objectively. From a phonetic point of view, everything that is common to all processes of speech communication is preserved. For example, there is a speaker who produces speech signs with the help of his organs, which have become material objects, from speaker to listener. There is a listener who perceives and processes these signs. It is clear that this scheme does not completely cover communicative reality. In practice, every speaker is a potential listener, and every listener is a potential speaker.

The genesis of speech signs involves consideration of all the actions that a speaker must perform to produce speech signs. Typically, this aspect considers the physiological processes performed by the speaker. Most often, the organs that function during speaking are described and the positions that these speech organs must occupy when producing individual sounds.

A functional language system is created by a person during individual development, in which he needs communication. It can be argued that a functional language system is acquired through communication and in the process of communication. At the stage when language acquisition occurs, the system is still plastic and can adapt in various ways to the language forms used in the individual’s environment. Obtaining new contents of a linguistic sign is possible throughout a person’s life. However, switching such private actions, which have already become automatisms, becomes increasingly difficult with age.

2. Speech skills and abilities

It is known that any human activity, including speech, is based on appropriate skills and abilities. In psychology, a distinction is made between expressive and impressive types of speech activity. Expressive types of speech activities include speaking and writing. The impressive ones include listening and reading. Each of them has a lexical and grammatical side.

In speech activity, linguistic (grammatical and lexical) means are always interconnected, that is, all vocabulary is always grammatically formatted.

Since the combinability of words in German and the native languages coincides only partially, lexical errors in German speech are errors in the combination and formation of words that is incorrect for the German language under the influence of the native language. What is meant here is that it is not individual stylistic errors in speech that are allowed, but semantic errors that make speech communicatively inferior or completely incomprehensible. Such errors indicate immaturity of expressive lexical skills.

Expressive grammatical skills with perfect command of the language ensure automated formation and use of forms in speech.

The most automated skills are pronunciation skills, therefore the strongest interfering influence of the native language is manifested precisely in pronunciation (accent). The pronunciation of German sounds is being Russified.

Skills and abilities interact in various types of speech activity. For some of them, this interaction is a necessary condition for their functioning. Thus, speaking and listening are closely related as two aspects of oral speech activity, most often appearing in unity with each other. Therefore, listening has a very positive effect on speaking, and speaking on listening, which is due to the psychophysiological laws of the joint functioning of the auditory and speech-motor analyzers both during speaking and listening.

In the process of learning a language, listening is one of the effective means of teaching speaking: in particular, in the formation of pronunciation skills, as well as in enriching speech by transferring linguistic phenomena from the listening text into an expressive statement.

In turn, speaking very noticeably improves the quality of listening, namely the accuracy and completeness of listening comprehension. A person who actively masters language material, as a rule, better understands the text being listened to.

However, in a number of cases, speaking as a type of speech activity functions separately from listening, for example, a long monologue utterance. And listening from speaking, for example, listening to lectures, radio broadcasts.

In verbal speaking skills, two types of skills can be distinguished: dialogical and monological. Dialogue is understood as the ability to: request information; answer questions communicatively and situationally; provide information for the purpose of subsequent discussion; respond to a message in the form of agreement, disagreement, approval, clarification, doubt, etc.; maintain a logically coherent dialogue.

Monologue skills are the ability to: logically and coherently express one’s thoughts in various types of monologue: branching, reporting, description; creatively and correctly use all language means to achieve the necessary communicative result, adequate to the tasks and conditions of communication.

3. Psychophysiological features of speaking

Expressive speech, i.e. speaking has varying complexity, ranging from expressing an affective state using a simple exclamation, naming an object, answering a question and ending with an independent, detailed statement.

Let's look at the types of speech:

proactive, or spontaneous; when forming his thoughts, the speaker is guided by his own initiative, independently chooses the subject-semantic content and linguistic material, including means of expression language;

response reactive speech; is a reaction to an external stimulus; depending on the response, reactive speech can approach and move away from initiative speech;

imitative speech; is considered only as an imitation of what is perceived with awareness of its semantic side;

automatic speech; in this case there is no awareness; this speech is practically not a speech in in every sense words;

associative speech; carried out when reproducing sections of text learned by heart, often without correct understanding.

There are two stages in speech production. The first - the formation of speech intention - consists of two phases: the so-called speech stimulating experience and the phase of judgment formation. The second stage - speaking, also consists of two phases: 1) formation of an internal outline; 2) pronunciation.

4. Teaching dialogical speech

The structure of any speech, including German, is determined by many factors. A prominent place among them is occupied by compositional speech forms, which constitute the structure of any coherent text.

When studying German as a foreign language, their role is especially great, because Active language proficiency, which includes not only the ability to conduct a dialogue, but also the ability to construct compositionally designed messages (thematic texts), is unthinkable without knowledge of these forms.

Dialogue and monologue speech in the educational process when teaching a foreign language can be both a means of learning and a goal of learning.

The difference between dialogic and monologue speech as a means of teaching from dialogic and monologue speech as the goal of learning manifests itself especially clearly at the initial stage of training, both in form and content. In terms of content, educational speech turns out to be not so informative and meaningful. This is explained by the fact that it has a special educational function, i.e. forms students' grammatical and lexical skills. With regard to the formal side of speech, we can say that, due to its teaching function, the simplest, most familiar language means are chosen when preparing an utterance.

First of all, it is necessary to master dialogical speech, which has its own characteristics, manifested in the use of linguistic means that are acceptable in colloquial speech, but unacceptable in the construction of a monologue, which is built according to the laws of the literary language.

Dialogue form of speech, which is primary natural form linguistic communication consists of the exchange of statements, which are characterized by questions, answers, additions, explanations, objections, and remarks. In this case, a special role is played by facial expressions, gestures, and intonation, which can change the meaning of a word. Dialogue is characterized by a change in the statements of two or more (polylogue) speakers on one topic related to any situation.

The dialogue presents all types of narrative (message, statement), incentive (request, demand), interrogative (question) sentences with minimal syntactic complexity, particles and interjections are used, which are enhanced by gestures, facial expressions, and intonation.

When teaching dialogical speech at its initial stage, we are talking about the methodology for teaching elementary dialogical skills. Two points are considered:

organization of linguistic material in dialogical units - dialogical unities;

about exercises for developing these dialogical skills.

Let us name the most common ones in dialogical communication and relevant for primary education dialogical unities.

1) Binomial: - question (request for information) - answer (communication of information. For example: - Wie alt ist unsere Stadt? - Unsere Stadt ist etwa 100 Jahre alt.

approval (communication of information) - confirmation (in receiving information. For example: - Moskau ist alter als unsere Stadt.

Ja, das stimmt. Moskau ist alter als unsere Stadt

doubt - confirmation (denial). For example:

Ich zweifle, yes? er das leisten kann.

Aber er hat das wirklich geleistet

Trinomial:

question - answer - clarification. For example:

Sind Sie das erste Mal in Bonn?

Nein, ich bin schon hier gewesen.

Ach so, dann kennen Sie die Stadt.

affirmation - doubt - confirmation and clarification. For example:

Die Leipziger Messe hei?t MM - Muster-Messe.

Dient diese Messe als Muster fur andere Messen?

Auch das, doch nennt man sie so, weil man seit vielen Jahren statt Waren nur Muster zur Messe bringt.

In addition to the listed types of dialogic unities, there are individual remarks such as requests, invitations, greetings, expressions of gratitude, for example: Guten Tag! Auf Wiedersehen! Danke schon!

With subsequent training, the types of replicas in dialogical unities in functional and formal terms become significantly more complex. Let us name the following types of dialogical unities:

Binary dialogical unities:

a) communication of information with an emotional connotation - a remark - an expression of complete disagreement or an objection-clarification;

Wissen Sie! Ich gehe mit meinen Freunden ins Kino? Gehen mit!

Nein. Ich kann nicht ins Kino gehen.

Or: - Geht ihr ins Kino? Wir haben aber viel zu tun.

b) communication of information - its development or completion;

Ich will sagen, dass wir in Moscow fahren.

Fahrt ihr in Moscow? Ich wunsche euch gut Reisen. - the situation is over.

Another example of the development of the situation is as follows:

Wir fahren in Moscow.

Fahren Sie in Moscow? Aber was ist das Ziel der Fahrt?

Wir fahren als Touristen, um Sehenswurdigkeiten sehen.

c) communication of information - order, request, order in connection with the information received.

For example: - Heute gewhen wir ins Kino.

Gehen sie ins Theater besser.

Or: - Kommen sie bitte nicht zu spat zuruck.

Or: - Nein, bleiben sie heute zu hause. Wir haben viel Arbeit.

Triple dialogic unities:

a) communication of information - asking again or urging to repeat all or part of a statement;

For example: - Ich gehe heute zu meine Freundin zum Geburtstag.

Hat deine Freundin Geburtstag heute?

Ja, sie hat Geburtstag heute.

b) communication of information - expression of the emotional attitude of the interlocutor - reaction to it.

Wir fahren heute ins Dorf.

Wirklich? Fahren sie heute ins Dorf? Ich will auch ins Dorf fahren.

Gut, fahren mit.

The above dialogic unities are the object of targeted training in the corresponding exercises. Dialogical exercises can be classified according to the types of dialogic units, for example: question-and-answer exercises; confirmation message, etc. On the participation of partners in dialogue: paired dialogic exercises; exercises performed by three trainees; exercises designed for the participation of the whole group.

Let us give some examples of dialogic exercises according to the types of dialogic unities.

Question and answer exercises.

Here, students are introduced to exercises that present dialogues in the form of questions and answers. First, the teacher suggests reading and translating short dialogues:

Ich hei?e Sweta.

Ich lerne in der Schule.

Then the teacher offers to memorize these dialogues. Students memorize dialogues in class and then recite them. Based on the learned dialogues, students create their own dialogue containing questions and answers. Work is carried out in pairs. Then the teacher offers to read the dialogues composed by the students. As homework, you can give students to learn the dialogues compiled in class.

Exercises performed by three trainees

Here you can offer dialogues in the form of questions and answers, as well as dialogues of questioning or surprise. Here is an example of a similar exercise performed by students in class. Groups of three students participate.

Ich hei?e Mischa. Und wie hei?t du?

Ich hei?e Oleg. Und du?

Und ich hei?e Igor.

Igor, willst du heute ins Kino gehen?

3) - Ja, naturlich. Ich will ins Kino gehen. Und du, Oleg?

Ja, ich will auch ins Kino gehen.

First, a dialogue suggested by the teacher from a textbook or other additional literature, are read by students, translated into Russian accordingly, students read the dialogue in roles. Then they are also asked to compose their dialogue and recite it by heart. The complexity of this type of exercise depends on the level of training.

The same can be done with students in groups of five or more.

Based on the nature of the supports with which these exercises are performed, we can distinguish the following types of dialogic speech that arises during the lesson:

based on a natural situation that arose in class: Oh, ich sehe, Sie haben einen wunderbaren Bildband! Wo haben Sie denn den gekriegt?

Based on an imaginary situation: Stellt euch vor, ihr habt etwas Wichtiges ihrem Gesprachspartner mitzuteilen. Ihr Gesprachspartner versteht nict gleich, worum es sich handelt!

Speech exercises can be performed on the basis of imaginary situations, where participants in dialogical communication act as bearers of certain social roles and certain personal qualities.

An example of such exercises would be dialogues related to talking about a profession. For example, “At the doctor’s”, “Excursion”, “Conversation with a writer”. Let's give an example of such a dialogue.

The teacher asks students to imagine a conversation between teacher and student in class: Stellt euch for, ihr befindet euch in der Stunde und habt dem Lehrer etwas wichtiges mitzuteilen. Students compose a dialogue on a given topic based on samples, for example, various lexical expressions or on the example of previously learned dialogues on similar social topics.

Using imaginary situations allows you to get closer educational conditions to natural ones, contributes to the formation of the ability to use linguistic means adequately to the communication situation.

One of the possible supports for the development of dialogical speech is an auditioned text of a dialogical and monologue nature. Dialogue text can be used to reproduce by heart in order to master its pronunciation and rhythmic-intonation side and types of replicas. It can also serve as a motive for dialogical communication on the topic raised in it, for the exchange of impressions. A monologue text can be used to transform it into a dialogue, as well as for discussion.

Let us give an example of one of the exercises for teaching dialogic speech.

The text is given in written form in German. Students must read it and translate it into Russian.

Ich hei?e Helga. Ich lebe in der Stadt Novosibirsk. Ich bin zwanzig Jahre alt. Ich lerne an einer pedagogische Hochschule. Ich lerne Deutsch. Ich habe Fremdesprachen gern.

Then students ask questions about the text they read. Wie hei?t das Madchen? Wo lebt sie? Etc. Students ask a question and answer it independently.

One student asks a question about the text, the other answers it. Communication takes place in the form of dialogue.

Based on the read text and exercises for it, students compose a written dialogue “About myself”, read it, then reproduce it from memory.

The same exercise can be given when teaching monologue speech. Only in this case, each student independently composes a monologue “About himself.” Before composing a monologue, you can give exercises to retell the text you read, for example in the 3rd person.

In a spontaneous dialogue, replicas are not typical complex sentences, they contain phonetic abbreviations, unexpected formations and unusual word formations, as well as violations of syntactic norms. At the same time, it is in the process of dialogue that the child learns the arbitrariness of the statement, he develops the ability to follow the logic of his statement, i.e. monologue speech skills emerge and develop in dialogue.

It is necessary to develop in children the ability to build a dialogue (ask, answer, explain, request, make a remark, support) using a variety of linguistic means in accordance with the situation. For this purpose, conversations are held on various topics. It is in dialogue that a child learns to listen to his interlocutor, ask questions, and answer depending on the surrounding context. It is also important to develop the ability to use norms and rules speech etiquette, which is necessary for developing a culture of verbal communication. The most important thing is that all the skills and abilities that were formed in the process of dialogic speech are necessary for the child to develop monologue speech.

5. Training in monologue speech

At the initial stage, students master the basics of monologue statements of various types: narration, reasoning, description.

The formation of skills and abilities of monologue speech requires the mandatory development of such qualities as coherence and integrity, which are closely related to each other and are characterized by communicative orientation, logic of presentation, structure, as well as a certain organization of linguistic means. The coherence of speech can be formed on the basis of ideas about the structure of the utterance and its features in each type of text, as well as the methods of intratextual communication.

When teaching children how to construct a detailed statement, it is necessary to develop in them basic knowledge about the structure of the text (beginning, middle, end) and ideas about the methods (means) of connection between sentences and the structural parts of the statement. It is the methods of connection between sentences that act as one of the important conditions for the formation of the coherence of a speech utterance. In any complete utterance, there are the most typical ways of connecting phrases. The most common of them is chain linkage. The main means of this connection are pronouns, lexical repetition, synonymous replacement. Chain communication makes speech more flexible and varied, since by mastering this method, children learn to avoid repeating the same words and constructions. Sentences can also be connected using a parallel connection, when they are not linked, but compared or even opposed.

At the initial stage of learning to construct coherent monologue texts, it is necessary to develop the ability to reveal the topic and main idea of a statement, and the ability to title the text.

Intonation plays a major role in the organization of a coherent utterance, therefore, developing the ability to correctly use the intonation of a separate sentence contributes to the development of structural unity and semantic completeness of the text as a whole.

Let's consider the main types of exercises aimed at developing monologue skills.

The first most common exercises are exercises performed on the text and in connection with the text. The nature of the use of the linguistic material of the text, the accuracy and completeness of the presentation of the thoughts of the text differ:

an exercise to reproduce the content and linguistic forms of the text without significant changes: retelling - reproduction of the text complete and accurate. Retelling with some changes in content or linguistic means, i.e. partial transformation according to a plan drawn up by the students or already given; for questions about the text; By keywords etc.

transformation exercises: language form, text content.

These exercises are aimed mainly at mastering the basic skills of monologue speech and, at the same time, mastering language material, so they can be considered as preparatory monologue exercises of a reproductive nature.

Let's give an example of such exercises. Let's take the following text as a basis:

Deutschland ist eine der schonsten Lander in Europa. Die hauptstadt ist Bonn. Deutschland liegt in Mittel Europa. Die wichtigsten Stadte sind Dresden, Berlin und andere. Es gibt viele Shenswurdigkeiten in Deutschland.

One of the types of exercises that can be given to the text proposed by the teacher is an exercise for a detailed retelling of the text, an almost memorized retelling by heart close to the text. To do this, students first master the proposed text in the following way: the text is read and translated. For accurate translation and before reading, the teacher must introduce students to new vocabulary, as well as lexical expressions. Students read the text aloud and translate. Then the text is asked questions given in the textbook or by the teacher, and students look for answers in the text. Then students independently compose questions for the text and answer them without the help of a textbook. Then, based on the text, you can create a dialogue in the form of questions and answers, which you can offer to learn by heart. The next step may be to memorize one of the paragraphs of the text. In this way, the student gradually approaches a detailed retelling, which is given after the training exercises.

The next type of exercise for teaching monologue speech can be an exercise for partially changing the text. Here students draw up a plan for the text independently. The student must retell the text according to plan, and the order of retelling depends on the plan drawn up. In this case, changes in the order of transmission of the read text are allowed. For example, a student may prioritize a story about the cities of Germany, and not about its capital. Any additions made by students to the retold text are also allowed here. Accordingly, additions should be made on the essence of the text being retold, on the topic being studied, taken by students from previously read texts or additional literature. Exercises of this kind are possible at an older stage of education, when students are fluent vocabulary and grammatical material of the language being studied.

An easier version of text retelling exercises can be given using written questions for the text. That is, students are first given questions that they must answer; questions according to the content of the text. In a simpler version, students can make a retelling of these issues. A more difficult option is when students independently compose questions for the text they read. They answer them, then make a retelling of the questions compiled.

Creative monologue exercises are exercises for the complete transformation of the text in the form of: presentation of the content of the text in your own words; semantic compression of text information (summary, abstract); interpretation of text content.

Similar exercises are given at an advanced stage of education or in special classes or schools with in-depth study foreign language. Since they represent a high degree of complexity and require from the student not only excellent knowledge of the vocabulary and grammar of the language being studied, but also creativity, the ability to freely express their thoughts in the language being studied.

In this case, the student must not only retell a meaningfully read or listened text, but also draw his own conclusions from the text, express them out loud in his own words, and must be able to summarize the results.

These exercises are of a truly speech nature; they are performed on final stage work on the text, when students can freely use the linguistic means of the text and are able to use the information of the text.

Where can I find out how German speech is constructed? The most accessible source for us is modern German fiction, which not only contains samples of written speech, but also reflects its oral manifestations (in the form of characters’ speech). Therefore, it is advisable to conduct a practical study of compositional speech forms of monologue speech, which is one of the factors in the formation of German speech, using the material works of art. An effective method of such study is analysis of original texts.

First, it is better to give a general description of the text, taking into account the following points:

1) what type of linguistic product is the analyzed text (statement, complex of statements, thematization, combination of both);

2) what types of speech forms are formed by this thematic text (narration, description, characterization, reasoning or combinations thereof), give titles to the corresponding passages;

3) how individual compositional speech forms interact with each other, and what stylistic effects arise from this interaction.

Then, when detailed analysis need to determine:

1) tense forms of the verb and their functions (grammatical and stylistic);

2) functional sphere (fiction, journalism, scientific literature);

To begin with, we can suggest analyzing the following text:

Die in der Sonne glei?ende Alster ist umrahmt von dem Grungurtel uralter Linden und Kastanien. Bunte Kanus schaukeln auf dem Wasser, schneewei?ie Segler warten auf Wind, schlanke Regattaboote flitzen am Dampfer voruber. Rechts und links gepflegte Parks. Zwischen grunsilbernen Trauerweiden stehen breit und vornehm herrlich gewachsene Edeltannen in dunklem Blaugrun; neben knorrigen, eigenwilligen Eichen metallisch glanzende Rotbuchen und laubschwere Kastanien. Durch das Grun schimmern die wei?en, lehmbraunen und blaugrauen Fassaden der Villen. Uber die Wipfel ragen bisweilen verschnorkelte Giebel und die Turme der in diese Parks gebetteten Herrschaftshauser. (W. Bredel)

After reading the text and, if necessary, translation, carry out the analysis according to the previously specified scheme. It turns out that:

type - description;

tense forms of the verb and their functions - verb forms (ist, schaukeln, warten, flitzen, voruber, stehen, schimmern, ragen) in the form of present, thanks to them the actualization of events occurs.

functional sphere: fiction (excerpt from V. Bredel’s novel “Die Prufung”);

After analyzing this text (or any other text of required complexity), you can conduct a schematic construction of the text on any given topic. After constructing the diagram, ask students to tell (reproduce) the text according to this diagram.

This structure of the lesson - analysis of a passage and one’s own construction of a coherent statement - has a positive effect on the formation of monologue speech.

6. Improving speaking skills

The objective of the further training methodology is to further develop and improve all oral speech skills. Improvement is understood as a quantitative and qualitative improvement in the individual speech experience of students due to a significant increase in the volume of language material, its automation and creative correct combination in various types of speech - monologue and dialogic.

Let us first dwell on the issues of improving monologue speech. Improving monologue skills includes the following points:

Teaching the correct use of various speech forms of monologue speech - description, message, explanation, reasoning.

Training in the normative correct use of foreign language means in the indicated forms of monologue speech, the most relevant and important.

Let us consider the features of each of the named speech forms of monologue.

Description as a form of monologue requires a consistent presentation of an object, its properties, location in space, and relationship to other objects. The description can be objective, devoid of any emotional, subjective attitude of the author to what is being described, but it can be emotionally charged and subjective.

In this case, students can be offered the following type of exercise. Based on the text they read or listened to, students are given the task of identifying main idea text or describe any object indicated in the text. An example of such a subject could be a description of a city or a landmark, if we are talking about travel or a country in the text. The description, as already noted, may be unemotional, for example: Deutschland liegt in mittel Europa. In Deutschland gibt es folgende Stadte usw. Or the description can be emotional: Deutschland ist die schonste Land in der Welt. Sie ltegt in der Mittel Europa und ist sehr attraktiv fur die Touristen aus der ganzen Welt. In the proposed cases of narration, as we see, there are significant differences.

The purpose of the speech form “clarification” is to explain a new, previously unknown and incomprehensible phenomenon, fact, event, pattern. This form of monologue involves the disclosure of internal causes, laws, phenomena and facts, therefore it is one of the most complex.

This type of monologue requires students to have a creative approach and independence. In addition to a detailed retelling of the text read or listened to, the student must be able to explain and clarify new phenomena encountered in the text. Moreover, everything is explained in the target language.

One of the important means of improving monologue speech is an auditioned text. The following points are of great importance:

The nature of the transfer of elements of content in unity with form from the auditioned text into oral speech with the subsequent use of the text listened to in monologue speech. That is, here is an exercise for a detailed retelling of the listened text. Preparatory exercises are performed, the types of which we discussed in detail in paragraphs “Teaching dialogic speech” and “Teaching monologue speech.”

The nature of the transformation of the audited text in the student’s own speech. Here you can give exercises for retelling the text you listened to in your own words or composing own text students based on what they listened to.

Also, when improving monologue speech, analysis of the written text is used. Exercises are performed to analyze the content of the written text, then answer questions about the text, then directly retell the text or describe it.

Let us now consider some issues of improving dialogic skills.

This improvement consists of students mastering the entire wealth of linguistic means used in dialogic communication. To such linguistic means These include more syntactically and lexically complex remarks, as well as emotional and expressive means.

Let us dwell on some structural features of dialogical speech, which can become the object of assimilation in order to improve dialogical speech.

Replicas-pick-ups and replicas-repeat are the second replicas of a two-member dialogical unity, which develop the thought of the first replica, repeating it in whole or in part: 1) - Der Bahnhof ist besetzt. 2) - Besetzt?

Repetition lines perform the same function, in which part of the first line is repeated: 1) - Hast du Angst? 2) - Furchtbare Angst.

A re-questioning remark, as a rule, has the form of an interrogative remark, and in this respect it does not formally differ from a picking-up remark, but has a different function - clarifying the misunderstood, unheard or unclearly pronounced first remark: - Hans schreibt nicht.

Wer schreibt nicht? - Hans schreibt nicht - habe ich gesagt.

At further stages of learning to speak, the most common forms of group communication are: conversation, discussion, dispute, interview.

One of the features of conversation as a form of communication in the target language is that, being predominantly dialogical, it includes elements of monologue speech - extended remarks of a monologue nature.

Unlike a conversation, which usually takes place in conditions of a non-conflict exchange of opinions and impressions on the topic, a discussion, like a dispute, presupposes an argument and discussion of problematic issues.

Conducting a discussion requires certain preparation and solving a number of problems: learning the techniques of logical division of statements; training in techniques for taking into account the addressee of speech, attracting and maintaining the attention of listeners; teaching techniques for developing a monologue statement through reasoning and argumentation.

All of the listed factors for improving monologue and dialogic speech develop in German language students fluency in pronunciation skills, fluency in listening to a spoken phrase or text, as well as fluency in speaking a foreign language.

The development of coherent speech is closely related to all other tasks: mastering the vocabulary richness of the language, correct grammatical and phonetic formatting of statements. In the development of coherent speech, the formation of the ability to construct different types statements (description, narration, reasoning, contaminated texts), observing their structure and using a variety of methods of connection between sentences and parts of the statement.

Students must meaningfully analyze the structure of any statement: is there a beginning, how does the action (event, plot) develop, how are micro-themes revealed, is there a conclusion (end). The development of the ability to coherently construct a statement is ensured by training, which includes the formation of basic knowledge about the topic of the statement, the location of its structural parts, and the ability to use a variety of means of communication in descriptive and narrative texts.

Classes to develop coherent speech include retelling literary works, telling about an object, based on a picture, on topics from personal experience, self-selected topic. Each subsequent lesson should be more difficult than the previous one, with the exception of repetition and consolidation lessons, when previously studied material is used to consolidate what has been achieved.

The gradual development of various skills leads to perfect mastery of German pronunciation, as well as the ability to navigate in any communicative situations.

Conclusion

In conclusion of this work, it should be said that in the process of learning to speak in modern language, the student must learn to express orally in dialogic and monologue speech at a normal pace his thoughts on any topic in accordance with the lexical and stylistic norms of the language.

The goal set for us at the beginning of our work has been achieved. This work provides, as far as possible, complete information about teaching speaking. We looked at ways and methods of teaching oral speech skills. Also the phonetic features of the German language, which is not unimportant for learning it. The objectives of this work have been completed. Improving proficiency in a foreign language and oral speech enriches the knowledge and horizons of language learners. It is known that language acquisition requires a lot of training work and memory development, but successful language acquisition is not only a matter of memory, it is largely associated with the development of logical thinking, which is also of great educational importance.

In this work, we emphasized that the development of logical thinking occurs not only through special logical tasks, but also through the use of linguistic and speech exercises to master the German language. We examined some of them in more detail in this work.

As a result, I would like to note this detail that the effectiveness of learning a foreign language largely depends on the motivation of the learner himself. It is known that self-organization and high degree The learner’s activities directly depend on the general focus of his interests, abilities, and outlook on the future, which leads to high-quality mastery of a foreign language.

Bibliography

1. Zykova M.A. Phonetics of the German language. Tutorial. - Moscow: "MSU", 2002. - 212s.

2. Kravchenko M.G. Stress and intonation in German. Tutorial. - Moscow: "MGIMO" - 2003. - 243s.

3. German language course. Edited by Timofeeva T.K. - St. Petersburg: "Comet", 2001. - 193s.

4. Methods of teaching the German language. Edited by Rakhmanov I.V. Tutorial. - Moscow: "MSU", 2000. - 225s.

5. Methods of teaching German. Edited by Domashnev A.I. Textbook. - Moscow: "MSU", 2002. - 213s.

6. Methods of teaching German. Edited by Seleznev A.V. Tutorial. - Moscow, 2000 - 328s.

8. Potapova R.K., Linder G. Features German pronunciation. Tutorial. - Moscow: " graduate School", 2001 - 224 p.

9. Rossikhina G.N. How to structure German speech?: A textbook. - M.: Higher School, 1992. - 109s.

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11. Shishkina I.P. Methods of teaching German. - Moscow, 2003 - 224s.

Wurde......geboren.
Meine Geschwister...
Meine Eltern...	Meine Familie...	Interessiere mich für...

VISITOR 1. Ask the waiter where there is free space where can I sit down?	WAITER 2. Offer a free seat and give me the menu.
3. ORDER YOUR FIRST DISH FOR ONE PERSON.	4. ASK WHAT THE WISHES VISITOR FOR SECOND.
5. Order a second course .	6. Offer dishes for dessert .
7.Order a third and ask	8.Name the account.

Development of speaking skills in German lessons. Increasing the motivation of students to master oral foreign language speech in lessons and in extracurricular activities. Features of speech communication

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1.1 Features of speech communication

4. Teaching dialogical speech

6. Improving speaking skills

Conclusion

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