Teaching foreign dialogue speech in higher educational institution: psychological and linguistic aspects

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Abstract

The contribution is devoted to foreign dialogue speech activity which is analyzed from the point of view of communicational-activity-based (B.D.Parygin) and personal-activity-based (I. A. Zimnyaya, A. N. Leontiev) approaches. It describes the notions of “dialogue” and “dialogue communication” from Socrates to the latest researches in the field of pedagogics and methods. The author studies linguistic, psychological and methodical peculiarities of foreign dialogue speech activity within the framework of these approaches to teaching foreign language. Taking into account the complexity of the communication process, the author considers necessary to analyse its functions basing on opinions of such researchers as B. F. Lomov, E. V. Rudenskiy, G. M. Andreeva, etc. The contribution gives a definition of the “verbal skill of dialogue speech”, examines different approaches to identification of skills of foreign dialogue speech activity as well as possibilities of optimization of the process of teaching foreign language in view of identification of groups of skills of foreign language dialogue speech activity.

General Information

Journal rubric: Educational Psychology

Article type: scientific article

For citation: Frolova T.P. Teaching foreign dialogue speech in higher educational institution: psychological and linguistic aspects . Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2012. Vol. 17, no. 2, pp. 86–93. (In Russ., аbstr. in Engl.)

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Information About the Authors

T. P. Frolova, lecturer, chair of foreign languages, Perm branch, Nizhniy Novgorod Academy, Ministry of the Interior of Russia, Perm, Russia, e-mail: tpf_perm@mail.ru

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