АBAI KAZAKH NATIONAL PEDAGOGICAL UNIVERSITY

PROJECT

Characteristics of speech activity

STUDENT: ALIBEKOVA A.D

ALMATY 2022

Characteristics of speech activity.

The development of speaking follows the same pattern both in the mother tongue
and in a foreign language from reception to reproduction as psychologists say, and
from hearing to speaking if we express it in terms of methodology.
Since "language is not a substance, it is a process." (N. Brooks) and "language
doesn't exist. It happens." (P. Stevens), we should know under what conditions "it
happens". What are the psychological characteristics of oral language? They are as
follows:
1. Speech must be motivated, i. e., the speaker expresses a desire to inform the
hearer of something interesting, important, or to get information from him.
Suppose one of the pupils is talking to a friend of hers. Why is she talking?
Because she wants to either tell her friend about something interesting, or get
information from her about something important. This is the case of inner
motivation. But very often oral speech is motivated outwardly. For instance, the
pupil's answers at an examination.
Rule for the teacher: In teaching a foreign language it is necessary to think over the
motives which make pupils speak. They should have a necessity to speak and not
only a desire to receive a good mark, Ensure conditions in which a pupil will have
a desire to say something in the foreign language, to express his thoughts, his
feelings, and not to reproduce someone else's as is often the case when he learns
the text by heart. Remember that oral speech in the classroom should be always
stimulated. Try to use those stimuli which can arouse a pupil's wish to respond in
his own way.
2. Speech is always addressed to an interlocutor.
Rule for the teacher: Organize the teaching process in a way which allows your
pupils to speak to someone, to their classmates in particular, i. e., when speaking a
pupil should address the class, and not the teacher or the ceiling as is often the
case. When he retells a text which is no longer new to the class, nobody listens to
him as the classmates are already familiar with it. This point, as one can see, is
closely connected with the previous one. The speaker will hold his audience when
he says something new, something individual (personal). Try to supply pupils with
assignments which require individual approach on their part.
3. Speech is always emotionally colored for a speaker expresses his thoughts, his
feelings, his attitude to what he says.
Rule for the teacher: Teach pupils how to use intonational means to express their
attitude, their feelings about what they say. That can be done by giving such tasks
as: reason why you like the story; prove something; give your opinion on the
episode, or on the problem concerned, etc.
4. Speech is always situational for it takes place in a certain situation.
Rule for the teacher: While teaching speaking real and close-to-real situations
should be created to stimulate pupils' speech. Think of the situations you can use in
class to make pupils' speech situational. Remember the better you know the class
the easier it is for you to create situations for pupils to speak about.

These are the four psychological factors which are to be taken into account when
teaching speech.[1]
Linguistic characteristics of speech
Oral language as compared to written language is more flexible. It is relatively free
and is characterized by some peculiarities in vocabulary and grammar. Taking into
consideration, however, the] conditions in which the foreign language is taught in
schools, we cannot teach pupils colloquial English. We teach them Standard
English as spoken on the radio, TV, etc. Oral language taught in schools is close to
written language standards and especially its monologic form. It must be
emphasized that a pupil should use short sentences in monologue, sentence
patterns which are characteristic of oral language. We need not teach pupils to use
long sentences while describing a picture. For example: The boy has a long blue
pencil in his left hand. The child may use four sentences instead of one: The boy
has a pencil. Ifs in his left hand. The pencil is long. It is blue.
Pupils should be acquainted with some peculiarities of the spoken language,
otherwise they will not understand it when hearing and their own speech will be
artificial. This mainly concerns dialogues. Linguistic peculiarities of dialogue are
as follows:
1. The use of incomplete sentences (ellipses) in responses:

— How many books have you?

— One.

— Do you go to school on Sunday?

— No, - I don't.

— Who has done it?

— Nick has.

It does not mean, of course, we should not teach pupils complete forms of
response. But their use should be justified.

— Have you seen the film?

— Yes, I have seen this film, and I am sorry I've wasted two hours.

— Did you like the book?

— Yes, I liked it very much.

2. The use of contracted forms: doesn't, won't, can't, isn't, etc.

3. The use of some abbreviations: lab (laboratory), mike (microphone), maths

(mathematics), p. m. (post meridiem), and others.
4. The use of conversational tags. These are the words a speaker uses when he
wishes to speak without saying anything. Here is both a definition of
conversational tags and an example of their usage in conversation (they are in
italics),
"Well, they are those things, you know, which don't actually mean very much, of
course, yet they are in fact necessary in English conversation as behavior."
Besides, to carry on a conversation pupils need words, phrases to start a
conversation, to join it, to confirm, to comment, etc. For example, well, look here,
I say ..., I’d like to tell you (for starting a talk); you see, you mean, do you mean to
say that ..., and what about (for joining a conversation); / believe so, I hope, yes,
right, quite right, to be sure (for confirming what one says); / think, as far as I
know, as far as I can see, the fact is, to tell the truth, I mean to say (for
commenting), etc.
There is a great variety of dialogue structures. Here are the principal four:
1. Question — response.

— Hello. What's your name?

— Ann. What's yours?

— My name is Williams

2. Question — question.

— Will you help me, sonny?

— What shall I do, mother?

— Will you polish the floor today?

— Is it my turn?

— Yes, it is. Your brother did it last time.

— Oh, all right, then.

3. Statement — statement.

— I'd like to know when he is going to come and see us.

— That's difficult to say. He is always promising but never comes.

— It's because he is very busy.

— That's right. He works hard.

Psychological and Pedagogical aspects of speaking competence .Knowledge of
English language, improvement of speech competency in the field of specialization
is required: a) for the implementation of international contacts, such as in
production, in science and technology (participation in conferences, symposia,
seminars, joint ventures with foreign partners, business negotiations); b) for self-
education, professional growth, informational knowledge of the latest peace
achievements in the field of science and technology, knowledge of English in the
field of activity; c) the ability to navigate the international space of IT, to have
terminology and to be able to communicate on topics of specialty, to understand
the interlocutor. The main task of this work is to give a light of importance of
speech competence and improving the speech competence of students in the study
of the English language. In the list of modern requirements for a graduate of higher
educational establishments, a set of skills related to social interaction and
communication is one of the first places. This complex is expressed in terms
adopted in the countries that are members of the Council of Europe, as well as our
country. It is defined as communicative competence, which in the works of
domestic and foreign researchers is revealed as the ability to act adequately in
specific diverse speech situations, i.e. flexibility in communication, ability to
cooperate and overcome conflicts, the ability to "work in a team". From a
psychological and pedagogical point of view, within the framework of an activity-
based approach to organizing the educational process, the use of the concept of
“competency” is quite legitimate: it means the highest level of proficiency for
professional activities for this stage of development of the student, which is
represented by a system of general and specific professional abilities acquired in
the course of practical oriented training sessions. Communicative Competence
Communicative competence implies the development by students of the ways of
conducting professional dialogue in compliance with the requirements of a
common and professional culture, and therefore - involves the mastery of
appropriate language means. Thus, the concept of communicative competence as
applied to the characterization of a specialist’s activity indicates the professionally
specialized nature of a person’s mastering of various language means, which
constitute the material basis of speech communication processes in a particular
professional sphere. During the preparation of the student and his subsequent
activities in the field of the chosen profession, it is precisely the various language
tools that provide highquality communication both in the “intra-professional”
communication of specialists and in contacts with the “external environment” - by
customers and consumers of the results of their work. This means that mastery of
certain linguistic means, which naturally specialize in the process of development
of the student, is a necessary condition for the formation of professional
consciousness.. Universities in a number of countries solve this problem by
introducing native language courses in their specialized aspects. We believe that in
cases where this task is not posed directly, it should be purposefully and
organically woven into the broader tasks of mastering the chosen profession. An
important component of this task is the formation of the student’s ability to carry
out professional communication at the intercultural level, which is acquired
through professionally oriented and subject-specific training in foreign languages.
We can say that the development of communicative competence takes on two
dimensions, as it were: one is related to the movement “in depth” of the subject of
communication from general to its special and subsequent professional
understanding; and another, with a wider coverage of the subject at the
intercultural level. A key role in the process of professionalization belongs to its
initial (substantive) stage, at which the primary ideas and concepts associated with
the future profession are laid. They must be immediately formed on an adequate
basis. For this, students who are just starting to study should already have an
“image of the goal” —a representation of those professional forms and methods of
discourse that they will have to master. In addition, it is necessary to clearly
identify the complex of communicative skills that should be assigned to students [.
These, in particular, include the ability to ask questions and clearly formulate
answers to them, listen carefully and actively discuss ideas, comment on the
interlocutor’s statements and give them the correct critical assessment, adapt their
statements on general and professional topics in relation to the situation and to
other participants in communication. We especially note the skills associated with
proficiency in professional terminology, which should be accumulated from the
first course of training. Knowledge of professional terminology is a necessary
condition for the implementation of future professional activities. However, a
simple accumulation of terms, resulting in copying specialized “bird speech” with
the help of both native and foreign languages, does not in itself solve the problem
of forming the foundation of professionalization. It is important to understand that
terms are necessary and important as a means of fixing the content of concepts.
Their consolidation should logically complete the next segment of the process of
mastering the subject matter, presented based on professional concepts. The study
of specific subject content at a conceptual level implies the adequacy and
flexibility of the use of appropriate language structures [5]. Students should not
only understand what and how to say, but also understand why they say so. If the
first is connected with the presence of ideas about the ways of expressing any
content characteristic of a given professional language culture, the second is with
an understanding of the conditions of a professional communicative situation that
must be taken into account when revealing the corresponding subject content. 3.2.
Some Drawbacks in Teaching Speaking Skills At the present stage of development
of our society, the national training program provides the education system’s the
modernization of the content, associated with innovative processes in order to
improve the quality of specialists. Today, higher education faces the problem of
higher purposeful training of students in the culture of professional
communication, since it shows all the originality of the individual, especially his
moral potential. In the present organizational models of educational interaction
between a teacher and a student are also changing over time. The dominant trend in
the development of education and an effective means of improving the professional
training of students is personaloriented training, in the process of which modern
pedagogical technologies are also used. In this regard, the principle of professional
orientation is of particular importance and priority. However, as it was mentioned
before, in the practice of University training, not enough attention is paid to the
training of speaking skills. Oral speech should be considered as the most important
tool for the activities of a specialist in various industries. T. A. Ladyzhenskaya
defines proficiency in professional speech as "the most important professional
skill" [6]. Observation and study of the experience of teachers of various
universities, as well as own experience; allow us to conclude that students
experience certain difficulties when communicating on professional topics. In
particular, students ' statements often suffer from insufficient detail and logical
inconsistency. They do not always take into account the situation of
communication, find it difficult to express their own opinion, when formulating
their point of view; they have a slow pace of speech, in addition, it is full of
unreasonable pauses, moreover, inadequate vocabulary is used in speech, and
words and phrases related to professional terminology are omitted and
paraphrased. In our opinion, this is due to the low level of language training of
applicants, insufficient elaboration of the University's system of speech
development (in particular, professional speech), based on the establishment of
intersubject relations in the study of all disciplines of the linguistic and literary
cycle, the lack of special methodological studies on teaching professional speech
on the material of artistic texts using modern pedagogical technologies. The issues
of teaching foreign language speech to students have always attracted the attention
of a large number of Advances in Economics, Business and Management
Research, volume 129 153 researchers, both representatives of "pure" Philology,
and specialists in the field of teaching methods of German languages. This is
confirmed by a fairly large number of papers summarizing the theoretical and
practical experience gained during the training of various categories of students for
whom English is not the main subject. Speaking a foreign language is an important
standard for the student's personal self-esteem, since it is a good speaking
proficiency that is most often taken as a criterion, a standard for which the
orientation of the educational activity of the future graduate of the University takes
place. The ability or Vice versa, the inability of an individual to maintain adequate
speech communication with representatives of a foreign language culture,
colleagues in the chosen profile, becomes the basis not only for determining the
educational achievements of the students, but also, a kind of assessment, rating of
the University where they received their education. At the same time, in oral
speech there is a greater variety of vocabulary, the use of colloquial forms, idioms,
etc. it is usually assumed that the lexical diversity of oral speech is a consequence
of the variety of contexts that arise during interpersonal communication,
sometimes quite spontaneously, without connection with what the participants of
the dialogue said earlier.
The main characteristic of speech competence. Oral speech is a process of
exchange of opinions that takes place in different contexts, carried out using verbal
and non-verbal symbols. Speaking can be interpreted as the result of
communication, and as a tool necessary for its implementation. If we consider this
phenomenon as a tool for communication between two or more people, then the
appearance of interactivity in the course of the dialogue is not in doubt. As
mentioned earlier, information is transmitted by verbal (speech) and non-verbal
(facial expressions, gestures, etc.) means. Speech communication is
communication through the word. A. S. Makarenko believed that a teacher can
become a master teacher only when he learns to pronounce even the simplest
words and phrases (for example, "Come here") with 15-20 intonation shades. The
ability to use a word, to Express your thoughts emotionally is very important and
relevant for a specialist in any industry, because by controlling his own speech, he
manages, to a certain extent, the speech of other subjects of the educational
process. This ability to manage is the competence. Competence – a range of issues,
problems and tasks in which a particular specialist is a knowledgeable person, i.e.
has the appropriate knowledge and personal experience [8]. Speech competence
means knowing how to form and formulate thoughts using language, as well as the
ability to use language in speech. This type of competence is also called
sociolinguistic by some researchers, in order to emphasize the inherent ability of
the owner of such competence to choose the necessary linguistic form and method
of expression depending on the conditions of the speech production: the situation,
communicative goals and intentions of the speaker. The study of the content of
sample programs created on the basis of the state standard of basic and secondary
(full General education) showed that it was selected and structured on the basis of
a competence-based approach to learning. In accordance with this in 5-9 grades all
types of competences (communicative, language, linguistic and cultural) are
formed and develop, and in high – they are developing and improving. All these
competencies are inextricably linked, which provides an integrated approach to
improving linguistic and communicative skills that solve the main task of modern
education – the formation and development of a language personality that can
analyze the information contained in the text, create your own speech utterance and
apply the results of intellectual activity in practice, i.e. fluency in different areas
and situations. Scientist and linguist V. V. Vinogradov states: "A person's culture
of speech, good knowledge and flair for the language is the best support, the surest
help and the most reliable recommendation for each person in their social and
creative activities." Speech competence is the knowledge, skills, and abilities
necessary to understand others ' and generate their own programs of speech
behavior that is adequate to the goals, areas, and situations of communication. To
form speech communication skills, the following skills are required: - ability to
understand the topic and understand the logic of thought development; - ability to
make a plan; - ability to extract the necessary information from an oral or written
source; - ability to collect and organize material.
Methods for the formation and develop speaking skills. For the formation and
development of these skills in different methods of training, defined as "the system
of sequential interrelated actions of the teacher and the student, providing
assimilation of the content of education, development of mental powers and
abilities of students, mastering their means of self-education and self-study.
Training methods indicate the purpose of training, the method of assimilation and
the nature of interaction between subjects of training." Among the forms of work
that stimulate the development of students ' speech competence in the classroom,
we can name the following: conducting excursions, drawing up questions for
interviews, protecting illustrations. There are also various forms of extracurricular
work of the incentive-motivational method: meetings and holidays with parents,
role-playing games, writing articles in mass media, including School Newspapers,
expeditions, working with archival documents and materials in district and
regional archives, making crosswords, quizzes, etc. In the process of working in
any of the above forms, students make observations, recording interesting findings,
their state and assessment of what they saw, and their feelings. These records help
them understand their feelings, see their own mistakes in communicating with
others, analyze their communication skills, since verbal and written speech, as
types of speech activity are implemented in interrelated speech-making processes –
the perception and reproduction of statements caused by the situation of
communication. The Design and Research Method The design and research
method, undoubtedly, based on the two above-mentioned methods, is widely used
in independent activities. This method involves the formation and development of
many speech skills: - activity planning; - search for material in literary and archival
sources; - selection and systematization of material; - writing texts of scientific and
journalistic style, essays; - editing and improving texts; - preparation of abstracts
and reports (processing of previously created texts); - public speaking in different
audiences; - answers to questions from opponents. According to the number of
participants, in obedience to the personality-oriented method, students' activities
can be either individual or group. With this implementation, the interest of
students, their psychological characteristics and mutual sympathies are taken into
account, mutual assistance and mutual learning is organized, in which everyone
can realize his abilities and try himself in a new quality.The application of IT is
carried out in two directions: as a form of illustrative and visual method and the
creation of an independent electronic product. In the first case, students have the
opportunity to comment on what they saw, make comments and additions, and
with independent self preparation of presentations, such speech skills as
understanding the text, highlighting the main, and planning also develop. The
creation of an independent product is a more complex work, requiring a lot of
technical skills and a variety of speech skills for collecting material, its
systematization and presentation. They are carried out on the basis of the design
and research method. As the means of activity providing communication, speech
production are primarily the units of communicative activity in which the potential
of meanings developed by a person is realized, which, in turn, are the “units” of
communication and generalization that naturally arise and are just as natural
transforming in the course of joint activities. According to A. A. Leontiev,
speaking activity is a unit of activity equal to utterance. In a specific objective
activity, a separate speech action “constitutes a special case of the action that is
part of the act of activity” . Speech communication and objective activity are
different forms of being of joint activity, but if there are common motives, they
“interpenetrate”: within the framework of speech activity, objective actions can be
performed or, conversely, speech (communicative) actions can be performed
within the framework of objective activity. Their “divergence” is equally possible,
and even isolation, which is often expressed in consolidating the moments of a
single activity in the form of its individual professional forms or in the form of
specialized forms of communication. When communication comes to the fore that
regulates the change in a person’s relationship with others, joint activity also
involves changing the methods of objective activity to more adequately ensure this
communication. We are talking about a system of language tools used in different
ways depending on the motive of joint activity and its subject content. The variety
of forms of discourse is due to the rich content of the methods of objective activity,
hidden behind its verbal expression. It should also be noted the communicative
richness of the so-called "nonlinguistic" means of communication, which are
considered the object of paralinguistic. We repeat: the communicative process
must be considered systematically, in its entirety, with the help of which the
communicative awareness of object values is actualized.
Conclusion. The development of society at the present stage sets the task of the
educational system to make the educational process meaningful for students,
representing a direct, vital interest that is associated with the humanization of
education, and puts forward new requirements for the personality of graduates,
primarily from the position of socialization and a high level of culture and
citizenship. Thus, communicative training, as the basis of professionalization, is
comprehensive. It should be based on modern psychological ideas about the
relationship of communication and objective activity and be of an interdisciplinary
nature. Unfortunately, we have to admit a lack of understanding of the complexity
of these tasks, which is expressed, for example, in attempts to solve them
immediately at a methodological level. In the process of mastering the specialized
subject content of future professional activity by students, attention should be paid
to all spectra of language tools that will be in demand depending on the tasks of the
activity and at the same time become a psychological “toolbox” of professional
communication. A high level of human culture, in turn, is inconceivable without a
high level of speech culture. We will not make a discovery if we say that language
acquisition is more successful if its study is organically connected with the tasks of
speech communication, if conditions are created under which students successfully
master the skills of speech activity. A person, who has been formatted to learn the
skills of communicative communication in a foreign language, distinguishes
discrepancy, ease of communication, natural behavior, and self-confidence.
Consequently, the main thing in teaching foreign language, as well as other
disciplines, is the achievement of development, self-development, and professional
competence.

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