VIII Международная студенческая научная конференция Студенческий научный форум - 2016

Dialogues are intended to be a representation of actual speech encounters in the real world. Ideally they are an effective means of practicing the normal give-and-take of everyday conversation. However, two basic points must be made at the outset of any dialogue work.

First, neither resourceful teachers nor imaginative students can completely neutralize the artificiality of the classroom situation. At the very best, dialogues remain only approximation of the real world. Students do not have the opportunity to use the target language as a natural language until they leave the protective walls of the classroom and are forced to communicate with native speakers in uncontrived circumstances.

Second, dialogues have been used in a wide variety of ways by teachers of foreign languages. The most rigid approach is to be found in earlier audio-linguistic texts where a complete conversation is usually presented for drilling, memorization, and eventual recitation in class. This type of activity requires learners to commit entire segments of speech to memory in the hope of instilling in them an immediate feeling of accomplishment.

The broader view of language learning which succeeded audio-lingualism allows for more input by the student. Rather than simply memorizing, learners use their knowledge and imagination in the process of constructing dialogues. They are also encouraged to concentrate on the meaning of the message that they are conveying rather than form. This is directly in line with the recognition of linguistic creativity.

The dialogue exercises should follow a scale from rigidly manipulative to relative creative. The learner’s eventual goal should be the spontaneous production of meaningful speech. The dialogue exercises move from a state of complete artificiality in the direction of natural discourse. Oral communicative activities might be divided into seven areas: reaching a consensus, relaying instructions, communication games, problem solving, interpersonal exchange, story construction, simulation and role play.

This graduated approach is meant to provide teachers with a substantial inventory of dialogue types, which they may use for purposes of comparison, if not for actual use in the classroom. Any exercises which teachers feel would be ineffectual or inappropriate to their particular teaching situation may be avoided in favour of those with more promise and appeal. The overriding principle in the use of dialogues as well as in the use of any teaching approach should be to awaken a genuine desire to communicate in the target language with real people about real things that are relevant to learners in their lives.

Special attention should be paid by teachers and students to the problems of cross-cultural differences that might cause communication problems. There might be cognitive, behaviour and emotional constraints in different cultures here differences tend to cause misunderstanding and students might fall victim to them in their use of the conversational codes and violating traditional protocol.

Kate Fox points out that the British conversations about the weather are not really about the weather as all. This are a form of code evolved to help the British to overcome their natural reserve, it is not any kind of request for metered logical data, but ritual greetings and a form of grooming talk – the human equivalents of what is known as “social grooming” among animals.

BIBLIOGRAFHY

1. Clare, A. Total English (Intermediate) – Longman, 2006

2. Acklam, A. Total English (Upper Intermediate) – Longman, 2006

3. Kate Fox. Watching the English. The Hidden Rules of English Balhaviour a Holder paperback. London, 2004

4. Georfe Mikes. How to be a Brit. Published in Penguin Books, 1986

5. Bryson, Bill. Notes from a small island. London, 1978

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