Situation as a methodological problem and its role in teaching a foreign language

• Main Author: Kozachenko Oleksiy
• Format: Article
• Language: English
• Published: State institution “South Ukrainian National Pedagogical University named after K D. Ushynsky” 2020-06-01
• Series: Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського
• Subjects: methods of teaching foreign languages; situation; monologic and dialogic forms of speech.
• Online Access: https://drive.google.com/file/d/11J9NXyj7o-Y4kDgcxcodv7Y-PPRC6KP7/view
• ISSN: 2414-5076; 2617-6688

The article provides a theoretical analysis of a situation as the basis for the emergence of semantic relationships of statements in a dialogue. Consideration of the situation and the specifics of its reflection in the semantic content of statements will allow establishing how a dialogue is governed by the situation. The relevance of the study is related to the need for scientific development and practical implementation of the system of teaching dialogic speech, which will effectively develop students’ quality skills to use living spoken language in practice. Speech activity is marked by important linguistic parameters. A person’s ability to perform speech activity is seen primarily as an opportunity to form statements that correspond to certain situations. The situation affects the structure of certain forms of oral speech, in particular its dialogic variety. Linguists consider the situation to be an extralinguistic factor of speech activity and an important element that significantly affects the speech structure. Psychologists treat the situation as one of the important criteria for studying the regularities of the forming and functioning of mental processes. The situation is traditionally considered at the level of functioning as well as a methodological category. There prevails an opinion that it is necessary to make a detailed analysis of the features of the speech situation components on the basis of which scholars-practitioners single out the most typical and controlled ones in order to successfully apply them in foreign language teaching. The important methodological parameters obtained as a result will be the situational basis for building an effective model of foreign language teaching / learning.