Abstract
The derivative function of dialogical communication in the psychological support of learning is intensification of activity, which is especially clearly manifested in group dialogue. Dialogical communication is presented from the standpoint of the methodology of communication, communication, relationships. These aspects of the study of dialogical communication presuppose productive and dynamic interpersonal interaction, mutual understanding and mutual knowledge. This approach is logically presented in the consideration of dialogical communication in the psychological support of learning. The correlation between increased effectiveness of dialogical communication in psychological support of learning and increased productivity of the activity, which is clearly traced in the polylogue, is revealed. Dialogical communication in psychological support of students’ learning can be presented as the unity of all participants of communication in achieving the goal, taking into account psychological factors of the dialogue and conditions of dialogization of relationships between the teacher and the student.
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