Abstract
The problem for the research. Modern social contract requires linguistic departments and universities to create the most favourable conditions for teaching students oral productive foreign-language speech in order to develop their universal, general professional and professional competencies. The problem of the research is connected with the solution of the issues of selection and organization of speech material, adequate to the tasks of teaching speaking at the Linguistics Department to ensure interpersonal, intercultural and professional interaction of students. Methods of investigation. Experimental teaching students foreign-language speaking on the basis of the principles of selection and organization of speech material, proposed in the article, was carried out at the Linguistics Department of Vyatka State University (32 first-year students, speciality 44.03.05 Pedagogical Education (with two profiles), the training focus “English, German”). Quantitative and qualitative criteria for evaluating students’ monologic and dialogical speech were developed and reflected in the subsystem of informative and analytical training exercises, as well as speech ones on the controlled use of materials of educational conversational texts, on working with model dialogues, for teaching prepared and spontaneous oral speech. The findings of the study. A system of particular methodological principles is presented: for the selection of speech material: compliance with the type of foreign-language speech activity (speaking), accessibility and feasibility, compliance with students’ interests and needs, authenticity, novelty, cultural orientation; for the organization of speech material: comparative, personal, subjective and individual individualization, problem-informational adequacy and sufficiency of content. The results of the experimental work indicate that the proficiency in foreign-language monologic speech (cycle 1) increased in 56% of students; dialogical speech (cycle 2) – in 66 %. The calculation of G-criterion of signs revealed that at the end of the 1st cycle Gemp. ≤ Gcr. (0 ≤ 5); at the end of the 2nd one Gemp. ≤ Gcr. (0 ≤ 6). This indicates that the shift in the typical direction in our case is not accidental, and with 95 % of confidence it can be stated that it is due to the conduct of experimental work. Conclusion. It is proved that taking into account the proposed principles improves the quality of teaching an oral productive type of foreign-language speech activity and contributes to the development of universal, general professional and professional competencies of students.
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