Teaching speaking as a type of speech activity of students with poor command of the state language of the Russian Federation

Abstract

Introduction. Under current socio-economic, political conditions of large-scale and dynamic movement of various cultural, ethnic and linguistic groups given that special responsibility rests with the school while forming a creatively active, spiritual and moral personality, the presence in the classes of students with poor command of the Russian language does not contribute to the effective functioning of educational process. Students unable to express their socio-cultural, cognitive needs and/or make contact with the teacher and classmates, avoid verbal interaction, lose interest in the Russian language and, as a result, in the entire educational process. The purpose of the study is to develop methodological recommendations, a system of language and communicative exercises for teaching speaking to students with poor command of the state language of the Russian Federation, based on the analysis of the mistakes they make. Materials and Methods. The study involved 12 teachers and 70 students in grades 3-4 of several schools in the Laksky district of the Republic of Dagestan of the Russian Federation (Iberian-Caucasian group), students of multi-ethnic classes of the experimental school in the Moscow region, where children who are native speakers of Western Iranian (Tajikistan), Turkic ( Kyrgyzstan, Uzbekistan) language groups study. The following methods were used: questioning of teachers; analysis of the received data; analysis of mistakes made by students who have poor command of the state language of the Russian Federation (based on the material of teachers' questionnaires). Results. The analysis of typical mistakes made by students who are native speakers of languages of various language groups (Turkic, Western Iranian, Iberian-Caucasian), who have little command of the state language of the Russian Federation, suggests that when generating monologue and dialogic speech, students make the following mistakes: pronunciation mistakes (the majority of students), grammar mistakes (smaller number of students), lexical mistakes (fewer students). When generating a monologue statement, the main mistakes include: violation of the logic of presentation, the structure of the text; fuzzy formulation of thoughts and their argumentation. In a dialogical speech the main mistakes of students are the incorrect use of interrogative words and the lack of a quick reaction to the interlocutor's remark, and sometimes an inadequate response to it. Conclusion. This study is based on the analysis of the mistakes made by students with poor command of the state language of the Russian Federation. The practical significance of the study is due to the possibility of using methodological recommendations, a system of language and communicative exercises in teaching students prepared and unprepared monologue and dialogic speech.