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Teaching DialoguePlan: 1. Communicative and psychological characteristics of D. 2. Linguistic characteristics of D. 3. Stages of teaching D. ex-ses for TD.
The dialogue as a form of speaking which is realized in the immediate exchange of replies between 2 and more persons. Separate replies are interrelated in a D. and are called lines of a dialogue. By a line of a dialogue in linguistics we mean an utterance limited by a change of a speaker. *********** Two (or more) adjoining lines of a dialogue interrelated in meaning and often with the help of the same lexico-grammatical and rhythmic-intonational means are called a dialogical unit (or a lead-response unit), and the mechanism of their interrelation is called an exchange of remarks. The minimal structural unit of a dialogue is a dialogical unit. ********* The aim of teaching D. in the secondary school is the development of the skills of arranging a talk or a discussion according to some real or teaching situation, as well as in connection with the content of what has been read or heard. D is of double nature. The tasks for TD should comprise 2 kinds of dialogical skills: 1. the skill of initiating a conversation (or of taking the initiative in striking the conversation); 2. the skill of comprehending and adequately responding to the partner remarks, and, in his turn, of prompting the partner to continue the talk. Dialogue is also a means of teaching when: · it is used for practicing the speech materials under supervision of a teacher; · it is used in a question-answer form (the teacher’s questions and the pupils’ answers). *********** The psychological and linguistic features of dialogue are predetermined by: Ø bilateral activity of partners; Ø presence of immediate contact and Ø the common character of a situation and a subject of the conversation.
The psychological mechanisms of generating D: Level One - motivational: it is of singular importance that the perception of smb’s speaking is synchronized with one’s own speaking. The first line of a dialogue, the so-called lead is generated on the basis of one’s own motive; the 2d line – the response- is generated as a sort of the second-signal reflex to the motive perceived. Level Two – analytical-synthetical level: its content is inner speech. Level Three – realizational.
The psychological features of D: 1) its situational character, i.e. correlation of an utterance with a particular situation; 2) being addressed to the particular partner, 3) its economical character, i.e. usage of the most important parts of sentences and words which may serve as reference points for comprehension; 4) redundancy of wording of speech, caused by its spontaneous character, which finds its reflection in extended replies, repetitions, conjunctions etc; 5) its expressive character which is achieved by usage of logical and emotional words. Linguistic characteristics of D 1. Structural correlation of responses in a dialogical unit: a) full, when a response is based on a lead: - Have you a family? - Yes, I have (a big) family. b) partial: a response contains an additional word or a certain alteration: - do you like the play? - Yes, I like the play, but the acting leaves much to be desired. c) zero: a response has an evaluative character (the most difficult type): - we have only one basic school system. - I don’t believe it’s as easy as that. 2. The number of responses: two-member – three-member units; 3. The character of responses: question, a statement, an imperative; 4. The communicative function in a D: o asking for information; o giving information; o specifying information; o requesting, persuading, invitations etc. 5. The degree of polemics: o DU –unison: statement – development of the same idea; o DU – with zero degree of polemics: - statement – statement – statement –question; - moderation – statement – doubt- - objection’ - high – statement – counterstatement – expressing disagreement or refutation. Grammatical peculiarities: a) elliptical sentences (when a subject r a ink-verb, or a preposition, there is/are constructions may be omitted); b) usage of Present Simple/Pr. Continuous/Pr. Prefect Tenses; c) contracted forms of modal and auxiliary verbs. Lexical peculiarities: a) conversational formulas and cliché; b) silence-fillers (well, er, so, hm…); c) modal words (of course, sure, no doubt). Phonetic peculiarities: a) phonetic ellipses: ‘cos, ‘cause…; b) emphatic intonation (Low/High Rises/Falls…, stresses). Extended remarks are complex units of D produced by one of the participants of a speech act which combine some qualities of M and D. Extended remarks consist of several elementary components.
The most widely used communicative types of extended remarks are: o giving detailed information; o questions with preamble; o questions for more information; o joining and developing the partner’s idea/s/. ************ There are 2 main approaches in TD:
Stages and Techniques of TD Stage One: developing dialogical skills at a dialogical unit level. It is aimed at developing the skill of differentiating between different communicative types of responses and reproducing them after the teacher. Ex-ses to be used - are of receptive and reproductive character: · receptive ex-ses: · imitation ex-se: · substitution ex-ses; · question-answer ex-ses (find – out and guessing games); · respond to my statements; · give a proper context to… · make up a DU by analogy; · songs for teaching elements of the D; · jazz-chants; small-talks. Stage Two: developing dialogical skills above the dialogical unit level. it is aimed at developing the skills of producing microdialogues with the help of different props: 1) Props to be used here: · simplified pictures; · stick-pictures; · structural dialogue: question – statement + request question for more information answer; · based on the beginning/end; · a monological text; · a reported speech. 2) ex-ses at giving the proper context to the responses of a D based on simplified pictures; 3) ex-ses aimed at the extension of a D. e.g. Listen to the beginning of the D and enlarge it; 4) stripped dialogues: 5) ex-ses at transforming a M into a D: · Indirect transformation: listen to the text and discuss it in pairs. · Direct transformation: listen to the text and reproduce the conversation of the characters; · Additional transformation: listen to the text and discuss its events, comparing them with the same events in your life; 6) Ex-ses aimed at making a D based on its content rendered in indirect speech. e.g. Listen to the dialogue and cut it short. 7) Ex-ses aimed at composing a D on the basis of its beginning, end or its central part. 8) Ex-ses aimed at composing a D on the basis of the theses of each role. 9) Ex-ses aimed at composing a D on the basis of a series of pictures. e.g. Look at the pictures and try to guess what will happen next or Play one of the roles below (work in pairs). Stage Three: developing dialogical skills at the discourse level. it is aimed at developing the skills of producing independent dialogues: 1) Ex-ses aimed at composing a D based on a picture: 2) Ex-ses aimed at composing a D based on a verbal visuality: Look at the invitation card and plan the coming week-end:
3) Ex-ses aimed at composing a D without any props: Discuss in pairs the film/TV program/concert/play you saw yesterday. How to work at the model-dialogue: Step 1: listen to the dialogue recorded on the tape and answer the teacher’s questions or say whether it is true or false; Step2: listen to the dialogue using the verbal visuality (printed text); Step3: listen to the particular lines of the D, practise their pronunciation and intonation; Step4: read the dialogue: a) as a whole text; b) in parts; Step5: reproduce the dialogue, restoring the particular lines of one of the characters; Step6: reproduce the D in roles (parts); Step7: extend the lines of the D in accordance with the communicative task; Step8: transform the D, changing one of the replies; Step9: make up a dialogue by analogy within the same topic, but in a different situation, between the different communicators, with a different communicative task. Step10: make up a topic-centered dialogue based on microdialogues.
Lecture # 13 Date: 2015-02-16; view: 4985
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