Formation of communication skills in teaching English. Project: Methods and techniques for developing communication skills in English lessons. Dialogical forms of speech activity

15.05.2024

It is necessary to once again outline the hypothesis of our research. Our task was to establish whether the use of various methods and techniques for organizing the educational process contributes to the formation of communication skills in students. To confirm our hypothesis and in accordance with the purpose of this thesis, we used certain methods of pedagogical research. When solving the stated problem, we proceeded from the principle of multiple research methods. This principle means that we used not one, but several methods to solve the problem presented. Let's look at them in more detail. When writing Chapter I of this thesis, we studied a fairly large amount of pedagogical, methodological and special literature on the problem of developing communication skills in English lessons.

Over the course of three years, eleven lessons of English teachers in primary schools were attended. In this case, empirical research methods were used, in particular: observation methods, conversations with teachers and students, studying the teaching experience of teachers in secondary school No. 1 and secondary school No. 4 in the city of Azov on the problem we were studying. In addition, we used some experimental and sociological methods of pedagogical research: psychological and pedagogical diagnostics of the class, survey and statistical processing of the data obtained. The next stage of our work was the study of the pedagogical experience of an English language teacher at Municipal Educational Institution Secondary School No. 4 in the city of Azov, Malkevich S.V., where she subsequently underwent teaching practice. To summarize the teaching experience of an English teacher at this school, we attended a series of lessons. At the same time, they sought to understand the reasons for the effectiveness of work on the development of communication skills, learn to independently develop a system of lessons on the topic, learn to determine the structure of a separate lesson and reasonably choose teaching methods in order to enhance student activity. As a result of observing the pedagogical process, conversations with students and teachers, I collected interesting material on this topic.

For example, a lesson on the topic “Toy Store” [see. Appendix 1], was devoted to familiarization with the question “Do you want to...?” and the answers to it are “Yes, I do” and “No, I don`t”. The goals of this lesson were aimed at training dialogical speech skills.

First, the teacher and students greeted each other in English:

Good morning, boys! Good morning, girls!

(Good morning, Svetlana Viktorovna!)

Then the teacher, followed by the guys, said a rhyme in chorus:

Good morning, good morning!

Good morning to you!

Good morning, dear children!

I`m glad to see you!

(Good morning, good morning!

Good morning to you!

Good morning, dear teacher!

We are glad to see you!)

After the greeting, students took turns asking each other questions and answering:

How are you, Lena? (I'm fine, thanks).

How are you, Katya? (I'm fine, thanks). Etc.

Phonetic exercises were aimed at activating speaking skills. The teacher invited the students to repeat the sounds after him in chorus, imitating various animals.

During speech exercises, students repeated the learned sounds and letters of the English alphabet, which were then used in learning the song “The Alphabet.”

The work on the topic of this lesson was interestingly organized. Svetlana Viktorovna acted out a dialogue with the students, acting as a toy seller. The teacher accompanied each task with communicative guidelines and, if necessary, examples of implementation.

What will you tell the salesperson when you arrive at the store? That's right, first you need to say hello, and then tell the seller what you want to buy. How do you say this? I want a cat. Now let`s start to play.

The students took turns coming to the teacher’s table, greeting him and telling him what toy they wanted to buy.

Good morning, Svetlana Viktorovna!

Good morning, Kolya!

I'm fine, thanks. I want a cat.

Take it, please.

You are welcome. Bye-bye.

After playing the dialogues, the teacher invites the students to tell on behalf of the toy what she wants to do.

Having become familiar with the question “Do you want to...?” and the answers to it “Yes, I do” and “No, I don`t” the students used them in an oral task that developed dialogical speech skills.

Homework fit logically into the structure of the lesson and involved individual work similar to work in class.

Of particular interest to me was the lesson that was most relevant to the topic of our study. The purpose of the lesson “Conversation between the Rabbit and Winnipooh” was to teach dialogic speech.

The lesson began with a greeting.

Good morning, children! (Good morning, Svetlana Viktorovna!)

I`m glad to see you! (We are glad to see you too.)

The teacher announced the objectives of the lesson. During phonetic exercises, students practiced speech skills. Speech warm-up was of great importance in the formation of communication skills. The teacher asked questions at a fast pace. The students were asked to answer his questions.

Today I want you to answer my questions.

Be quick and active.

Do you like to eat eggs?

Does your mother like carrots?

Do you want to drink apple juice?

Does your brother like porridge?

The repetition of the studied vocabulary was skillfully and entertainingly organized. The students stood in a circle, the teacher in the center of the circle. The teacher threw a ball to the student and called a word in Russian. The students took turns catching the ball and translating the word into English. (Please - please, say - say, big - big, etc).

This exercise interested and captivated the children.

At the stage of updating oral speech skills, all students were involved in the work. The teacher managed to activate the children. The guys were given the beginnings of sentences, and they offered their own options for how to complete these phrases.

Teaching dialogical speech consisted of students dividing the dialogue into pairs and acting out the dialogue for five minutes. [Detailed summary of one of the lessons Malkevich S.V. given in Appendix No....]

After the English lessons, a conversation was held with the students about their impressions after studying the topic, about their progress in English, we were interested in their opinions about the lesson. Most students are interested in the subject and actively participate in the lesson. Students were offered questionnaires to identify their attitudes towards the English language.

The students were most interested in communicative tasks related to foreign language communication. Schoolchildren remember words better if they have to use them in speech. Dialogue in an English lesson serves as a motive for them to learn new words.

The results show that communication techniques are students' favorite activity in the classroom.

Also, I was interested to know the teacher’s opinion on developing communication skills in students. Svetlana Viktorovna believes that dialogue in an easy, relaxed form allows students to remove communication barriers in communication and increase the volume of their speech practice. At the junior level, students enjoy imaginary situations with elements of role-playing. It is at this stage that speech situations make it possible to increase their educational effect.

As a result, students experience an emotional uplift, a positive attitude, and a desire to learn English.

Introduction

1. Theoretical foundations for the development of communication skills in the process of learning a foreign language

1.1 The importance of communication skills in the formation of the personality of younger schoolchildren

1.2 Possibilities of English lessons in developing communication skills in primary schoolchildren

1.3 Methodological tools for developing communication skills

2. Experimental and practical work on the development of communication skills in English lessons

2.1 Analysis of the teacher’s work experience Malkevich S.V. in the formation of communication skills in English lessons

2.2 The effectiveness of practical work on the development of communication skills in primary schoolchildren

Conclusion

List of sources used

Introduction

The changes taking place today in social relations and means of communication require increasing the communicative competence of schoolchildren, improving their philological preparation, therefore, the study of English has acquired priority importance as a means of communication and generalization of the spiritual heritage of the countries of the language being studied and peoples. Foreign language teachers are faced with the task of creating a personality that will be able to participate in intercultural communication.

As you know, the number of foreign language teachers who have special training to work with children is small. At the same time, the ability to competently teach communication in a foreign language to younger schoolchildren who do not yet fully master communication skills in their native language is a very difficult and responsible task. Therefore, they often exhibit an insufficient level of communication skills. Consequently, teachers need to improve their qualifications from time to time to successfully develop communication skills in English lessons.

Thus, we can talk about the relevance of the topic of this study.

The object of our research is the process of teaching English to primary schoolchildren.

The subject of the research in this work is methods and techniques for developing communication skills in English lessons in primary school.

The purpose of the thesis is to study and summarize educational and methodological literature on teaching English.

In accordance with the purpose of this thesis, the following tasks can be defined:

1. Study the works of domestic and foreign authors on the problem of developing communication skills in English lessons.

2. To prove the importance of communication skills in the personal development of younger schoolchildren.

3. Reveal the role of the teacher in the formation of communication skills.

4. Provide an analysis of the features of the development of communication skills in English lessons.

5. Draw objective conclusions based on the research.

The hypothesis of our research is this: the use of various methods and techniques for organizing the educational process contributes to the formation of communication skills in primary schoolchildren.

1. Theoretical foundations of the problem of developing communication skills in the process of learning English

1.1 The importance of communication skills in the formation of the personality of younger schoolchildren

First of all, we considered it necessary to study the theoretical foundations of the problem of developing communication skills.

To do this, I analyzed the works of various authors on this issue in the process of learning English.

The main issue that worries psychologists from different countries is the role of communication with peers in a child’s life and his personal development. Many scientists argue that communication is a decisive factor in the overall personal development of a child in primary school age. The influence of communication can also help correct the difficulties that arise in children due to improper upbringing. The vast majority of authors believe that age-appropriate interaction between children is necessary for the development of the child in general and the formation of his personality in particular.

Communication, or in other words communication, its features and mechanisms have been the subject of study by philosophers and sociologists, psycholinguists and psychologists.

However, different researchers put different meanings into the concept of communication. So, for example, N.M. Shchelovanov and N.M. Aksarina called the affectionate speech of an adult addressed to an infant communication; M.S. Kagan spoke about human communication with nature and himself. A.N. Leontiev believed that in modern science there are a huge number of inconsistent definitions of communications; V.M. Filatov defines communication as “communication, the transfer of information from person to person in the process of activity.”

So, communication is the act and process of establishing contacts between subjects of interaction through the development of a common meaning of transmitted and perceived information. In a broader philosophical sense, communication is considered as “a social process associated either with communication, the exchange of thoughts, information, ideas, and so on, or with the transfer of content from one consciousness to another through sign systems”

To consider the importance of communication skills in the formation of the personality of younger schoolchildren, it is necessary to define the concept of “skills”. By the term “skills” we mean automated ways of performing actions. And communication skills, in our opinion, are identified with communication skills.

Mastering communication skills involves mastering foreign language communication in the unity of its functions: informational, regulatory, emotional-evaluative, etiquette.

Scientists identify four main stages in the formation of communication skills:

1. Introductory

2. Preparatory (analytical)

3. Standardizing (synthetic)

4. Variable (situational)

The process of mastering communication skills is the repeated performance of foreign language actions aimed at automation in various types of speech activity and communication in a foreign language.

Let us first dwell on the content of teaching a foreign language in secondary school. It realizes the main goals aimed at developing a culture of communication among schoolchildren in the process of developing communication skills.

These skills involve the formation of both purely linguistic skills (lexical, phonetic, grammatical) and their normative use in oral and written speech. Various topics, texts, problems, speech tasks are focused on the formation of different types of speech activity, the development of sociocultural skills and abilities, which ensures the use of a foreign language as a means of communication.

When studying a foreign language in primary school (grades 5–10), the focus is on the consistent and systematic development of schoolchildren's communication skills in the process of mastering various strategies of speaking, reading, listening and writing.

Teaching a foreign language is aimed at studying it as a means of international communication through:

– Formation and development of basic communication skills and abilities in the main types of speech activity;

– Sociocultural development of schoolchildren in the context of European and world culture with the help of regional studies, cultural studies and linguistic-cultural materials;

Communication skills are formed on the basis of:

a) language knowledge and skills;

b) linguistic and regional knowledge.

Communication skills include the following essential skills:

– communicate orally in standard situations in educational, labor, cultural, and everyday spheres;

– verbally briefly talk about yourself, your environment, retell, express an opinion, an assessment.

– ability to formalize and convey basic information in writing (letter).

This is how the minimum level of communication skills is determined in the state educational standard for foreign languages.

In the process of verbal communication, people use the means of language - its vocabulary and grammar - to construct statements that would be understandable to the addressee. However, knowing only the dictionary and grammar is not enough for communication in a given language to be successful: you also need to know the conditions for using certain linguistic units and their combinations. In other words, in addition to grammar itself, a native speaker must learn “situational grammar”, which prescribes the use of language not only in accordance with the meaning of lexical units and the rules for their combination in a sentence, but also depending on the nature of the relationship between the speaker and the addressee, on the purpose of communication and on other factors, knowledge of which, together with linguistic knowledge itself, constitutes the level of communication skills of a native speaker.

The nature of communication skills that are part of communicative competence and differ from knowledge of the language itself can be illustrated by the example of so-called indirect speech acts. Indirect is a speech act whose form does not correspond to its real meaning in a given situation. For example, if a neighbor at the dinner table turns to you with the following words: “Could you pass me the salt?”, then in form it is a question, but in essence it is a request, and the answer to it should be your action: you pass the salt shaker to your neighbor. if you understand this request as a question and answer: “I can,” without performing the corresponding action and waiting until the interlocutor actually directly asks you to pass him the salt, the communication process will be disrupted: you will not act as the speaker expected and as is customary to react to similar questions - requests in similar situations.

Also in the process of communication, there is an orientation towards the social characteristics of the speech partner: his status, position, situational role, which is manifested in the choice of alternative speech means with stratifications and speech restrictions.

Thus, both grammatical and lexical skills and abilities represent the center of linguistic competence, on which speech skills and abilities are based.

Communication shapes a person as a person, gives him the opportunity to acquire certain character traits, interests, habits, inclinations, learn norms and forms of moral behavior, determine the goals of life and choose the means of realizing them.

In our opinion, communication is the most important phase in the formation of the personality of a primary school student.

Under the personality of S.L. Rubenstein understands the totality of developed habits and preferences, sociocultural experience and acquired knowledge that determine everyday behavior...

When organizing the communicative process, taking into account the personal and age characteristics of younger schoolchildren plays an important role. Primary school age is extremely favorable for mastering communication skills in English lessons. Love for a subject at a given age is very closely related to the feeling of psychological comfort, joy, need and readiness for communication that the teacher creates in the lesson.

Primary school age (6–10 years) is characterized by readiness for schooling, which is based on interest in new activities, which is a source of motivation for learning. A child’s readiness for school is determined by his possession of a sufficient amount of knowledge in the field of everyday communication, culture and behavior, the ability to cooperate, and the desire to learn. These qualities are formed in the family, in the pre-school years, and the level of their formation largely determines the child’s entry into school life, his attitude towards school and the success of his studies.

Researchers note a number of difficulties that primary schoolchildren face: a new routine of life, the need to systematically work to acquire knowledge, and accept the authority of the teacher.

Many methodologists consider early start of foreign language classes to be preferable for achieving a basic level of mastery of communication skills.

So, primary school age is the most optimal for learning a foreign language. In this case, the task remains in sight, which the initial training in this subject is designed to solve, namely the development of communication skills. This presupposes that schoolchildren have not only practical skills, but also certain personality qualities: sociability, relaxedness, a desire to make contact, the ability to interact in a team, and so on. Of course, we are not talking about developing children at the expense of knowledge, but about ensuring that the development of communication skills is specifically aimed at developing the personality of younger schoolchildren.

1.2 Possibilities of English lessons in developing communication skills in primary schoolchildren

The possibilities of English lessons in developing communication skills in primary schoolchildren are extremely wide. First of all, let us formulate the goal of teaching a foreign language to primary schoolchildren.

The main goal of teaching foreign languages at school is to develop the student’s ability to communicate in a foreign language. The implementation of this goal is associated with the formation of a number of communicative skills in students: to understand and generate foreign language utterances in accordance with a specific communication situation, speech task and communicative intention; carry out their communicative behavior in accordance with the rules of communication and the national and cultural characteristics of the country of the language being studied.

At the first stage of education (grades II–IV), the following goals are realized:

– to promote an earlier introduction of younger schoolchildren to a new linguistic world at an age when children do not yet experience psychological barriers to using a foreign language as a means of communication; to form in children a readiness to communicate in a foreign language and a positive attitude towards further study;

– to form basic communication skills in four types of speech activity (speaking, listening, reading, writing), taking into account the speech capabilities and needs of younger schoolchildren;

– to acquaint primary schoolchildren with the world of foreign peers, with foreign songs, poems and fairy tales, and with examples of children’s fiction available to children in the foreign language being studied;

– to introduce children to new social experiences using a foreign language by expanding the range of social roles played in play situations typical for family, everyday, educational communication, to form ideas about the most general features of speech interaction in their native and foreign languages, about morals that meet the interests of younger schoolchildren and customs of the countries of the language being studied;

– to form some universal linguistic concepts observed in native and foreign languages, thereby developing the intellectual, speech and cognitive abilities of students.

The new basic curriculum provides for compulsory study of a foreign language from grades II to IV in primary school for 2 hours a week.

The updating of the content of teaching English is manifested in the fact that the selection of topics and problems of foreign language communication is focused on the real interests and needs of modern schoolchildren, taking into account different age groups, and on strengthening the active nature of learning in general.

When selecting the content of teaching foreign languages, special attention is paid to sociocultural skills and abilities that allow one to adequately represent the culture of one’s country in the process of foreign language communication.

What do we mean by the term “communicative competence”? This is the ability to flexibly and effectively use a foreign language within the limits of understanding and transmitting information. Since the primary school is the first link in the general school education system, its task is to lay the foundations of communicative competence, which allows for foreign language communication and interaction among children of primary school age.

Communicative competence is the leading goal of an English lesson and determines the structure of the lesson.

In pedagogy, “lesson structure” is defined as “a set of different options for relationships between the elements of a lesson, ensuring its purposeful effectiveness.”

The structure of the lesson must correspond to the student's educational activity, which must correspond to the structure of the activity as such. So, Galperin P.Ya. There are three components in the structure of activity:

1. Goal setting, implemented in the sequence: need, motive, goal, task 1,2...

2. Execution, realized in actions consisting of operations. The number of actions is determined by the number of tasks.

3. Analysis, which involves determining whether the achieved result corresponds to the set goal.

“The structure of a foreign language lesson is determined by the stage of learning, the place of the lesson in a series of lessons, and the nature of the tasks. As a whole work, the structure of the lesson includes: a beginning, a central part and a conclusion. Each of the named parts performs its inherent function, reflecting the specifics of the subject.”

As for the logic of the lesson, according to E.I. Passov it is connected with the structure of the lesson, constituting its internal essence. Logic is a complex, multidimensional concept. Thus, Passov identifies four aspects of lesson logic:

1. Purposefulness (correlation of all components of the lesson with the leading goal).

2. Integrity (proportionality of all components of the lesson, their subordination to each other).

3. Dynamics (movement through the stages of assimilation of speech material).

Taking into account the results of more than forty years of research in the field of early learning, which was carried out in our country in parallel with extensive experiential learning, it can be argued that the benefits of English lessons in the formation of communication skills in primary schoolchildren have been proven many times over. Briefly summarizing the advantages of systematically teaching children a foreign language at primary school age, we can note the possibilities of English lessons:

An undeniable positive impact on the development of the child’s mental functions: his memory, attention, thinking, perception, imagination, etc.;

Stimulating effect on the child’s general speech abilities;

Early teaching of a foreign language has a great practical effect in terms of improving the quality of proficiency in the first foreign language, creates the basis for continuing its study in primary school, and also opens up opportunities for teaching a second (third) foreign language, the need for proficiency in which is becoming increasingly obvious;

The educational and informative value of early learning a foreign language is undeniable, which manifests itself in the child’s earlier entry into human culture through communication in a new language. At the same time, constant appeal to the child’s experience, taking into account his mentality, his perception of reality allows children to better understand the phenomena of their own national culture in comparison with the culture of the countries of the language being studied.

Early learning of foreign languages provides students with the opportunity to develop the following communication skills:

– correctly pronounce and distinguish by ear sounds, words, phrases and sentences of a foreign language; observe the intonation of the main types of sentences;

– master the most commonly used vocabulary within the framework of the initial stage topic, master a productive lexical minimum of at least 500 lexical units. The total volume of vocabulary, including the receptive lexical minimum, is at least 600 lexical units;

– gain an understanding of the basic grammatical categories of the language being studied, recognize the studied vocabulary and grammar when reading and listening and use them in oral communication;

– understand by ear the speech of the teacher, classmates, the main content of lightweight texts, relying on visual clarity and linguistic guesswork;

– participate in dialogic communication: conduct etiquette dialogue and elementary two-way dialogue-questioning in a limited range of situations of everyday communication;

– speak briefly on topics selected for primary school, reproduce by heart familiar rhymed works of children’s folklore;

– write a short congratulation and personal letter (based on the sample), fill out a simple questionnaire about yourself;

– master basic information about the country of the language being studied.

Thus, it is important that children are liberated, together with the teacher they “create” the lesson; it is not only and not so much the students’ knowledge and mastery of language and speech material that determine the effectiveness of the formation of communication skills in younger schoolchildren, but rather the readiness and desire of children to participate in intercultural communication in English language. This is possible if the main form of educational activity of schoolchildren is not listening, speaking, reading or writing in a foreign language, but lively and active communication with the teacher and with each other.

1.3 Methodological tools for developing communication skills

With the beginning of the new century, numerous methods aimed at developing communication skills have appeared in the world theory and practice of teaching foreign languages.

Along with the change in methods, the concept itself developed intensively teaching method. Currently, this concept does not have a strictly unambiguous terminological designation in countries around the world, including Russia. Thus, the Russian term method in modern foreign literature may correspond to terms denoting an approach. In domestic foreign language teaching, the term method can denote individual elements of the system (method of teaching vocabulary or phonetics, etc.), which often corresponds to the term techniques in the literature of other countries.

Leading experts in the field of linguistic education consider the most effective method of teaching foreign languages communication technique (The Communicative Approach) teaching.

The communicative methodology is based on the following principles:

1. Speech orientation of learning, meaning that speech activity is not only a means of learning, but also its goal. This circumstance presupposes:

a) the communicative behavior of the teacher, who involves students in common activities and thereby influences the communication process;

b) the use of exercises that recreate communication situations as much as possible;

c) directing students’ attention to the purpose and content of the statement.

2. Taking into account the individual psychological characteristics of the student with the leading role of his personal aspect:

a) language acquisition abilities (type of memory, level of phonemic hearing, ability to generalize, etc.);

b) the ability to perform certain types of activities, that is, the ability to learn;

c) personal characteristics based on interests, worldview, position in the student team;

d) general intellectual abilities (inherited and acquired);

e) his or her inherent preferences when collecting information (visual, auditory, motor and some others);

f) for the communicative method, individualization of learning based on the student’s personality characteristics is the main means of creating motivation for learning and activating the student during classes.

3. Speech-mental activity as the constant involvement of students in the process of communication in direct (verbal) or indirect (mental) form.

4. Functional approach to the selection of educational material at all levels: lexical, grammatical, situational, thematic. This means that any unit of language is assigned some speech function in the process of educational activity. The disadvantage of traditional teaching is the memorization of words and grammar in isolation from speech functions.

5. The situational nature of the learning process, considered both as a method of speech stimulation and as a condition for the development of speech skills.

6. Problematicism as a way of organizing and presenting educational material. In accordance with this principle, the teaching material should be of interest to students, appropriate to their age, and serve as the basis for solving speech and thinking problems by involving students in discussing the content of texts and communication problems.

The success of learning and students’ attitude to the subject largely depends on how interesting and emotional the teacher conducts the lessons. To solve a learning problem, it is not enough to engage in classroom simulations of life situations only. Additional training is required, work aimed at mastering both linguistic and informational material, the formation of certain communicative and cognitive actions, etc. In other words, we need exercises that, on the one hand, would provide appropriate communicative training, and on the other hand, would preserve the “authenticity” (authenticity) of using a foreign language.

Techniques of communicative methodology are used, as a rule, in communicative games, during which students solve communicative and cognitive problems using the means of the foreign language being studied. Therefore, the main purpose of communicative games is to organize foreign language communication in the course of solving a given communicative task or problem.

The basis for teaching children oral communication in a foreign language in elementary school is a game, which, in the apt expression of I.A. Winter, is a psychological justification for switching to a new language of instruction. The use of games as a way of developing communication skills in elementary school allows the teacher to formulate speech tasks that contain the motive and purpose of the speech act and which dictate the use of the necessary patterns of communication (E.I. Negnevitskaya).

For example, in the first grade, to organize training for children in using the communication model “My (cat) can (jump),” you can offer the following speech task: “An evil wizard has bewitched our favorite animals. In order to disenchant them (this is a play motive), you need to say what they can do (this is the goal of this speech act).” Following the teacher, who gives an example of solving a communicative problem, each student talks about his animal:

Teacher: My dog can run.

P1: My frog can jump.

P2: My parrot can fly.

The more game techniques the teacher uses, the more interesting the lessons are, the more firmly the material is learned. In methodological terms, a communicative game is an educational task that includes linguistic, communicative and activity tasks. For example, the game “IN THE STORE”

On the counter of the store are various items of clothing or food that can be purchased. Students go to the store and buy what they need.

P 1: Goodmorning!

P 2: Good morning!

P 1: Have you a red blouse?

P 2: Yes, I have. Here it is.

P 1: Thank you very much.

P 2: Not at all.

P 1: Have you a warm scarf?

P 2: Sorry, but I haven`t.

Thus, we consider the game as a situational - variable exercise, where an opportunity is created for repeated repetition of a speech pattern in conditions as close as possible to real speech communication with its inherent characteristics - emotionality, purposefulness, speech influence.

Games contribute to the implementation of the following methodological tasks:

– creating children’s psychological readiness for verbal communication;

– ensuring the natural need for them to repeat linguistic material many times.

– training students in choosing the right speech option;

The American psychologist D. Mead saw in the game a generalized model of the formation of what psychologists call “independence” - a person - the gathering of his “I”. Play is a sphere of self-expression, self-determination, self-testing, and self-realization.

There is a branch of medicine and psychology - play therapy. Play can be used to diagnose and get to know a child. Play can encourage and approve a child. With the help of games, you can correct, improve, and develop important psychological properties in children.

Methodological tools for developing communication skills include functional communication tasks, which include restoring a logical sequence in a series of photographs or fragments of text, detecting missing elements in images and texts, formulating precise instructions to a partner for the successful completion of a task, searching for answers to a question by connecting together all the factors known to other participants and more. For example, a functional-communicative task “ Collect a proverb" The presenter reads the beginning of the proverb, the teams must complete it. If the answer is correct, the team receives a point.

For example:

AFRIENDINNEED……

ISAFRIENDINDEED.

The methodological tools for developing communication skills in English lessons include the technique of deliberately creating differences in the amount of information among partners in foreign language communication. It is based on the uneven distribution between communication partners of certain information that they must exchange in a foreign language, which is an incentive for communication. For example, students working in pairs are asked to fill in the tables with the missing information, communicating with each other in a foreign language (without showing the tables to each other). Both tables taken together contain all the information necessary to complete the proposed task, but each student has only part of this information in his table, which creates differences in the amount of information between them.

When using this technique, students communicate in a foreign language, motivated by the need to exchange information that each of them needs to complete the task set by the teacher - filling in the blanks in the table.

One of the important elements that make up the methodological tools for developing communication skills in an English lesson is the educational and methodological complex (TMC).

Each experimental teacher, based on his own characteristics and the capabilities of his students, will have a creative approach to the learning process, but he must create within the educational complex, without violating its principles.

Currently, special educational and methodological complexes in English have been created. All of them include not only a textbook, but also a book for the teacher, a workbook, audio cassettes for working in the classroom and at home, and handouts.

UMK “Enjoy English 1” (authors M.Z. Biboletova, N.V. Dobrynina, E.A. Lenskaya) and “Enjoy English 2” (authors M.Z. Biboletova, N.V. Dobrynina, O.A. Denisenko, N.N. Trubaneva) are intended for teaching English to students in grades 1–1V, II–IV in secondary schools. This teaching aid is recommended for use with a curriculum that provides at least 2 hours of a foreign language per week.

The authors see the main goal of teaching English in primary school in the formation of basic communication skills in children, based on their speech needs and capabilities.

The entire series of educational complexes “Enjoy English” is built in line with a single communicative-cognitive concept, covers primary and secondary schools, ensuring continuity between the various stages of teaching a foreign language. "Enjoy English 1" and "Enjoy English 2", addressed to primary school students, are the first two parts of the English course "Enjoy English".

Each of the textbooks in the “Enjoy English” series has its own plot. According to the plot of “Enjoy English 1”, students are actors in a traveling theater, which allows them to repeatedly play out different typical communication situations, such as “Meeting,” “Greeting,” “Spending free time with family and friends,” etc. The training in this textbook ends with the production of one of the performances, the scripts of which are given in the Teacher's Book. "Enjoy English 2" invites students into the fascinating world of English fairy tales, where they meet new and already known characters.

The educational complex “Enjoy English 1.2” offers technologies for teaching pronunciation, lexical and grammatical aspects of speech, which are described in detail in books for teachers.

Each of the teaching aids for primary schools in the “Enjoy English” series includes the following components:

1. Book for the student.

2. A methodological guide for teachers on the use of the textbook (Book for Teacher), which describes the author’s concept of the course and contains recommendations for teaching basic types of speech activities, as well as general thematic planning, a table for lesson distribution of material, sample lesson notes and performance scripts, which were successfully staged and acted out by children learning English through the “Enjoy English” series.

3. Workbook.

4. Reading book included as an appendix in the Enjoy English 2 textbook.

5. Audio cassette.

6. Collection of songs “Game – Songs” with an audio cassette, which contains more than forty authentic songs and games in English. The proposed songs and games correspond to the content of textbooks and can be used both in lessons and in preparing extra-curricular activities.

Taking into account the age characteristics of younger schoolchildren and the specifics of work in elementary school, the educational complex “Enjoy English 1” provides for lesson-based presentation of material. students followed modern methods.

So, the methodological tools for developing the communication skills of primary schoolchildren in English lessons include various language teaching tools: communicative games, teaching techniques, functional communicative tasks, educational and methodological complexes, which are an integral part of the organization of teaching English in primary school.

Summarizing all of the above, we can draw the following conclusions:

– The mental development of a child begins with communication. This is the first type of social activity that arises in the process of mastering communication skills and thanks to which the younger student receives the information necessary for his individual development. Communication is of great importance in the formation of the human psyche, its development and the formation of reasonable, cultural behavior. Through communication, a junior schoolchild, thanks to ample opportunities for learning, acquires all his highest productive abilities and qualities. Through active communication with developed personalities, he himself turns into a personality.

– English lessons not only have a positive effect on the development of mental functions of primary school students, their entry into human culture through communication in a new language, but also form communication skills in younger schoolchildren.

– The working techniques used contribute to the development of dialogical speech, broadening the horizons of students, and maintaining interest in learning English.

2 . Experimental and practical work on the development of communication skills in English lessons

2.1 Analysis of the teacher’s work experience Malkevich S.V. in the formation of communication skills in English lessons

For example, a lesson on the topic “Toy Store” [see. Appendix 1], was devoted to familiarization with the question “Doyouwantto...?” and the answers to it are “Yes, Ido” and “No, Idon`t”. The goals of this lesson were aimed at training dialogical speech skills.

First, the teacher and students greeted each other in English:

– Good morning, boys! Good morning, girls!

(Goodmorning, Svetlana Viktorovna!)

Then the teacher, followed by the guys, said a rhyme in chorus:

Good morning, good morning!

Good morning to you!

Good morning, dear children!

I`m glad to see you!

(Good morning, good morning!

Good morning to you!

Good morning, dear teacher!

We are glad to see you!)

After the greeting, students took turns asking each other questions and answering:

– How are you, Lena? (I'm fine, thanks).

– How are you, Katya? (I'm fine, thanks). Etc.

Phonetic exercises were aimed at activating speaking skills. The teacher invited the students to repeat the sounds after him in chorus, imitating various animals.

During speech exercises, students repeated the learned sounds and letters of the English alphabet, which were then used in learning the song “TheAlphabet”.

– What will you tell the seller when you come to the store? That's right, first you need to say hello, and then tell the seller what you want to buy. What do you say about this? I want a cat. Now let`s start to play.

The students took turns coming to the teacher’s table, greeting him and telling him what toy they wanted to buy.

Good morning, Svetlana Viktorovna!

Good morning, Kolya!

– How are you?

– I'm fine, thanks. I want a cat.

– Take it, please.

– You are welcome. Bye-bye.

After playing the dialogues, the teacher invites the students to tell on behalf of the toy what she wants to do.

Having become familiar with the question “Doyouwantto...?” and the answers to it “Yes, Ido” and “No, Idon`t” the students used them in an oral task that developed dialogical speech skills.

Homework fit logically into the structure of the lesson and involved individual work similar to work in class.

The lesson began with a greeting.

– Goodmorning, children! (Good morning, Svetlana Viktorovna!)

– I'm glad to see you! (We are glad to see you too.)

– TodayIwantyoutoanswermyquestions.

Be quick and active.

– Do you like to eat eggs?

– Does your mother like carrots?

– Do you want to drink apple juice?

– Does your brother like porridge?

This exercise interested and captivated the children.

The results show that communication techniques are students' favorite activity in the classroom.

As a result, students experience an emotional uplift, a positive attitude, and a desire to learn English.

2.2 The effectiveness of practical work on the development of communication skills in primary schoolchildren

An important part of our thesis was the development and conduct of pedagogical research. We wanted to obtain more accurate characteristics of the pedagogical phenomenon being studied (the development of communication skills), studying its connection with other phenomena and determine the most effective conditions for their use.

For the successful conduct of pedagogical research, 4 “A” and 4 “B” classes of basic school No. 4 in the city of Azov were selected. Let us give a brief psychological and pedagogical description of these groups of students.

4 "A" class.

1. Municipal educational institution secondary school No. 4

2. In total there are 12 people in the class, of which three are gifted children, five are people with disabilities, the remaining four are ordinary children.

3. Of these, seven are girls and five are boys.

5. In this team, a group of children is organized, constituting the asset of the class. It includes five people: the person responsible for duty, the cultural sector, the sports and educational sectors, as well as the headman, who is responsible for the activities of the class.

6. The class should be classified as moderately disciplined. The level of education corresponds to the standards of behavior acceptable at school. Not all students in the class take part in social work.

7. Favorable interpersonal relationships have developed in the team; students show no signs of antipathy towards each other.

8. There is a system of traditions in the class. Children always congratulate their classmates on their birthday, every year girls give gifts to boys on the twenty-third of February, and they, in turn, prepare surprises for the girls on the eighth of March.

4 "B" class

1. Municipal educational institution secondary school No. 4

2. In total there are 15 people in the class, of which five are gifted children, two are people with disabilities, the rest are ordinary children.

3. Of these, eight are girls and seven are boys.

4. The average age of students is 10 years.

5. In this team, a group of children is identified, constituting the asset of the class. The group includes: the person responsible for duty, the cultural sector, the sports and educational sectors, as well as the head girl, who is responsible for maintaining discipline in the classroom.

6. The class is highly disciplined. The whole class actively takes part in the social life of the school.

7. In 4 “B” there are favorable interpersonal relationships, and there is no manifestation of antipathy among students towards each other.

8. A system of traditions has developed in the class. Children celebrate "Birthday Day". At the end of the school year, the whole class gathers and goes on a hike. The eighth of March and the twenty-third of February are celebrated annually.

During my pre-graduation internship, in order to confirm the hypothesis put forward, I diagnosed the level of development of communication skills as part of learning English. To do this, I recorded the initial level of communication skills according to five criteria. These criteria include:

1. Use of English communicative expressions.

2. The ability to ask questions, taking into account the vocabulary of younger schoolchildren.

3. The ability to answer questions without going beyond the curriculum.

4. Skills in operating linguistic means for communicative purposes.

5. Speech and thinking activity of students.

The initial level of communication skills in grade 4 “A” is presented in the table below.

FULL NAME. student	1	2	3	4	5
1. Brodsky G.	3	4	0	2	3	2,4
2. Taydachenko I.	2	4	3	3	2	2,8
3. Dovgopol L.	3	2	3	0	2	2
4. Iniev I.	2	3	2	2	0	1,8
5. Koshmanova V.	2	4	3	3	3	3
6. Matsarenko E.	3	4	3	2	0	2,4
7. Karina S.	3	2	0	0	3	1,6
8. Pluzhnikova Yu.	3	2	2	3	0	2
9. Ficin A.	3	2	3	3	2	2,6
10. Chekhova M.	3	3	0	3	2	2,2
11. Shishkin R.	3	3	3	2	3	2,8
12. Shupikova N.	3	3	3	2	3	2,8
	2,75	3	2,08	2,08	1,9	2,4

I assessed the level of communication skills of schoolchildren using a five-point system:

“0” – those who do not have any communication skills according to this criterion;

“1” – almost no knowledge;

“2” – low level of proficiency;

“3” – satisfactory level of proficiency;

“4” – good level of proficiency;

“5” is an excellent indicator of proficiency in terms of the level of communication skills of students.

The average score for students' use of English communicative expressions is 2.75 points. Of these, three people had a low level of communication skills, and the rest had a satisfactory level. According to the second criterion, four schoolchildren showed a low level, another four students showed a satisfactory level, the rest of the children knew how to ask questions well, so the average score was 3 points. According to the next criterion, it was noted that three people did not have the ability to answer questions at all, two had a low level according to this criterion, and seven schoolchildren had a satisfactory level. Five students had a low level of skill in using language means for communicative purposes, the same number showed satisfactory knowledge, and two students did not have this skill at all. As a result of the observation, it turned out that according to the third and fourth criteria the average score was 2.08 points. According to the last criterion, three children did not have speech-thinking activity at all, a low level was detected in four students, five were rated satisfactorily. The students' verbal and mental activity averaged 1.9 points. Thus, the average score of students in class 4 “A” on five criteria for the level of communication skills is 2.4 points. Similarly, I recorded the initial level of communication skills in grade 4 “B”.

FULL NAME. student	1	2	3		4	5	Average of each student
1. Guro A.	5	4	3		2	3	3,4
2. Strelchenko A.	3	5	3		4	3	3
3. Karpova E.	4	3	4		1	3	3
4. Simanenkova Yu.	4	2	4		1	3	2,8
5. Kihai K.	3	5	4		4	4	4
6. Myashcheryakova A.	4	5	3		3	2	3,4
7. Stukanov S.	4	3	1		1	3	2,4
8. Kotova E.	4	3	3		4	1	3
9. Gromov A.	4	3	3		4	3	3,4
10. Popova Ya.	4	4	1		4	3	3,2
11. Vinogradov V.	4	5	3		3	3	3,6
12. Velichko N.	5	4	3		3	4	3,8
13. Lukyanenko T.		2	3		4	1	2,8
14. Zakharchevskaya E.	3	3	4	3		4	3,4
15. Romanovskaya V.	2	1	3	2		3	2,2
Average for each criterion	3,8	3,5	3	2,9		2,9	3,16

In this class, the average score for the use of English communicative expressions was 3.8 points. Of these, one person had a low level of communication skill, three had a satisfactory level, nine had a good level, and only two had excellent use of communicative expressions. According to the second criterion, two students showed a low level, another five students showed a satisfactory level, three students asked questions well and four were excellent at this skill, so the average score was 3.5 points. According to the next criterion, it was noted that two people had almost no ability to answer questions, nine had a satisfactory level of this criterion, and four students had a good level. Three students had almost no skill in operating language means for communicative purposes, two showed a low level of skill, four students showed a satisfactory level, six showed a good level. As a result of the observation, it turned out that according to the third criterion - 3, and according to the fourth - 2.9 points. According to the last criterion, two children had almost no speech and mental activity, a low level was detected in one student, nine were rated satisfactory, three - good. The students' verbal and mental activity averaged 2.9 points. Thus, the average score of students in class 4 “A” on five criteria for the level of communication skills is 3.16 points.

We can display the same material in the form of a chart, where the data is presented in points.

To prove the effectiveness of practical work on developing communication skills in grade 4 “B”, I used communicative methods and techniques, and in grade 4 “A” I conducted traditional lessons.

Each lesson in 4 “B” began with expressions from the classroom. [cm. Appendix 2] For example, good morning, (afternoon), friends; stand up, please; sit down, please and expressions of speech etiquette. [cm. Appendix 3]. In particular, communication games were used.

During the lessons, schoolchildren were introduced to a large number of lexical units. And the game “Teacher and Students” provided important assistance in mastering these words. The student in the role of the teacher asked questions to the student, showing a picture of a certain object, to which he answered. Then the players changed places. I tried to pair up those who were poorly prepared with those who were well prepared. [cm. Appendix 4].

I used examples of project assignments for the initial stage of teaching a foreign language. To do this, children were offered various options for a questionnaire survey. [cm. Appendix No. 5]. For example, “Poll your friends, and then tell them who eats (drinks) what at breakfast (lunch, dinner). Fill out the following form” (writes on the board):

The purpose of the lesson on the topic "Myfriend", [see. Appendix 6], there was automation of skills in the use of general questions. To repeat the question: Would you like...? Children guessed each other's wishes: the “magic wand” was passed down the chain.

To reinforce other questions, students were offered a game

"BE CAREFUL". The guys had to correctly understand the meaning and answer the questions.

A. Can a boy swim? Q. Do fishes live in the sea?

Can a cat fly? Do books sing?

Can a fish run? Do you live in a tree?

Can a bird fly? Does Pete go in for sports?

The whole class actively participated in the lesson, asking and answering questions with interest. When engaging in communication in English, students did not experience the fear of making a mistake and sought to implement one or another communicative intention using all the means at their disposal.

In addition, I used other work techniques that promote the development of communication skills in primary schoolchildren, which are given in the appendix.

After working on developing communication skills, I recorded the following results. In 4 "A" class:

FULL NAME. student	1	2	3	4	5	Average of each student
1. Brodsky G.	4	4	2	2	3	3
2. Taydachenko I.	2	4	3	3	2	2,8
3. Dovgopol L.	3	2	3	0	2	2
4. Iniev I.	2	3	4	2	0	2,2
5. Koshmanova V.	2	4	3	3	3	2,8
6. Matsarenko E.	4	4	3	3	0	2,8
7. Karina S.	3	3	0	0	3	1,8
8. Pluzhnikova Yu.	3	2	2	3	0	2
9. Ficin A.	3	2	3	3	2	2,6
10. Chekhova M.	4	3	0	3	2	2,4
11. Shishkin R.	3	4	3	3	3	3,2
12. Shupikova N.	3	3	3	2	3	2,8
Average for each criterion	3	6,3	2,4	2,25	1,9	2,5

As a result of repeated diagnostics, the average score for the use of English communicative expressions among students in grade 4 “A”, where communicative techniques were not used, increased by only 0.25 points. In terms of ability to ask questions – 3.3 points. The indicator of the next criterion is 1 point. The students’ verbal and mental activity remained at the same level.

FULL NAME. student	1	2	3			4	5	Average of each student
1. Guro A.	5	4	5			4	3	4,2
2. Strelchenko A.	5	5	5			4	3	4,4
3. Karpova E.	4	4	4			3	4	3,8
4. Simanenkova Yu.	4	3	4			3	5	3,8
5. Kihai K.	3	5	5			4	4	4,2
6. Myashcheryakova A.	4	5	4			3	2	3,6
7. Stukanov S.	4	4	4			4	5	4,2
8. Kotova E.	4	5	4			4	4	4,2
9. Gromov A.	4	3	3			4	3	3,4
10. Popova Ya.	5	5	1			5	5	4,2
11. Vinogradov V.	4	5	5			4	3	4,2
12. Velichko N.	5	4	3			3	4	3,8
13. Lukyanenko T.	4	5	5			4	3	4,2
14. Zakharchevskaya E.	5	3		4	3		4	3,8
15. Romanovskaya V.	4	4		4	3		3	3,6
Average for each criterion	4,2	4,3		4	3,7		3,7	4

So, the students of grade 4 “B”, where communicative techniques were used,

the average score for the use of English communicative expressions increased by 0.4 points. In terms of ability to ask questions – 0.8 points. The indicator of the next criterion is 0.32 points. Speech and thinking activity of students - by 0.8 points.

We presented the obtained data in the form of diagrams.

The development of communication skills according to these criteria can be visually displayed in the form of graphs.

4 "A" class

4 "B" class

The results showed that children learned significantly better on topics that used dialogue. Indicators for topics studied in the traditional way turned out to be significantly lower.

Thus, we can talk about the effectiveness of using communicative exercises and assignments in an English lesson in primary school, since the development of communication skills in the classroom is one of the most important tasks of any teacher. As a result, students experience an emotional uplift, a positive attitude, and a desire to learn English.

Conclusion

Based on research materials carried out in the methodology of teaching a foreign language on the problem of developing communication skills in English lessons, the use of various methods of teaching verbal communication, we can conclude that at present the task that initial teaching in this subject is designed to solve remains in sight, namely the development of communication skills. This presupposes that schoolchildren have not only practical skills, but also certain personality qualities: sociability, relaxedness, a desire to make contact, the ability to interact in a team, and so on. English lessons ensure that children enter into the universal culture through communication in a new language and form communication skills in younger schoolchildren.

The working techniques used contribute to the development of dialogical speech, broadening the horizons of students, and maintaining interest in learning English.

In theoretical terms, the work showed that modern theory and practice of teaching a foreign language has a pronounced communicative orientation, which contributes to the comprehensive development of personality and the development of spiritual values of students. The communicative approach corresponds to these modern trends in methodology, namely it assumes:

1. Speech orientation of training.

2. Taking into account the individual psychological characteristics of the student with the leading role of his personal aspect.

3. Speech-mental activity as the constant involvement of students in the process of communication in direct (verbal) or indirect (mental) form.

4. Functional approach to the selection of educational material.

These main provisions of the communicative approach were reflected in the developed set of exercises and were practically implemented in the study.

Based on the material of the study, it was proven that the use of various methods and techniques for organizing the educational process is an effective means of developing communication skills aimed at practical implementation in conditions of natural communication, and the existing set of exercises can serve as a practical guide used to develop the communicative side of speech at the initial level. stage of training.

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Report on the topic "Development of communication skills in English lessons." The main goal of teaching English in a modern school is to develop the student’s personality, capable of using English as a means of communication. Therefore, the principle of communication is the main principle of teaching English, in which speech skills are formed, i.e. competencies that are necessary to communicate in English within a specific topic.

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MBOU Secondary School No. 18, Almetyevsk

Performance

Subject:

"Development of communication skills and

Skills in English lessons."

Completed by an English teacher

Aglyamova E.T.

Almetyevsk, 2012

The main goal of teaching English in a modern school isdevelopment of the student’s personality capable of using English as a means of communication.

I believe that the result of learning English is achieved through the process of personal and communicative learning.

The principle of communication is the basic principle of teaching English, in which speech skills are formed, i.e. competencies that are necessary to communicate in English within a specific topic.

Communicative competence includes both the development of communicative phenomena (the ability to read and understand what is read, to carry out dialogic communication, the ability to make short monologues, the ability to convey information in writing), and the development of general educational skills (working with a textbook, dictionary, reference book, etc.)

The communicative method is intended primarily for teaching speaking.

The condition for communicative competence is the formation of motivation. Practice shows that motivation is promoted by visibility, discussions, project activities of students, games, especially role-playing games at the senior stage of education, etc.

Students more easily express their point of view using the studied vocabulary with the help of visual supports. Visual aids that are meaningful in nature create the need to express one’s thoughts and perceive the oral messages of comrades. (slide)

For example, I use a toy to introduce prepositions of place. Based on its location, children guess the translation of prepositions. After this, we fix these prepositions in phrases and sentences and describe the pictures.

When explaining the material, I place cards with new words on the board, and next to them the corresponding pictures. Students read the words and guess their meaning from the pictures.

Problem-based learning also contributes to the development of communicative competence. I.S. Kon believes that “the only way to evoke a deep emotional response in a teenager is to confront him with a problem that is close to him, forcing him to think independently and formulate a conclusion.” A problematic question helps students understand the purpose of educational activity, which in turn affects the formation of its positive motives.

What happens if...? Goal: formation and activation of skills and abilities of question-answer interaction using statements such as sentences, communication of opinions, etc.

Everyone receives one or two sentences written on a card, using which they can answer the questions: “What would happen if ...?” All players answer the question in a chain.

I consider group work to be the most effective form of organizing students’ educational activities when solving research problems. In this case, speech skills are improved in the process of interpersonal communication. Group work ensures the individual development of each child, the formation of interpersonal intelligence, and this in turn means a high development of communication abilities. It is clear that children have different abilities to master the English language. Some easily master the material and the corresponding speech skills. Others, despite great effort on their part, fail to achieve the same results no matter how hard they try. Therefore, in group work it is possible to implement a multi-level approach and provide students with different abilities with multi-level tasks.

To express my own thoughts, develop creative abilities, develop the ability to think outside the box, imagination, fantasy and independence, I use the project method. It is very important that when using this method in teaching, the student (or group of students) decides what the project will contain and how he will present it. When choosing tasks, I rely on them to correspond to the level at which the student is. The student feels in a different capacity, he knows that he can express his thoughts, and this in turn increases motivation to learn and increase communicative competence.

In the English language course in the educational complex of M.Z. Biboletova, after completing each topic, create a project work.I widely use this method in elementary, middle and senior levels. Students do project work and defend. In the beginning grades “Alphabet”, “Fairytale country that we will visit next year”, “My friend”, in the middle grade “They were the first”, “Healthy food”, “Food”, “How to take care of nature”, in the senior grades classes “The Ideal Teenager”, “Discoveries”, “London”, “Robots: good or bad?” etc.

In order for a person to be comfortable in life situations, he needs to be able to model communication situations. For this purpose I use games in lessons.

Especially in elementary school, I give a big role to play. During the game, students develop skills, develop speech skills, learn to communicate, and remember speech material.

In my lessons I use different types of games, for example, “snowball”, games for memorization, thinking, speech development, speaking “boaster competition”, “the best pupil of the year”, “Whose sun is brighter?”, “ Tic Tac Toe", "Field of Miracles" etc.

In an ordinary discussion, a student who is unsure of himself can remain silent, but during the game everyone gets a role and becomes a partner, and what is very important is that the educational material is well practiced. The game itself creates a need for communication and stimulates interest in participating in communication in English.

Role-playing also motivates speech activity.

Role-playing game allows you to simulate situations of real communication and is distinguished, first of all, by the freedom and spontaneity of speech and non-verbal behavior of the characters. A role-playing game presupposes the presence of a certain number of characters, as well as a game problem situation in which the participants of the game act. During the game, each participant organizes his behavior depending on the behavior of his partners and his communicative goal. The outcome of the game should be the resolution of the conflict. In high school I use role-playing games such as “What are the differences”, “City plan”, “Reconstruction of the story”, “Complete and pass on the task”...

In general, communicative competence includes both the development of communicative phenomena and the development of general educational skills.

Development of communication abilities in English classes for preschoolers

Changing economic, political, and social conditions in the life of mankind encourage parents and teachers to look for new opportunities for children to learn a foreign language.
Teaching English to preschoolers is considered as one of the preliminary important stages that prepare the child for studying at school, establishing correct pronunciation, accumulation of vocabulary, the ability to understand foreign speech by ear and participate in a simple conversation. In other words, there is a gradual development of the foundations of communicative competence, which at the early stage of learning English includes the following aspects:
a) the ability to correctly, from a phonetic point of view, repeat English words and simple phrases from the teacher, that is, the gradual formation of auditory attention, phonetic hearing and correct pronunciation;
b) accumulation, consolidation and activation of vocabulary, without which it is impossible to improve verbal communication;
c) mastery of a certain number of simple grammatical structures; constructing a coherent utterance, in which speech must be constructed deliberately, since the child uses a limited vocabulary;
d) the ability to speak coherently within the scope of topics and communication situations (based on mastering the sound side of a foreign language, a certain vocabulary and grammatical structures).

Acquaintance with a foreign language in preschool age has a beneficial effect on the overall mental development of the child, on the development of his speech culture, and broadening his horizons. It is at an early stage of education that interest in foreign language communication is laid, and the language base acquired in kindergarten subsequently helps to overcome the fear of mastering foreign speech that arises in some preschoolers. Early learning of a foreign language creates excellent opportunities to arouse interest in the linguistic and cultural diversity of the world, respect for the languages and cultures of other peoples, and promotes the development of communicative speech tact.
When teaching a foreign language to preschoolers, the developmental aspect of teaching, which provides for the general improvement of speech and thinking processes, acquires special importance. It is very important in the first year of education to help children master the articulation base and intonation of speech, that is, to develop phonetic skills: the ability to speak correctly from a phonetic point of view, to repeat English words after the teacher.
Pronunciation training is carried out during a special stage of the lesson: phonetic exercises. To ensure that pronunciation does not tire children, there are various phonetic exercises.
Working on the sound image words prepares children to read in English.
Lexical skills in the first year of study are introduced through the teacher’s speech, audio and visual teaching aids.
Communication environment during training sessions should be characterized by the mental and emotional activity of the communicators, an atmosphere of friendliness, trust and mutual understanding. This can be achieved by special games, taking into account socio-personal factors and factors of situational orientation of communication, as well as the communicative behavior of the participants in communication. Situational factors of orientation involve spatial and temporal conditions of communication. Spatial conditions of communication are taken into account when choosing the location of children in the room, creating a relaxed atmosphere by not restraining the motor activity of children in the game. The creation of a communicative environment is also facilitated by equipping the classroom with toys, game attributes, a magnetic board, a tape recorder or a player.
Communicative behavior communication participants lies in the addressability of speech and its adequate perception. Adequate perception encourages and stimulates the speaker. This encouragement can be expressed in a qualitative assessment of the child’s response or play action, the attention of the listener, verbal and extralinguistic actions expected by the speaker, in paralinguistic manifestations (eye expression, facial expressions, gestures, etc.).
The subject content of communication includes such concepts as subject, product and result. The subject of English-language communication among preschoolers can be real or playful relationships between people, fairy-tale characters, dolls, or even objects and thoughts arising as a result of these relationships. In situational game modeling of English-language communication, the achievement of both a game result and an educational result is equally important, that is, the solution of a specific communicative task. This means that the result of communication, manifested in the verbal or extralinguistic reaction of the interlocutor, should not fall out of sight of both the teacher and the children themselves.
In other words, during the period of learning a foreign language, it is necessary to lay the foundations for the comprehensive development of communicative competence, which is formed in all types of speech activity - listening, speaking, reading, creative work and writing.
Teaching preschoolers a foreign language should be communicatively oriented. Children should be able to use the studied lexical and grammatical material in natural communication situations. This purpose is served by all structures for understanding and speaking, as well as rhymes and songs designed for the most productive assimilation of the material being studied.
At the same time, as when learning a native language, at this age it is very important to develop motor skills that not only help to better assimilate lexical and grammatical material, but also contribute to the successful development of speech and mental processes.
The most important element In the process of teaching children 4-6 years old, efficiency comes into play, that is, the result of development and learning that can be achieved with the correct and competent organization of the learning process.
The ultimate goal of teaching a foreign language - the development of students' communicative abilities - remains unchanged.

The first type of social activity that arises in a child as part of his mental development is communication. Full communication is possible only if the child masters communication skills. Thanks to these skills, a junior schoolchild has the opportunity not only to fully communicate with peers, but to receive the information necessary for development.

Communication is of great importance for the formation of the human psyche, the development and establishment of a culture of behavior.

The communication process provides the primary school student with extensive opportunities to gain knowledge, exchange life experiences, etc., thereby shaping the child’s personality.

The concept of communicative personality

Definition 1

Communication skills are a person’s ability to interact with other people, adequately interpreting the information received, as well as conveying it correctly

The main component of a personality is its communicative qualities. Communication plays a big role in the life of every person. It is impossible for a person to fully exist without the presence of communication in his life.

Man is one of those creatures who, for mental development, need communication with others, contacts with other people through communication.

Mastering communication skills is an important condition for a person’s life and professional success. Without communication, high-quality implementation of joint actions between people is impossible.

Each child, by the time he enters school, has a number of communication skills and abilities, which are constantly improved during the learning process.

Unlike kindergarten, at school more stringent requirements are placed on speech and general communication skills. When answering questions in class, the teacher monitors not only the correctness of the answer, but also the correctness of its presentation.

During the learning process, the child’s vocabulary expands significantly, he learns many new terms and learns to use them in his speech. Along with new words, the child learns new rules in communication. If in kindergarten it is acceptable to address adults by name (due to the child’s age and sometimes the imperfection of his speech), then at school children are taught that all adults must be addressed strictly by their first name, patronymic and “you”.

New knowledge in the field of communication acquired by a child at school must be constantly reinforced, improved and developed. This is all the main task of a primary school teacher.

Today, primary school is the first stage, the purpose of which is to develop the communication skills and competencies of children of primary school age.

Possibilities of English lessons in developing communication skills in primary schoolchildren

According to the Federal State Educational Standard, the main goal of foreign language lessons in primary school is the development of basic communication skills and competencies of students.

Basic communication skills mean the child’s readiness and ability to communicate interpersonally with others in oral and written form.

Based on the goal, the following tasks are formulated:

Formation of skills for understanding foreign language speech. The child must not just know individual words, but understand and grasp the essence of what is said (written) in English.
Generate foreign language utterances based on the communication situation and speech task. The child must be able to carry on a conversation, answer a question, and ask clarifying questions if necessary.
Teach the child to carry out his communicative behavior in accordance with established rules and norms of communication. The process of communication with native English speakers should take place in accordance with the communication norms established in their homeland.
Compliance with national communication rules. It is necessary not only to teach the child to put words into sentences, but to do it according to the rules for posing sentences, observing gender, number, etc.

The main methodological content of an English lesson should be aimed at the development and formation of communication skills in a natural language environment. That is, the teacher must create such conditions so that children do not “cram” English, but learn natural communication in an easy and accessible form.

Thus, English lessons are of great importance for the formation of communication skills and the acquisition of communication norms.

Basic forms of educational communication in English lessons in primary school

There are the following forms of developing communication skills in younger schoolchildren in English lessons:

Monologue form (speech by one student in front of others).
Dialogue form (communication between two or more students).
Speeches (report, abstract, etc.).
Educational conversation (answers to questions, conversation on the topic of the lesson, etc.)
Story (a story prepared in advance and voiced by the student on a given topic).
Retelling (the most commonly used form, the student retells the text he has read)
Group educational conversation (discussion of the assignment, solution of the assigned educational task, etc.)
Message (a message prepared in advance by the student, on a specific topic for 2-3 minutes)
Role-playing game (use of gaming pedagogical technologies)
Blitz tournament
Project defense (short presentation about the prepared abstract, conducted research, etc.)

The most effective form of working with children of primary school age is group or pair work of students, using game-based pedagogical technologies. This is due to the fact that children of primary school age retain an interest in the game.

When working in pairs or groups, children do not feel as embarrassed as when answering in front of the whole class. The child becomes liberated and demonstrates speech independence. Even if one child corrects another, it is not perceived as sharply as if he was corrected in front of the whole class. In case of difficulty, one child can help the other in the correct form.

Note 1

Thus, English lessons not only have a positive effect on the development of mental functions of primary school students, facilitate the process of their entry into human culture through communication in a new language, but also form communication skills.

Formation of communication skills in teaching English. Project: Methods and techniques for developing communication skills in English lessons. Dialogical forms of speech activity

These main provisions of the communicative approach were reflected in the developed set of exercises and were practically implemented in the study.

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The concept of communicative personality

Possibilities of English lessons in developing communication skills in primary schoolchildren

Basic forms of educational communication in English lessons in primary school

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