• Li Svetlana Pavlovna, Novik KseniyaPavlovna, Gulomova RaykhonaRustamjanovna


In the practice of teaching a foreign language, one has to deal with such a phenomenon when a student cannot make an independent message consisting of several consecutive, interconnected phrases. often, student statements are either monosyllabic answers to the teacher’s questions, or a purely formal, chronological listing of some actions. learning monologue is extremely difficult. a monological statement is considered as a component of the communication process at any level of pair, group, mass. this means that any monologue is monologue in nature, always addressed to someone, even if the addressee is the speaker himself, although in the structural and many other respects its types are very specific.

Learning to speak as a productive process requires the student to build a statement due to the situation of communication, is a complex methodological task, since mastering it is associated with the greatest difficulties for students and requires a lot of time and effort both from the teacher and the students. Nevertheless, these costs of time and effort are paid off if students master this activity at the initial stage of training and improve on average with strictly worked out material that provides a motivational level and a reliable basis for the formation of other types of speech activity.



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How to Cite

Li Svetlana Pavlovna, Novik KseniyaPavlovna, Gulomova RaykhonaRustamjanovna. (2021). TEACHING MONOLOGIC SPEECH IN ENGLISH CLASSES. PalArch’s Journal of Archaeology of Egypt / Egyptology, 18(4), 2965-2973. Retrieved from https://www.archives.palarch.nl/index.php/jae/article/view/6745