Contents

INTRODUCTION	5
1 THE THEORETICAL ASPECTS OF USING LEXICAL MODELS AS A MEANS OF INTENSIFICATION OF TRAINING MONOLOGUE SPEECH AT THE UPPER-INTERMEDIATE LEVEL	8
1.1 The notion of a monologue speech	8
1.2 The variety of lexical models and its role in training monologue speech	11
1.2.2 “The Global Lexica-Semantic Model of a Monologue Speech” used to intensify the process of training of monologue speech at the upper-intermediate level of teaching foreign languages	14
1.2.2.1 The Introduction part of a monologue speech	14
1.2.2.2 The main part or the body of a monologue speech	20
1.2.2.3 The Conclusion part of a monologue speech	28
Summary of Part 1	31
2 THE USE OF LEXICAL MODELS IN TRAINING MONOLOGUE SPEECH AT THE ENGLISH LESSONS AT THE UPPER -INTERMEDIATE LEVEL	32
2.1 Modern techniques of intensification of training monologue speech	32
2.2 The experimental work on the use of lexical models as a means of intensification of training monologue speech	41
Summary of Part 2	51
CONCLUSION	52
BIBLIOGRAPHY	55
APPENDIX A	58
APPENDIX B	59
APPENDIX С	60

Introduction

A large percentage of the worldʼs language learners study English in order to develop proficiency in speaking. The ability to speak a foreign language well is a very complex task if we try to understand the nature of what appears to be involved. To begin with, speaking is used for many different purposes, and each purpose involves different skills. When we use casual conversation, for example, our purposes may be to make social contact with people, to establish rapport, or to engage in the harmless chitchat that occupies much of the time we spend with friends. When we engage in discussion with someone, on the other hand, the purpose may be to seek or express opinions, to persuade someone about something, or to clarify information. In some situations, we use speaking to give instructions or to get things done. We may use speaking to describe things, to complain about peopleʼs behavior, to make polite requests, or to entertain people with jokes and anecdotes. Each of these different purposes for speaking implies knowledge of the rules that account for how spoken language reflects the context or situation in which speech occurs, the participants involved and their specific roles and relationships, and the kind of activity the speakers are involved in. In the last 20 or so years, linguists have provided a great deal of information on how speakers use language appropriately in different situations and clarified the complex nature of what is involved in developing speaking fluency in a foreign language.

According to our Presidentʼs words “Kazakhstan should be perceived in the world as a highly educated country, population of which uses three languages. They are: Kazakh language, which is the state language, Russian language as a language of international communication and English language — the language of successful integration into the global economy” [ 1, p 6.].

The main purpose of a foreign language as a school subject is seen as mastering the ability to communicate in a foreign language. We are talking about the formation of the communicative competence, i.e., the ability and willingness to perform as a direct communication (speaking, listening comprehension) and mediated communication (read with understanding foreign texts, writing). Formation of communicative competence is the primary and leading purpose of teaching. Today it is especially popular. Experience has shown that the greatest difficulties in foreign language communication a person experiences, is accepting auditory information. However, the role of verbal communication which has now become particularly significant, is not possible without understanding the speech of the interlocutor, as in the process of verbal interaction, each acts as a speaker as well as the role of the listener.

One of the most controversial aspects of foreign language teaching is checking and accounting knowledge and skills, methods of organization and holding them. Control has not yet become the “powerful lever” to improve performance, helping to establish the true state of knowledge and skills in the subject.

The base – a minimally adequate level of training, as well as the goals and objectives of teaching foreign languages. Only correlated with them a meaningful and well-organized control can contribute to achieving these goals and objectives.

One of the most effective means of development and formation of speaking skills in teaching foreign languages according to the rule is considered to be a monologue. Many teachers have long appreciated the opportunities, combined with minimal time and objectivity of the results.

The urgency of this problem is considered in the creative use of sample monologues to improve the educational process in each procedure. In addition, the use of either the monologue-samples is an important issue for all university professors and school teachers.

As its mentioned in the topic name of this diploma work, we have a work to do with the upper-intermediate level students at the high school. So in this diploma, there is not going to be anything like, “Good morning, students! Who is on duty today?” or any kind of that stuff. This is about to how to teach the students who are at the upper-intermediate level of the English language make and prepare a monologue speech on different subjects and of different types. And also I would like to mention from the very beginning that the children at the high schools are at the age of pre-maturity and should have all the good base of the English language. And the school that I have had a practice in, matches all these criteria. To be more exact, I was lucky to have a group of students who have very good English compared to the other group of students at the same grade. So the main two questions of the day for me are; “What lexical model would match the best to give the students a good base of skills for giving a really good monologue speech on any subject?” and “What other essential information do the students need to know to develop their ability in making a monologue speech?”

The topicality of this diploma work is determined by the need of teaching monologue speech of students, and by insufficient development of this problem in the methodological literature.

The aim of this diploma work is to show the importance of using lexical models as a base for training and developing a monologue speech of students at the upper-intermediate level.

The objectives:

1. to study the theoretical aspects of using lexical models as means of intensification of training monologue speech at the upper-intermediate level of teaching foreign languages;

2. to analyze the practical use of training monologue speech in teaching foreign languages at the upper-intermediate level;

3. to carry out an experimental work on using lexical models at the English lessons in the 9^th grade.

The object of this research is the process of teaching English using lexical models.

The subject of this work is lexical models as a means of intensification of training monologue speech at the upper-intermediate level

The scientific novelty of the work is based on the attempt to define lexical models as an effective means of studentsʼ monologue speech training intensifier at the upper-intermediate level of learning English.

The hypothesis: if lexical models are used in the process of teaching, the studentsʼ skills in organizing and preparing a monologue speech will improve.

The methods are analysis, synthesis, classification, observation.

The theoretical value of the given diploma paper lies in the fact that the results of the research can be useful in preparing different types of exercises, reports, and course and diploma papers in the related fields.

The practical value of the work is that it can be used by teachers of foreign languages at the upper-intermediate level at schools, gymnasiums and lyceums.

This diploma work was tested during a school practice in the 9^th grade in the Petropavlovsk lyceum named after M. Zhumabayev

The diploma work consists of introduction, two parts, conclusion, bibliography and appendices.

1 THE THEORETICAL ASPECTS OF USING LEXICAL MODELS AS A MEANS OF INTENSIFICATION OF TRAINING MONOLOGUE SPEECH

1.1 The notion of a monologue speech

The monologue, being one of the main forms of the speech activity, is addressed to an audience. It can be also be addressed to the speaker himself or to another interlocutor. For producing the monologue it is necessary to know not only the vocabulary of the language, its grammar rules, word formation means, but also to be able to express the whole idea of the utterance consistently, according to the plan, coherently and logically correct [1, p.47].

What is monologue speech? Scholars give different meanings of this notion:

Before speaking about the selection of speech material it is necessary to consider the concept “monologue”, i.е., what is meant by “monologue”. The word monologue is derived from Greek μονόλογος from μόνος mónos, “alone, solitary” and λόγος logos, “speech”) [2, p.14].

By speech one can mean adequate comprehension and correct usage of words in the act of communication. It is a set of reflexes enabling a person to communicate with his associates. Such knowledge is acquired by a child in the mother tongue before he or she goes to school. This “speech” functions without the individual’s awareness of technical nomenclature, in other words, he or she has no idea of the system of the language; he or she simply uses the system. The child learns to speak the language, and to use all the word-endings for singular and plural, for tense, and all the other grammar rules without special lessons of how to speak only due to the abundance of adding and speaking. His young mind grasps the facts and makes “simple speech rules” to arrange the words to express various thoughts and feelings. This is true; because sometimes little children make mistakes by arranging their ideas in a wrong order. For example, a child may say My friend is good, because I like him very much instead of I like my friend very much, because he is good, because the child is using simple explanations for his feelings. Thus, saying that people whom he doesn’t like are not good [3, p. 7].

The notion monologue speech in general has a very few definitions according to any linguistic or methodological dictionary. Despite the fact, it is used very broadly in all parts of our entire life, such as politics, business, science and even lectures at the universities. Thus, we can see that being able to give a qualitative monologue speech not only affects the studentsʼ competitiveness in the future as the citizens of our beloved country, but also makes great influence on their language wealth as a whole. Telling that, I would like to draw your attention, dear reader, to the fact how much it is important to have a rich language to be able to give a qualitative monologue speech. And respectively, using the inductive method we can state that: While learning how to make a good speech, the learner will deepen his vocabulary of the language and will focus on improving his knowledge of the language as a whole. Accordingly, the learner has to read a lot of literature in order to understand how to use the words of that particular language in a correct and accurate way. In our case it is the English language. Thereby, the student will as well develop his reading skills. Thus and so, it is clear that learning how to give a monologue speech not only develops the students as personalities but also enriches their language in all aspects from A to Z. The notion language wealth can also be interpreted by the word vocabulary.

And the notion “vocabulary”, according to the definitions given in the Cambridge Advanced Learner’s Dictionary has the meanings of “all the words that exist in a particular language or subject” or “all the words known and used by a particular person”[ 3].

True, all vocabularies are grounded in the everyday words of the language, out of which grow the special vocabularies, but each such specialized group possesses a number of words of peculiar value for its own objects. These words may be used in other vocabularies also, but the fact that they are suited to a unique order of expression marks them as of special value to a particular craft or calling.