Figure 3 –The results of the studentsʼ ability to make a monologue speech

According to the results the research work it is clear that studentsʼ interest in this class improved through a variety of methods and ways of working with grammar, namely games, exercises of various kinds, supports, visual-aids, songs, poems, communicative methods.

Thus, we can conclude that at the English lessons the training of a monologue speech using lexical models and a variety ways of working, speaking material is absorbed better. We can compare the first and second control and see the difference. Hypothesis, which we defined in the introduction of our thesis, is proved.

Using different models and activities in the formation of speaking skills:

1. simplifies the process of possessing a foreign language;

2. increases the quality of mastering of the studied material;

3. reduces various kinds of difficulties;

4. brings recovery into the learning process;

5. enhances positive motivation.

Usage of lexical models has a positive influence on the development of studentsʼ monologue speaking skills, learning foreign language communication in the unity of all its functions: informational, regulatory, value - orientation and etiquette. Students develop compensatory skills, the ability to get out of the situation with lack for foreign language means. Children learn to act in a collective, and to find approach to other people. Besides, the game creates favorable emotional background that leads to the removal of language barriers and promotes development of motivation, increases pupilsʼ interest in the subject.

Summary of Part 2

From our experiment, we see that teaching monologue speech using lexical models has the ability to help learners study and practice not only monologue skills but also grammar patterns and develop their vocabulary.

Our experiment work has shown that using lexical models on the English lessons are more effective than traditional lessons in helping learners raise their ability to produce a speech correctly and appropriately. Learners were more motivated when they experienced more interesting and vivid topics to talk about than their friends did in the control class.

The learners did better in the experimental class, with communicative grammar lessons, than in the control class, with traditional lessons. Communicative activities such as language games, role-plays, pair work, and group work helped to improve learnersʼ training of the monologue speech and accuracy skills better than the other activities. Pupilsʼ level of knowledge and enhance interest to the subject was qualitatively changed by usage of the most effective methods of teaching monologue speech.

Conclusion

In this research work we tried to demonstrate the importance of applying lexical models in the process of FL teaching, by examining functions and the role of lexical models in the process of training monologue speech.

The monologue being a complicated process which needs to be built up coherently, logically correct, so that the words and ideas are interconnected with each other and requires a merely deep knowledge of the grammar rules and vocabulary base as well. So, the upper-intermediate level proves to be very convenient to training monologue speech as the students of the 9-11 grades are at the age of psychological pre-maturity and are eager to give their opinions on different subjects, concerning even global issues and comprehensive topics.

In the study, we proved the effectiveness of our system of lexical models for the monologue speaking skills formation. This lexical model system was developed taking into account the age of the students, individual qualities of their character. We showed that the skill is formed through knowledge and abilities and is based on the principle of the algorithm.

We have identified pedagogical principles, its guidelines and conditions for learning technology because learning carries upbringing. In the research process, we introduced our lexica-semantic model of a monologue speech. In the course of solving our problem, we came to the following conclusions:

1. the process of speaking skills formation shall be based on semantic and lexical models of learning that contributes to the accelerated development of practical skills, as well as the formation of learning groups and individuals, separately;

2. exercises should represent a complex of lexical models which serve as the skeleton of a monologue speech;

3. exercise should be affordable, fun, not too easy and not too difficult, causing the interest and motivation of students;

4. teacher should consider a combination of frontal, individual and paired forms of work, in which every student all the time involved in the lesson.

The use of lexical models is associated with a broad range of issues that require serious scientific approach and justifications. The need to use lexical in order to accelerate the process of training of a monologue speech is undeniable. Initially lexical models as an assessment of specific knowledge and skills discusses various schools and trends. This concept is relatively new, but already quite well established as a form of pedagogical method of teaching foreign languages. Some results of theoretical research in the field of applying lexical models are reflected in the learning – methodical complex in English. The individual component of lexical models provides teachers with adequate coverage of training monologue speech at the upper-intermediate students.

The aim of our work was 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. To achieve this, we have done a series of lessons.

The objectives are:

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. the actualization of the material studied;

3. consolidation of acquired knowledge;

4. control of knowledge with the use of speaking tasks.

At the first stage we repeated the knowledge existing of material. Then we did a series of exercises that help to repeat the understanding of a monologue speech. 

It should be noted that during all the lessons we have aspired to form speaking skills of students, and then to check them out. Speaking, in particular, the theoretical material serves as a support for exercises. Lexical models have contributed to the development of a responsible approach to preparing students for the lesson, written lexical models give more confidence to those who, for one reason or another could not respond verbally.

After analyzing these phenomena, we came to the conclusion that the test is an effective form of control that the test is adapted to the specifics of this grade, and students are preparing to write than the traditional control work and test.

In the course of this work the conditions are identified which conducive target to the effective use of the test as an assessment of grammar skills formation in the senior stage of learning English.  In the process of theoretical analysis of the literature we found that the test is the most effective form of control of knowledge of students. With lexical models we can quickly and quite easily obtain the objective based on the degree of mastery of the student or other grammatical material for a certain period of learning.

In the experimental work our theoretical positions have been confirmed. We also found that using lexical models we can make a diagnosis, i.e. not only to learn grammar, but what the gaps in learning are. Also, we can predict the success of learning a foreign language. Owning to lexical models an effective feedback is carried out between teacher and students, which provides control of the learning process and promotes effective learning. According to the results of theoretical analysis and experimental work a special role of testing studentsʼ motivation has been defined, because when using this form of control of grammar skills formation, we give students the opportunity to determine their own progress in learning the language. In this case, the lexical models may encourage students to overcome various types of difficulties and problems. We have studied the requirements for preparation of lexical models, the procedure of preparation and use of lexical models. On the basis of the material we have developed lexical models to check the level of grammar skills formation. These lexical models are fully able to show us a picture of student achievement in the learning of grammatical phenomena at the initial and final stage of our experiment. Summing up, we note that the test technology is becoming the most promising form of knowledge control. According to the experience of many teachers, testing allows you to quickly and objectively verify the level of knowledge of students in a time manner to eliminate gaps in learning. . Using lexical models to make a monologue speech increases studentsʼ interest in the subject.

I would also like to emphasize the need for a comprehensive way to control the level of foreign language learning. During testing students must demonstrate the knowledge, i.e. the ability to use their grammatical, lexical, phonological, linguistic and cultural knowledge in the following types of speech activity:

1. speaking by participating in oral interviews, role plays, problem solving tasks in pairs or in a group, building the statements in the form of an image or description of the story in the series of images.

The course of each lesson includes some test items to help students get used to the constant test control the level of the grammar skills formation that make the procedure of the test control habitual and does not cause difficulties for students. Both lexical models were in the course of practice, for we created all the conditions necessary for their implementation. Thus, we were able to prove the need for compliance with the conditions conducive to the effective use of the test as a form of control of grammar skills formation in English.

Therefore, we can conclude that it is necessary to expand the scope of the test as an effective form of control of grammatical skills at the senior stage of learning English.

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

1. if you take into account the psychological and pedagogical features of the students;

2. if lexical models are systematically used in the lessons;

3. if the process of training monologue speech is systematized.

Thus, the purpose of the work achieved, tasks are implemented, and the hypothesis is proved.