S. Kurbakova1, D. Beresnev2, Y. Kozhukhova3

1Russian State Social University (RUSSIAN FEDERATION)
2Moscow State University of Food Production (RUSSIAN FEDERATION)
3Peoples' Friendship University (RUSSIAN FEDERATION)
Contemporary didactics focuses on exploring relevant methods of teaching speech communication under conditions of increasing international and intercultural contacts. Students learn foreign languages in order to develop cooperative skills. Teachers are to help students distinguish nuances of human behavior and select appropriate verbal means promoting a dialogue.

The recent researches in mechanism of speech communication have proved its interactive, regulative, character. People use verbal and nonverbal means to produce a planned effect on the recipient (illocution) in order to persuade him/her to take some steps or undertake some activity, both practical and mental. Teachers of foreign languages should draw their students’ attention to close correlation between verbal means (grammar, vocabulary, modality, etc) and national peculiarities of personalities involved in speech communication. Students need to have both a good command of a foreign language and well-developed skills of maintaining a dialogue with a representative of a foreign culture.

Recognizing the regulative function of speech as a special kind of human activity we presume that a dialogue can be regarded as the basic unit of speech interaction. It exteriorizes the intentions of participants and expresses modality. The modality is verbalized according to the personal characteristics, communicative experience and intentions. Modality of a dialogue can be negative and positive depending on the situation of speech interaction. It effects the selection of verbal means. The research has demonstrated national peculiarities of dialogue organization. From the semantic point of view a dialogue is considered to have a compound structure where presupposition plays a great role. Thus, a dialogue is characterized by a two-layer structure: explicit and implicit meaning of the speech.

The didactic exploitation of this concept is seen in teaching students profound communication skills namely to organize effectively verbal interaction.