S. Orlova, A. Radyuk, G. Petrosyan

RUDN University (Peoples' Friendship University of Russia) (RUSSIAN FEDERATION)
Teaching foreign languages obviously should consider the discursive features of intercultural interaction which includes an essential component – teaching prosody of speech. National and cultural traditions mark the manner of prosodic expression of illocutive acts. Thus, the prosodic model performed by the speaker reveals national-specific and individual features.

The study of prosodic features of speech interaction stipulates that a number of methods should be used: communicative and pragmatic analysis of audio material as well as auditory analysis of phrases in the English business discourse.

In the field of teaching the functional side of the language it is relevant to study the whole complex of parameters of sounding speech. This makes it possible to obtain the most complete and reliable information about communication peculiarities, communicants’ intentions and, therefore, to provide the student with knowledge about how to use speech skills to participate in communication.

Prosody is one of the most informative components of speech. In many cases, it expresses semantic features in the process of communication. The prosody of speech can often be attributed to a single means of differentiating illocutionary acts.

Training of correct perception and reproduction of national-specific features of diverse types of speech acts at the prosody level is determined by the necessity to identify adequate means of intercultural communication, designed to ensure a successful process of interethnic speech interaction. The specificity of the prosodic component, which is an integral part of the speech act, is manifested in the possibility of its subjective interpretation both at the level of reproduction and in its perception in the communicative process.

Teaching prosodic norms of foreign language culture in the process of teaching foreign languages will help students to avoid communication failures.