Ma M. Methodology of Teaching Oral Chinese Dialogic Speech to Future Philologists.

The dissertation represents a theoretical substantiation, practical development and experimental checkup of the methodology of teaching oral Chinese dialogic speech to students of language specialities at the intermediate level. The linguo-philosophical basis of the methodology is interpretation of the provisions of the dialogue concept in communicative theories of society development. It is established that the content of Chinese speech in different types of dialogic interaction has to contain professional and educational issues important for a student, as well as correspond to the study program of the senior courses of higher educational institutions. It is professionally oriented content of practice dialogues that ensures motivation for communicative competence development in students-sinologists. The experience of theorists and practitioners of teaching spoken dialogic speech to students is generalized and an original list of competences which are to be formed in philologists-sinologists in the course of their university studies is developed in the research. These competences include required knowledge and skills of speech perception and reproduction: an ability to understand the text correctly, use of the acquired knowledge of intonation, vocabulary, grammar and an ability to apply it in the process of language competence improvement. The competences are subdivided according to the type of oral speech and the requirements to the intermediate level of language training, based on the knowledge, abilities and skills, formed at the initial stage of studying Chinese. In the research it is substantiated that teaching oral Chinese dialogic speech has to take place with the application of the competence and communicative approaches. Main methods of teaching future philologists-sinologists have to include the method of exercising, the method of problem tasks, as well as the method of role-play. It is also determined that key principles are didactic ones such as the application of visual aid, problem-oriented teaching; systematic character of teaching, its consistency and methodological principles of communicative appropriateness; correspondence between the main types and kinds of exercises and the linguo-psychological properties of dialogic speech; taking into consideration main difficulties of mastering Chinese by Ukrainian students. A subsystem of tasks and exercises is developed for teaching oral Chinese dialogic speech within the defined types of dialogic interaction, which is realized in three stages: stage I (receptive and reproductive, reproductive and productive, conditionally communicative exercises and tasks); stage II (reproductive and productive, conditionally communicative exercises and tasks); stage III (productive, communicative exercises and tasks).