Revisiting the problem of interrelated teaching monologue and dialogue in the Chinese language

• Svetlana Yu. Budennaya

  Svetlana Yu. Budennaya Kutafin Moscow State Law University. Moscow State Lingvistic University. Moscow. Russia

The article is devoted to the issue of interrelated teaching Russian speaking students monologue and dialogue speech in the Chinese language. The practice of teaching oral speech in Chinese using textbooks, both domestic and Chinese editions, shows that, for the most part,
priority is given to the development of dialogic speech skills, which is expressed in a large number of exercises for creating dialogues according to models or substitution dialogues, while mastering monologue occurs much later and sometimes independently of monologue speech
skills. The article substantiates the relevance of interrelated teaching monologue and dialogue speech already to the beginners. Due to the dialogue, there is a possibility of creating communicative situation in the classroom even with limited language means at command. It tends to
withdraw students' communication barriers, help them gain experience of operating language means in oral speech. Mastering discourse features of monologue aligned with dialogue in the Chinese language. It allows to vary the format of dialogue shifting from etiquette to meaningful communication; presentation of oral monologue message usually implies shifting from monologue speech to interaction in the format of dialogue when discussing the content of the message, incorporating sociolinguistic aspects of communication in the frame of communicants’ interaction. At the same time interrelated teaching monologue and dialogue speech requires a well-developed system of exercises based on the typology of the tasks addressed. In the article, an example of the approach in question is given on the topic “Acquaintance”.
Keywords: dialogue speech, monologue speech, Chinese language, oral speech, interrelated teaching, skill formation, communicative approach