The problem of teaching secondary school students argumentative academic speech in English

The article is devoted to the issues of teaching oral argumentative speech to secondary school students in the aspect of preparing for entry into the subsequent academic discourse. The purpose of the work is to consider the degree of development of the methodology of teaching argumentative speech on the material of the English language. The choice of research is dictated by the increased scientific and methodological interest of Russian linguistics in the issues of English-language academic discourse. The author conducts a comparative analysis of tasks in textbooks on the English language of secondary school aimed at the development of oral speech of an informative, evaluative and argumentative nature. The selection of tasks on the basis of which the analysis was carried out is dictated by the structural and functional features of the argumentation. The results of the analysis indicate that the methodology of teaching oral argumentative academic speech to middle and high school students is insufficiently developed in a situation as close as possible to situations of real academic interaction, in comparison with its varieties such as informative and evaluative. The author proposes a technology for teaching oral argumentative speech, which is of methodological value in the development of educational and methodological literature for teaching oral speech to secondary school students on the material of the English language. The ways of creating a system of exercises that gradually form and develop argumentative skills and abilities that play a significant role in the formation of communicative competence are outlined.

argumentation, foreign language teaching, language functions, speaking skills, informative speech, evaluative speech, argumentative speech, argumentative skills, comparative and functional analyses, secondary school