THE ROLE OF THE EMOTIONAL COMPONENT IN LEARNING TO SPEAK A FOREIGN LANGUAGE

Abstract

The article reveals a problem of learning to speak a foreign language and the influence of the emotional component in this process onе the efficiency of learning. Currently, the discipline “Foreign language” is considered as a subject aimed at the formation and upbringing of a culturally-formed personality capable of thinking in a language, making decisions in critical situations when communicating with representatives of other cultures in a foreign language. In this regard, the problem of developing students’ communicative competence, namely its speech component, is extremely relevant in teaching a foreign language. In this sense, learning to speak as a type of speech activity comes to the fore, since it is one of the interactive ways of communication determined by the environment in real time, that is, a clear formulation of an utterance in a foreign language without prior preparation. It is quite difficult to recreate such a language environment, however, students have to have the necessary skills to communicate in a specific situation in a foreign language. In the study, we consider the features of the process of teaching speaking skills to students with English language proficiency level A2 (according to the data of the Common European Framework of Reference (CEFR)), as well as ways to optimize this process by testing the emotional component in the developed training program.