Keyword: «spontaneous speech»

In the article "Analysis of errors in printed and electronic media" is characterized the classification and ty-pology of errors. Discussed is the need of in-depth study of the language functioning , attention to news-papers language. Considerable attention is paid to the reasons of the emergence and development of com-plex measures to eliminate such errors.

The relevance of the work lies in the urgent need to develop the ability to communicate in a foreign language, which improves communication skills, enriches intercultural experience and provides easy adaptation to new language environments. Game techniques make learning more interesting and effective, especially for children and young people. In addition, such methods can contribute to the development of innovative educational approaches. Therefore, research work in this area remains relevant and has the potential to significantly enrich the field of education and international cooperation. The purpose of this study is to examine thoroughly the influence of gamification on the development of spontaneous dialogic speech in students studying foreign languages. Specific aspects of the purpose of the study include: determination of methodological and psychological aspects in working out effective educational programs. This study includes a number of stages and approaches to achieve the goal of studying the influence of gamification on the development of spontaneous dialogic speech. The results of a large number of studies show a positive effect of gamification on the development of spontaneous foreign-language dialogic speech. Students involved in the game learning process demonstrate an increase in motivation and interest in learning the language. They also often achieve better results compared to traditional learning methods. The theoretical significance of the study lies in the fact that it contributes to the improvement of our knowledge about methods and approaches to the development of spontaneous foreign-language dialogic speech. This allows us to better understand how gamification affects the acquisition of a foreign language and the formation of communication skills, which can enrich the field of applied linguistics and education, contributing to the development of new educational programs and techniques. The practical significance of the research lies in the fact that its results can be applied in educational institutions and foreign language courses. They provide teachers and instructors with valuable tools for developing the skills of free communication in a foreign language among students. It also has practical application in intercultural and international communication, improving the ability of people to communicate effectively and naturally in different languages in various fields of activity.

The relevance of this study is determined by modern requirements for the quality of foreign language teaching, which must meet the challenges of globalization and actively contribute to the development of students' sustainable language proficiency in the context of intercultural communication. In the era of digitalization and the acceleration of international contacts, it is especially important to implement innovative teaching methods that enable students to learn the language effectively, ensuring not only the development of a lexical base but also the ability to apply the acquired knowledge in real-life communication situations. One such method is the use of spontaneous speech in the learning process, which serves as a powerful tool for activating cognitive processes and deepening vocabulary acquisition. The aim of this study is to examine the role of spontaneous speech as an important mechanism contributing to the development and expansion of vocabulary in foreign language learners. To achieve the research goal, the following objectives were set: to make an analysis of existing foreign language teaching methods with a focus on vocabulary development; to investigate the effectiveness of using spontaneous speech as a method of active learning; to determine the relationship between the introduction of spontaneous speech and the speed of learning new lexical units; to develop recommendations for teachers on integrating elements of spontaneous speech into the educational process. The results of the study indicate that spontaneous speech significantly influences the activation of students' lexical skills. This method not only improves the retention of new words but also significantly accelerates their use in oral and written communication. The theoretical significance of the study lies in expanding the scientific understanding of the process of foreign language teaching by proposing new approaches to building students' lexical base. The practical significance of the study consists in the development of methodological recommendations for teachers aimed at integrating spontaneous speech into the educational process. This includes the use of role-playing games, group discussions, situational dialogues, and other methods that stimulate active language use. Implementing these recommendations not only enhances students' language skills but also boosts their confidence in using the language in real-life situations. Thus, the study highlights the importance of applying innovative teaching methods that bring the process of learning a foreign language as close as possible to real communication. The integration of spontaneous speech elements into the educational process is a promising direction that can significantly improve the effectiveness of teaching and prepare students for successful intercultural communication in modern conditions.

The relevance of this study is explained by the need to teach future IT specialists the skills and abilities necessary for communication in a foreign language. At the same time, it seems that the choice of educational trajectory largely depends on the pedagogical conditions of a particular educational institution and country of study – something course developers often tend to neglect. One of such conditions is the educational environment. This study aims to work out an approach for developing emergent oral speech in IT students in the near-to-native language environment. An experimental approach was chosen as the methodology of the study, which included experiential learning. The developed course was tested on 23 Innopolis University first-year students through experiential learning. A total of five tests were conducted. The results of the tests were subjected to statistical analysis that consisted of three parts: checking the normality of data distribution (Shapiro-Wilk test), analysis of variance (ANOVA) for repeated measurements, and post-hoc analysis using paired t-tests with Bonferroni correction for multiple comparisons. It was found that the skill of unprepared speech was actively formed throughout the course and even in its early stages. A certain slowdown occurs only towards the end of the course. Statistically significant emergent speech development from test to test indicates that the course is effective. In experiential learning, a correlation was also found between such particular-methodological principles as learning in a near-to-native language environment and the principle of intensity, which ensure faster acquisition of spontaneous speech skills under time constraints. In addition, it was found that the combination of such pedagogical conditions as the prevalence of group and pair work during the class, continuous speech practice, and the student/ teacher ratio of speaking time in favor of the former, as well as simultaneous performing oral speech tasks by students of a group provides a faster mastery of spontaneous speech by IT students in a near-to-native environment. Theoretical significance of the study is in the introduction of a new concept “near-to-native language environment” and the justification of the need to create a set of conditions for spontaneous speech development in IT students in the near-to-native environment. The practical significance of the study is conditioned by the proposed stages of foreign language speaking skills development. Moreover, a list of communicative situations based on the IT area specifics is proposed.

The relevance of the study is driven by increasing demands for the quality of translator training amid the widespread use of spontaneous speech in professional communication. An analysis of current practice reveals that the teaching of spontaneous speech translation at the initial stage is often neglected, which leads to the development of unstable translation skills. This stage requires a specific methodological approach, as it is at this stage that the foundational skills of understanding and translating spontaneous speech–characterized by unpreparedness, situational nature, and unpredictability–are developed. The aim of the article is to develop and scientifically justify a step-by-step methodology for the formation of spontaneous speech translation skills in undergraduate linguistics majors at the initial stage of training, with experimental validation of its effectiveness. Theoretical and methodological foundations include the competence-based, activity-based, and cognitive-discursive approaches, which ensure the integrative development of linguistic, translation, communicative, and cognitive competences through students’ active involvement in practice-oriented learning that accounts for the mechanisms of perception, processing, and reproduction of spontaneous speech. The article presents a three-stage methodology: the first stage focuses on the perception of spontaneous speech (development of receptive skills, identification of keywords and communicative intent, content prediction); the second stage emphasizes linguistic and semantic interpretation (rapid information processing and transformation, summarizing, paraphrasing, logical structuring); the third stage addresses translation production (development of productive skills in consecutive interpreting, speech improvisation, and work under conditions of high uncertainty). The theoretical significance lies in the substantiation of a step-by-step approach to teaching spontaneous speech translation at the initial stage of professional training, expansion of scholarly understanding of the development of translation skills in working with spontaneous discourse, and the integration of multiple methodological approaches into a unified system opening up new prospects for further research in the field of professional training of translators. The practical significance consists in the applicability of the developed methodology in higher linguistic education, its adaptability to different language pairs and specializations, and its potential to inform the revision of existing translator training programs with greater emphasis on spontaneous speech from the early stages of instruction.