Conclusion

This paper intended to show the importance of teaching oral speech because oral communication fulfills a number of general and discipline-specific pedagogical functions. Learning to speak is an important goal in itself, for it equips students with a set of skills they can use for the rest of their lives. Speaking is the mode of communication most often used to express opinions, make arguments, offer explanations, transmit information, and make impressions upon others. Students need to speak well in their personal lives, future workplaces, social interactions, and political endeavors. They will have meetings to attend, presentations to make, discussions and arguments to participate in, and groups to work with. If basic instruction and opportunities to practice speaking are available, students position themselves to accomplish a wide range of goals and be useful members of their communities. Working on the topic i.e. psychological and communicative functions in developing oral speech we come to the following conclussions: Speech is not usually simply basic communication- it involves thinking, knowledge, and skills. It requires practice and a lot of trainng . In teaching speech the teacher has to cope with two tasks. They are: to teach his pupils to understand the foreign language and to teach them to speak the language. So, speech is bilateral process. It includes hearing, on the one hand, and speaking, on the other. For developing oral speech we have illustrated different activites and exercises to be used during lessons: learning molologues and dialogues, arranging discussions, pair work or mini lectures.These exercises are vital to increase students talking time and create a motivating collaborative atmosphere. In the second chapter of term paper we came to the conclussion that psychology has a lot to do with language. Fundamentally it is important to establish an appropriate physical and psychological atmosphere in the classroom. Teachers must be dedicated to the belief that oral communication is important for learning, be willing motivate pupils and ensure conditions in which a pupil will have a desire to say something in the foreign language, to express his thoughts, his feelings, and not to reproduce someone else's as is often the case when he learns the text by heart.