Details

The aim of this paper lies in development of a set of exercises for teaching monologue speech to students of non-linguistic departments using digital storytelling in EFL classes at higher school. The following objectives were met: 1) conduct a theoretical analysis of the problem of teaching monologue speaking in a foreign language speaking; 2) consider the psychological and pedagogical foundations of the use of storytelling in EFL teaching; 3) substantiate the educational value of using digital storytelling in the process of teaching EFL monologue speech; 4) develop educational resources for the development of monologue speech of students through digital storytelling; 5) test the developed set of exercises in the real educational process, analyse the results obtained. The relevance of this study is due to insufficient number of classroom hours allocated to the discipline “Foreign language”, the absence of a language environment, little time devoted to teaching monologue speech and growing influence of digital technologies in educational process. The reference of the study were data from domestic and foreign research, official Internet resources and analytical agencies. This thesis is devoted to interrelated teaching of reading and speaking through digital storytelling in higher education EFL classes. A detailed analysis of the psychological and pedagogical aspects of teaching undergraduate students was carried out. A connection between informative reading and learning to speak a foreign language was established. The main principles of this study were formed, and the use of digital storytelling as a pedagogical technology was justified. Criteria for evaluating the prepared oral monologue speech of students were formed. The theoretical framework, as well as the features of the training programme, were taken into account when developing a set of exercises. The said set was later implemented, the educational study was conducted, data was obtained and analysed.