INTEGRATION OF DIALOGIC AND MONOLOGIC SPEECH IN TEACHING ARGUMENTATION IN ENGLISH LANGUAGE CLASSES
Abstract
The article examines the theoretical and methodological foundations for developing argumentative oral speech among students in grades 8–9 in English language classes. Particular emphasis is placed on the integration of dialogic and monologic forms of speech through the systematic use of verbal and visual scaffolding. The study substantiates the pedagogical value of combining dialogic interaction with monologic production in order to foster students’ argumentative competence. Special attention is given to argument construction models, specifically Toulmin’s model and the TASK model, which contribute to the development of logical–discursive skills, analytical and synthetic thinking, and evidence-based reasoning in communication. Based on the analyzed approaches, a methodological model for teaching argumentative speech is proposed, taking into account learners’ cognitive characteristics and patterns of speech development.