Storyline development as an efficient strategy for teaching foreign language monological speech skills to high school students

The article deals with the educational opportunities for enhancing high school students' foreign language monological speech skills. It focuses on the implementation of the storyline strategy within the educational process. Information redundancy and the ease of searching for content pose challenges for high school students in terms of selection, processing and critical understanding. The requirements for the quality of foreign language speaking skills are not restricted to the variety of language means used, rather, they are determined by the semantic value of the statement. However, the accumulated speech experience is limited and does not always allow students to orient themselves in communicative situations. The learning process should not only expand this experience, but also help learners retrieve it in a timely manner during communication, anticipating the development of events. The search for appropriate solutions to tasks requires the ability to apply the accumulated experience. In this regard, it is important to take into account the need to form new teaching strategies that would ensure the effective development of personal and professional skills of students. Special attention is given to describing the aspects that facilitate the methodologically sound selection of topics for lesson development based on the strategy under consideration in the process of teaching a foreign language. The stages of teaching high school students to unfold stories when organizing their own monological statements are outlined. A set of communicative tasks based on the storyline strategy is formulated for one of the sections of the Spotlight foreign language training package, which implements the proposed stages of interaction with the strategy using various work formats. The efficiency of using the storyline strategy in high school foreign language classes is justified. It is established that organizing the educational process in such manner enhances high school students' foreign language monological speech skills, as well as provides opportunities to diversify educational practice. The presented strategy creates a personalized educational environment that considers individual educational needs of students. The authors declare no conflicts of interests.

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