How Junior Students' Speaking Accuracy is Influenced by the Relevance of the Feedback to their Peers

Abstract

Speech communication as a process, as an activity, implies the interaction of various types of this activity, depending on the goals, settings and conditions of the course (implementation).

As a rule, verbal communication is two-way: each of its participants is either the initiator (speaker) or the recipient (listener) of the transmitted information.

The activity of verbal communication, the effectiveness and efficiency of interaction are largely determined by how the participants in the communication understood each other, how they reacted to the words and actions of the interlocutor, and what actions confirmed the correctness of perception in the feedback. Feedback in a communication situation means solving communication problems that are carried out in the reactive (speech or non-speech) actions of the interlocutors.

To establish feedback in a situation (action) of verbal communication, it is necessary, first of all, to pay attention to the interlocutor, to understand not only his words, but also his behavior in the process of communication (facial expressions, gaze, gestures, intonation, etc.); secondly, the need for constant self-control, to help the interlocutor understand you through your speech and non-speech behavior. Developed listening skills in real or simulated speech activity help to increase the effectiveness of communication.