EPISTEMOLOGICAL AND METHODOLOGICAL IMPLICATIONS OF DEBATE-BASED INTERACTIVE MODELS IN CONSTRUCTING ORAL COMMUNICATIVE DISCOURSE IN ENGLISH

Abstract

Within this approach, methods that ensure the active participation of students in organizing the learning process are of particular importance. In particular, according to the theory of communicative language teaching, in order to effectively master a language, learners must engage in active speech activity in conditions close to real communication [Canale & Swain, 1980]. This requires a transition from traditional reproductive exercises to interactive, student-centered activities in the teaching process.