ИСТИНА

The patterns of emphasis, frequently occurred in oral speech, create a specific emotional and logical build-up of a sentence. Different means of affective expression (emphasis), such as repetitions (anaphoric means) or using special syntactical items, build up the sentence in a specific way in order to emphasize one or several terms. Such emphatic patterns seem to deviate the initial syntactic structure of a sentence or to be used in addition, which inevitably represents a difficulty; furthermore, they are rarely used in oral speech even by advanced learners. The question arises: what teaching/learning strategy should be optimal in assessing the skills of using emphatic patterns in oral speech? Thus, the main didactic purpose is to automate the use of these patterns at the sentence and text level. One preferred approach is communicative (use) and cognitive (study, analysis). The teaching/learning strategy in assessing speaking skills is being developed for teaching French as a foreign language to Russian speakers at Moscow State University. The system is based on drastic differences between French and Russian syntactic and lexical means of emphatic expression and contains three learning modules, including: a) translation exercises (version); b)oral drills on transformation (from neutral to emphatic syntax); c) oral translation (theme). This instructional strategy can be used in the practice of teaching the patterns of emphasis to other natives (English speaking, German speaking, etc.), whose mother tongues also create interference problems at the syntactic level.