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Abstract: The article discusses issues related to the methods of development of unprepared speech sills of students in a foreign language at B1 and B2 levels. The study identifies the kinds of tasks that require posing or formulating a hypothesis in a foreign language. It describes a set of language and speech exercises that facilitate the development of unprepared speech and the skills of making assumptions. Assignments on posing a hypothesis may precede textual work, have visual support, or be “unsupported”. The article provides links to sample assignments that can be used as a basis for creating a number of typical exercises. A model for the development of unprepared speech skills in a foreign language is presented on the example of introducing assignments on posing a hypothesis to students of non-linguistic fields of study with language proficiency levels B1–B2. The model reflects five stages of work on the formation of unrehearsed speech (making assumption) in a foreign language: pre-speech, motivating, linguo-cognitive, verbal and reflexive. The study emphasizes the need for well-structured systematic work to form the skills of making unprepared assumptions. The basis for the formation of speaking skills is made up by previously acquired language skills, the work on which constitutes the pre-speech phase. The motivation (stimulus) for the production of unprepared speech stems from the communicative task (speech exercise), the solution of which is first thought out mentally and only then speech is generated and reflection becomes possible.

About the author(s) :

Natalia V. Yashchenko

Togliatti State University (Togliatti, Russian Federation)

ORCID ID: https://orcid.org/0000-0003-4609-9512

Inna Yu. Usatova

Togliatti State University (Togliatti, Russian Federation)

ORCID ID: https://orcid.org/0000-0002-5990-9257

Publication Timeline:

Date of receipt: 25.01.2026; date of publication: 30.06.2026

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