Discussion is a complex, multifaceted phenomenon. It can be seen as a science, as an art, as an essential element of everyday communication or as a mechanism of getting knowledge. Moreover, it helps making certain decisions, and as a way to resolve conflicts. Thus, the method of discussion in English language teaching seems to be of great importance. Nevertheless many students seem the necessity to ground their ideas with arguments as a very difficult task. The purpose of the study is to provide versatile and objective examination, comparison and analysis of the difficulties of forming skills of discussion at the foreign language lessons at school. In the mainstream of modern education there is a need for students to master the skills of discussion. Successful teaching of well-reasoned speech is possible to organize by integrating problem-based learning into the educational process. Learning the skills of argumentation is successfully implemented in teaching students reasoning. Secondary school students aged 10-12 years old took part in the experiment, with a total number of students were 120 pupils (54 boys and 66 girls). Two groups of students with the same level of foreign language competence (pre-intermediate) agreed to take part in a pedagogical experiment. One method of discussion was implemented systematically and regularly, the second method was used once a week. The first method was taught with the correct standards of discussions, using different approaches, the second was carried out as a spontaneous discussion. The results of pre-testing for both groups revealed approximately similar speaking skills (evaluated on a single scale). Control testing showed an increase in the quality of speaking in the first group and the same level of speaking skills in the second group. Moreover, the first group began to write different types of essays much better, they could justify their point of view. The findings indicate that students need theoretical knowledge in the essence of discussion. The effectiveness of the method is proved not only by the qualitative increase in the ability to speak, but also by improving the motivation of students to communicate. On the basis of the studies the conclusion was made that teaching the ways of expressing ideas and finding solutions teachers can create a favorable learning and educational environment, which implies considerable flexibility in determining the goals, taking into account the personal interests and individual characteristics of a foreign language learner and create prerequisites for greater independence and activity of learning. In the process of language learning, students are put in a situation of choice that appeals to personal experience, feelings and emotions. It encourages them to express their personal opinion and give assessment, makes them think independently and come to conclusions. As a result of the applied method, the desire to use the language in communication increased significantly, made it possible to overcome the fear of speaking. According to the received feedback, the students appreciated the parallel formation of the skills of correct discussion, as allowing them to realize most adequately the purpose of communication.
