The development of speech skills is very necessary in the modern world, since it allows people to exchange information, establish communication and provide interaction

Purpose of the course work: development of scientific and methodological recommendations on the "problem of personality in Analetic psychology".
Object of coursework: the process of acquaintance with the" problem of personality in Analetic psychology".
Subject of coursework: skills of acquaintance with the "problem of personality in Analetic psychology"
Practical importance of course work. It serves to effectively use the thoughts, approaches and the results of the course work, which ensure the effectiveness of the course work, to prepare lectures on Pedagogical Sciences, create manuals, as well as to create methodological recommendations, popularize work experiences.
The structural structure and volume of the work of the course work: the work consists of an introduction, 2 chapters, 4 sections, general conclusions and recommendations, a list of the literature used.
CHAPTER I. DEVELOPMENT AND COOPERATION IN SPEECH SKILLS.

1. 
   General information about speech skills
   

Speech activity, like any activity, is based on relevant skills and abilities. In English psychology, skills are understood as automated components of consciously performed activity, formed through exercise and training (S.L. Rubinstein).
E.I. Passov notes that the concept of automation is very comprehensive. It includes:
- a certain speed of action;
- integrity and smoothness of the action, if it is not one-part;
- economy, no unnecessary movements;
-low level of tension;
- readiness to be included, easy excitability of the stereotype.
All these components are fused together.
The process of functioning of a skill characterizes the automaticity of actions; it ensures the smoothness of the action and its certain speed. In other words, automaticity is the degree of automation.
The significance of automated components of activity is very great: they free a person’s consciousness from the regulation of private actions to solve creative problems and perform creative activities. Thus, if a person, when speaking, consciously regulated the process of pronouncing sounds, then he would not be able to normally use speech as a means of communication. The presence of automated components in any activity, including speech, is a necessary condition for its successful implementation.
One of the most important properties (of any, including speech) highly automated skill is stability and stability in performing operations. This means that students must correctly perceive and understand the phenomena being studied in various contexts of oral and written speech, and also reproduce them at a normal pace and without significant errors.
Foreign language teachers are well aware of the phenomenon when, for example, a carefully practiced and impeccably pronounced isolated sound loses all its “charm” as soon as it is included in a word, and even more so with a given word in a phrase. The same picture is observed with grammatical phenomena. This is explained by this. that the skill, although created, is not prepared for collision with other skills, for interaction with them.
No less important in a skill is its lability and flexibility . E.I. Passov writes: “Flexibility is a vital quality for a skill. It is on this quality that transfer is based, without which the skill remains a “thing in itself” and is not included in new situations.”
In teaching a foreign language, flexibility is considered in two ways: 1) as the ability of a skill to be used in a new situation, but on old material; 2) as the ability of a skill to function in new speech material that was not used in the automation process.
In resolving the issue of the role of linguistic knowledge in the creation of foreign language speech skills, the generally accepted position is the purposefulness of a combination of conscious and imitative-practical paths. It should be noted that if a purely practical path is the only possible one when mastering native speech skills, then when mastering a foreign language in secondary school, this path cannot be considered effective in all cases. The older the students are, the more complex the material intended to be learned, the more important the assimilation of knowledge and conscious mastery of skills become.
An important conclusion follows from this: when teaching a foreign language at school age, it is necessary to remember the large role of consciousness in the formation of skills, which should be reflected in the system of exercises: these exercises should not be mechanical. At the same time, it should be noted that knowledge of linguistic means and the rules for operating them are not valuable in themselves: their significance lies in the fact that they contribute to the formation of speech skills. This knowledge is only a prerequisite for the development of speech skills.