Recently, dialog as a teaching method has attracted the interest of methodologists in the field of education. Educational (school) dialog has its own psychological, situational and linguistic specificity. This specificity consists in the following: the basis of school dialog should be an interesting and accessible subject of discussion; the condition for the emergence of dialog in the classroom is a problem situation, positive attitude of partners to each other and recognition of common rules of interaction; the result of the educational dialog can be either the solution of the problem or the definition of the prospects of work on the problem; the educational dialog has motivational schemes characteristic only for it; the essential feature of the educational dialog, which determines its grammatical structure.
