Introduction. The article proves the relevance of the use of debate technology as a tool for improving dialogic communication skills and the need of taking into account the organizational and methodological conditions for using the debate technology at English classes. The authors put forward a hypothesis according to which, the observance of organizational and methodological conditions during the debates in senior classes, the level of the development of dialogical speech skill increases qualitatively.

Materials and Methods. The main research methods are the following: the analysis of scientific literature about the use of debates technology to improve communicational skills in general, and the skills of dialogical speech in particular; the experimental method as the main method of testing the consistency of the hypothesis. As a part of theoretical material, the following methodical conditions are presented: the level of motivational readiness of students, the organization of dialogic interaction between students in English at the stage of preparation, the systematic use of dialogic discourse patters by the teacher and the timely reflection on the debates.

Results. In the course of the experiment, a series of lessons based on debates technology was conducted in the experimental group, and two lessons were organized in the control group. The results of the experiment are represented as quantitative indicators of the change of formation level of the dialogic speech skill.

Discussion. As a part of discussion of experimental results, comparative indicators of the control and experimental groups’ results are overviewed.

Conclusion. It is concluded that previously identified four organizational and methodological conditions qualitatively improve the dialogical speech skills, having the latter proved by quantitative results.