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The article substantiates the need for greater attention to teaching interrogative particles
used in speech (through the example of the particle “really”) in the course of educational
activities. The author reveals the principles aimed at training in the use of speech interrogative particles. The author also describes the principles of training in the use of speech interrogative particles, arising from the specifiity of the “interrogative particle” concept.
Key words: principles of communicative coherence and consistency, clarity, interconnected training in speech activity kinds, situational use of interrogative particles, dialogical presentation and organisation of learning material, differentiation of modal shades of interrogative particles.
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