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212ахир? They are constantly transferred into interrogative-negative sentences and vice versa. In this regard intonation plays the most significant role.
Rhetorical questions while differing it with language families interrogatives it is used in order to affirm the utterance and attract the listener's attention. They don't order the answer toward the question and their distinct feature is that they do not have clear interrogative intonation; its tone always connects to exclamation. The semantics of rhetorical question is closer to the semantics of affirmative question. Its answer is placed inside of the question: Уруш уацида сураб утирибсан. Ахир Ватанни, она ерни ва халцимизни цурицлаш бизнинг бурч эмасми? Formal marker of rhetorical question is the predicate in the form of optative (the 1st person imperative): Нима десаммикан сенга? Formal indicator of rhetorical question will be affirmative particle which is used in affirmative sentences for the reliability confirmation of expression: Эй- худо, мен нима цила олардим?
Emotive questions are not special questions, because they ask not only concrete actions of addresser, but they contain incentive toward the speech and thus they use illocutive verbs and assertive (representatives): суйла, айт, цара, and etc: Айт кун буйи цаерда эдинг?
References
1. Chisholm W.S. Interrogativity: a colloquium on the grammar, typology and pragmatics of questions in seven diverse languages. Amsterdam, J. Benjamins, 1982. P. 47.
2. Абдурахмонов Г.А., Шоабдурахмонов Ш.Ш., Хожиев А.П. Узбек тили грамматикаси. Т. 1978. Б. 67.
3. БуроновЖ. Инглиз ва узбек тиллари киёсий грамматикаси. Т. 1973. Б. 96.
CHARACTERISTICS OF SPEAKING PERFORMANCE Abdullaeva U.N.
Abdullaeva Umida Nigmatullaevna - Teacher, DEPARTMENT OF THE THEORY OF THE ENGLISH LANGUAGE ASPECTS, ENGLISH LANGUAGES FACULTY 3, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Young learners are like sponges, they soak up everything we say and how we say it. Thus clear and correct pronunciation is of vital importance, since young learners repeat exactly what they hear. What has been learned at an early stage is difficult to change later on. One rule that applied here is slowly and steadily through constant revision and recycling. With the help of mixed activities, such as dialogues, chants, songs, poems and rhymes, students speaking abilities grow, their pronunciation gets better and their awareness of the language improves. When applying video techniques in classroom it may help the learner to develop their speaking skill and we have keep in mind that interaction and dissection is importance way in learning. Therefore, increased oral emphasis should be included in our teaching to give the students as much speaking time as possible [1. p. 22].
In recent teaching context, a lot of attention has been paid to design activities which focus more on tasks that are balanced between the need to achieve fluency and accuracy. These criteria are also based upon in the assessment of the oral skills.
• Fluency:
The main goal teachers wish to achieve in teaching the productive skill of speaking is oral fluency; it is the main characteristics of the speaker performance. The ability to express oneself in an intelligible, reasonable and accurate way without too much hesitation; otherwise the communication will break down because listeners will lose their interest. To
achieve this goal, the teachers then should train learners to use their personal language freely to express their own ideas and then avoid imitations of a model of some kind.
Many of foreign language speakers think of fluency as the ability to speak fast, that is why they start speaking rapidly without pauses. Thornbury [2. P. 56] argues that speed is an important factor in fluency and pausing too, because speakers need to take breath. Native speakers also need to pause from time to time in order to let the interlocutors catch what they said. However, a frequent pausing is an indication that the speaker has problem of speaking. In such cases Thornbury suggests what is called "tricks" or production strategies, i.e. the ability to fill the pauses. The most common pause fillers are "uh" and "um", vagueness expressions such as" short of and" I mean". Another device for filling the pauses is the reputation of one word when there is a pause.
• Accuracy:
Nowadays most foreign language teachers emphasized the term of accuracy in their teaching because learners seek more to be fluent and they forget about being accurate. Without structuring accurate speech, speakers will not be understood and their interlocutors will lose interest if they perform incorrect utterances each time. Therefore, paying attention to correctness and completeness of language form is of more importance for oral proficiency. Therefore, learners should focus on a number of things in their production of the spoken language, mainly, the grammatical structure , vocabulary and pronunciation.
• Grammar:
The grammatical accuracy refers to the range and the appropriate use of the learners' grammatical structure that involves the length and the complexity of the utterances in addition to the ability to use the subordinating clauses. The grammar of speech differs of that of writing.
• Vocabulary:
Achieving accuracy in terms of vocabulary refers to the appropriate selection of words during speaking. Students often find difficulties when they try to express what they want to say, they lack the appropriate vocabulary, and they sometimes use words incorrectly like in the case of synonyms which do not carry the same meaning in all contexts. Students then, have to be able to use words and expiration accurately. Pronunciation:
English language has been long considered by either native speakers or nonnative speakers as a difficult language because of its pronunciation. Learners, then who want to develop their speaking skill in English should practice pronunciation overall. They should be aware of the different sounds and their features and where they are made in one's mouth; they have also to be aware of where the words s hould de stressed, when to use raising intonation and when to use a falling one. All these issues give them extra information about how to speak English effectively and help to achieve the goal of a better understanding of spoken English.
References
1. Harmer J. How to Teach English. Longman Press., 2001.
2. Thornbury S. How to Teach Speaking. Longman Pearson, 2005.
