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10SCIENTIFIC PROGRESS VOLUME 4 I ISSUE 3 I 2023 _ISSN: 2181-1601
Scientific Journal Impact Factor (SJIF 2022=5.016) Passport: http://sjifactor.com/passport.php?id=22257
INTERACTIVE METHODS OF DEVELOPING PUPILS' ORAL SPEECH IN
TEACHING FOREIGN LANGUAGES
Shahrizoda Elbek kizi Ergashova
vc\
3 year of student in Uzbekistan State World Languages University
shahrizam406@gmail .com
ABSTRACT
The process of foreign language communicative competence development is obviously the most important item that teachers focus in the classroom. The fact is that active/interactive teaching methods are very useful in this regard. Numerous researches have been done to prove the importance of interactive techniques for foreign language competence development. None of the researches describes the process of development in non-linguistic high school classroom. Thus the aim of this article is to demonstrate the process of the competence under consideration development in high school.
Keywords: foreign language, communicative competence, development, theory of communicative method, interactive teaching techniques.
Problem statement generally read and its reference to vital scientific and sensible tasks. A pace dynamical conditions of recent data society impose new needs to the standard of specialist coaching.
It is assumed that a graduate shouldn't solely properly apply the University data, however additionally ought to be ready to suppose severally and creatively, further as owning skills communication properly, each in native and foreign languages. Social and economic order of the society in terms of such specialists' preparation is reflected in State educational standards for higher education (hereinafter referred to as SES). Analysis of the texts of SES in undergraduate level allows us to conclude that foreign language requirements we are interested in are reduced to the following generic competence - the ability to communicate orally and in written forms both in Uzbek and foreign languages to meet the challenges of interpersonal and intercultural interaction [1]. The wording can be found in the texts of the SES in economic areas of training. Analysis of recent researches and publications, which dealt with aspects of this issue and the author refers to; unsolved parts of the problem highlighting. In the domestic and foreign literature the competence in study is defined as a mastership communicative competence. It should be noted that the communicative basis of training is a leading aspect in the methods of teaching foreign languages. The essence of communicative methods of teaching is that "the process of learning is a model of communication" [2, p. 4]. This creates the conditions for real-life communication and the possibility to build
SCIENTIFIC PROGRESS VOLUME 4 I ISSUE 3 I 2023 _ISSN: 2181-1601
Scientific Journal Impact Factor (SJIF 2022=5.016) Passport: http://sjifactor.com/passport.php?id=22257
interpersonal and intercultural interaction capacity. The works of many authors are devoted to the development of mastership communicative competence. So, N. D. Galskova pays great attention to intercultural factor as "the human capacity for intercultural communication on foreign language level and adequate interaction with other cultures" [3, p. 46]. A. G. Kancur focuses on the creation of new knowledge and concepts in the process of communication [4, p. 4]. V. G. Kostomarov and O. D. Mitrofanova consider communications in relation to the social factors [5]. E.V. Makarova allocates rhetorical aspect in the development of monologue speech skills [6]. In the context of the communicative approach particular attention must be given to the interactive teaching methods, which allow us to create a communicative situation of interpersonal interaction. So far scientific works are known studying the sensitive use of interactive methods of teaching foreign languages in linguistic universities. In this context, of great interest is D. A. Starkova's dissertation research on the use of interactive methods of teaching foreign language [7]. Based on domestic and foreign methodological concepts through an interactive approach D. A. Starkova has developed a classification of techniques for teaching foreign languages, regarding the stages of speech skills development. So, for the development of productive communicative skills the named author has chosen William Littlewood's concept of productive skills, based on the degree of autonomy [8].
So, varied researches are done to prove the importance of interactive techniques for situation communicative competency development. Although none of works describes the method of development in non-linguistic high school room. The analysis of the expressed issue complete that nowadays there's scientific and organized base for exploring the chance of building the situation communicative competency within the use of interactive teaching strategies within the non-linguistic university. Process the needs of the article and setting the tasks. Thus, the essence of this text is to demonstrate the method of the competency into account development in nonlinguistic high school. There are the following tasks to be performed:
1. To study the stages of communicative competence development.
2. To select the corresponding interactive teaching techniques for each stage above.
3. To work out the set of lessons in the interactive students' club "Get to Know" according to the approach in study.
4. To justify the results obtained.
5. To present conclusions and prospects for further research. Presentation of the main research material with full prove of the results. There is no common opinion about the stages of communicative skills development either in domestic or foreign literature.
The approach based on emotional response of the students was introduced by Jeremy Harmer. His approach gives some freedom to the teachers over the sequence of
SCIENTIFIC PROGRESS VOLUME 4 I ISSUE 3 I 2023 _ISSN: 2181-1601
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development stages. They can be the stages of engage, study and activate or engage, activate, study and activate. The choice of sequence depends on the learners' level [9].
The aim of the lessons is to develop the ability to freely speaking. Following are the tasks of the lessons within one topic.
1. To perform language and communication tools necessary to research unknown areas.
2. To practice the usage of language and communication tools on the level of prepared speech.
3. To build communicative skills in the process of panel discussion. The material for study and research: authentic texts on country study, dictionaries, encyclopedias, corresponding theme sites. An interactive lesson undergoes the following stages of study: 1. Motivation. 2. Organization of work with information. 3. Intermediate control and correction. 4. Presentation. 5. Reflection. The stage of motivation is the stage fully controlled by the teacher. At this stage, the task of the teacher is to interest students and motivate them to study the ethnographic material through the demonstration of attention to their experience and opinion. One of the interactive teaching techniques implied can be the stimulation of expressing students' own opinion. For example, the teacher can ask the following questions: - What part of Great Britain thistle is the emblem of? -What is the biggest Welsh Gulf? - What is "Yarg"? - Is Cullen Skink eatable? The content of the questions asked should affect the little known / unknown facts of the country study, which, in turn, is of great interest to students seeking information. Thus, for students a personal need appears in the study of unknown areas of investigation. On the stage of organization the teacher monitors students work partly. The interactive teaching techniques of this stage can be: - decision making (the choice of research topic); - searching information for study and investigation (printed and electronic resources); - restoration of disparate information (merge the information into a single text); - working on presentation communicative skills (speaking grammatically and phonetically correct). On the following stage of the intermediate control and correction the teacher checks the prepared statements in conjunction with the students.
So we can definitely come to the conclusion that a graduate with a master communicative competence will reach more goals in his/her future profession. Developing the competence under consideration at the high school provides the students with mobility and tends them to get adequately ready for the workplace. It must be emphasized that with the development of modern business relations in the society, the need for direct communication without intermediaries and interpreters is becoming increasingly urgent. In this field our study proves the efficiency of the mastership communicative competence developing from the position of direct interpersonal interaction. The further research should be done to investigate nonproductive communicative skills (reading and listening skills) in the use of interactive teaching
SCIENTIFIC PROGRESS VOLUME 4 I ISSUE 3 I 2023 _ISSN: 2181-1601
Scientific Journal Impact Factor (SJIF 2022=5.016) Passport: http://sjifactor.com/passport.php?id=222ff7
techniques.
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