19ISSUES OF THINKING AND EXPRESSING NATIVE LANGUAGE IDEAS ORALLY FOR FOREIGN LANGUAGE LEARNERS
Nodira Nurmatovna Yuldasheva
Chirchik State Pedagogical Institute of Tashkent region
ABSTRACT
The article analyzes the psychological basis and methods of verbal communication skills. It also covers ways for students to develop speech, ways of expressing ideas orally through pedagogical technologies.
Keywords: thinking skills, expressing, oral, speech, foreign language, learning.
INTRODUCTION
The formation of an independent and free-thinking person is important for the future of independent Uzbekistan and its development as a democratic society. That is why today teachers have a lot of responsibilities.
In the formation of free thinking in students, it is necessary to pay attention to the organization of the educational process on the basis of pedagogical technologies. In this case, it is better for the teacher to organize the educational process through interactive methods through innovative activities. In particular, to teach students to understand the goal, to analyze how this goal has been achieved in the educational process, to teach students to self-awareness, the correct assessment of their own activities and the activities of others plays an important role in teaching to give. It encourages people to research, think, and work toward the same goal, regardless of their interests or abilities, because students have the same level of development and preparation, the acquisition of knowledge and skills does not guarantee the same results. There is a decrease in the quality and effectiveness of the course. Students with learning disabilities are slow to learn. They do not fully master the materials. They need more personal attention from the teacher. However, some students tend to learn more complex, more difficult materials. Others are more interested in independent research and creativity. Therefore, in general lessons, it is advisable to focus on questions and answers, laboratory work, exercises, and problemsolving as much as possible.
LITERATURE REVIEW AND METHODOLOGY
Teachers who want to work in an interactive way can be reminded that in order to work in a new way, they only need to read articles and literature. To do this, the teacher, in order to use interactive methods in his work, he personally participates in
business games, brainstorming, debates, debates, and experiences himself, making a personal contribution to this work. should add. To do this, he must know, master and implement the following rules of interactive lessons:
First, all participants (students) need to be involved in interactive activities. Technologies should be chosen that ensure the participation or discussion of all participants in the work process;
Second, you need to be psychologically prepared to participate in the training. It should be borne in mind that the participants in the lesson are not ready to embark on the process. In the newly formed interactive lessons, their insecurities, shyness, and silence are observed as active lessons, hindering the use of internal resources;
Third one is the training to take on the attitude of success and achievement while undergoing emotional states. It is good that the opportunities of the participants and the quality of pedagogical technology go hand in hand. The number of participants in a group should not exceed 30 people. Only in such conditions it is easier to work in small groups, to express one's opinion freely, to find solutions to problems;
Fourth, special attention should be paid to the preparation of classrooms. The class should be prepared so that when small and large groups meet, they can move freely. In other words, you need to create a student-friendly environment. It is especially annoying when a student bends down to communicate with each other. Arranging tables for 4-6 people, with group members sitting facing each other, and creating a comfortable environment for seeing and thinking will work well;
Fifth, before running a business game, you need to follow its rules and sequence. It is better to agree on it in advance. Each participant must be able to think, to be tolerant, to listen to the end, not to criticize. Respect for the freedom of speech of each participant, respect for the individual;
Sixth, the participants should be carefully divided into small groups. First of all, it is better to form small groups freely and on a voluntary basis. Later it is better to move to random groups.
This means that interactive methods allow you to perform many tasks at once. Most importantly, interactive methods increase students' communicative knowledge, understanding, skills, and competencies. It allows them to work in cooperation, solidarity and friendship. In particular, listening to each other, expressing opinions, encourages mutual respect. Working in this way eases the mood, the load on the classroom. They learn to solve important problems by changing the way they work.
RESULTS AND DISCUSSION
Speech is not only a means of expressing an idea, but also a tool for shaping it. Thought serves as the psychological basis of speech, and the condition for its growth is the enrichment of thought. Only by mastering the system of mental activity can speech be successfully developed. Therefore, in developing students 'speech, great emphasis is placed on the types of work that focus on the preparation, refinement, selection, placement, and logical thinking of the material relevant to the topic.
Thinking develops successfully only when it forms speech using language material and when it is narrated. It is well known that thinking is an integral process from speech. The development of children's speech also depends on the thought process. Thinking, on the other hand, is a complex activity that takes place on the basis of specific mental activity. Comparison, analysis and sinter abstraction, generalization are the main types of mental process. This is especially the case in 5 th graders. They use the simplest and most familiar words because they lack vocabulary and do not always fully understand the meaning of the words they use. The main goal of developing oral speech in students is to teach them to quickly find words that fit the idea being expressed, to make a plan that systematizes the thought during the speech, to express their opinion convincingly and firmly, and finally to develop students' responsiveness. It is necessary to ensure that the reader is aware of the inaccuracies in the speech process, to be able to critically examine not only the speech of others, peers, but also the shortcomings of their own speech. Feeling the inappropriate use of a word in a speech can be a clear manifestation of a conscious and logical approach to speech in the reader.
Oral speech is also a creative process. In it, man discovers extraordinarily unique thoughts, ideas, artistic expressions. There are a number of functional manifestations of oral speech that, when the time comes, give shine in written speech. Increases its sensitivity. Everyday speech, speaker speech, radio and media speech, stage speech each require separate research. Oral speech is relatively formed during the transition from elementary to higher, that is, to 5th grade. The oral speech of schoolchildren of this age will be in the simplest form, they will carry out the speech process in a situation where they use the words that are a constant companion for them. They should be given tasks to develop speaking skills during native language and literature and other speech development classes in order to form oral speech.
Verbal speech is a very complex psychophysiological process as an activity, the basis of which is the interaction of the first and second signaling systems of the cerebral cortex. Oral speech, as is well known, consists of speaking and listening comprehension. Speaking is the process of using lexical, grammatical, and pronunciation phenomena in a particular language in order to express an idea orally. As a result of the speech, the idea is expressed. The intention (inner impulse) to express an opinion causes one to speak. In the teaching methodology, the concept of speech can also be considered as the result of the process of expressing an idea, speaking, oral communication, expression of ideas. In another definition of speaking activity, it is also
described as an expression of thought and emotion that takes place orally using a language code. At first glance, the difference between speaking and expressing an idea in writing seems to be the difference between the use of a sound and a letter, which is a national language code. In fact, a number of non-linguistic (extra-linguistic) factors also play a role in the occurrence of oral speech. Such factors may include the environment in which the speech activity takes place, the age characteristics of the speakers, the level of development, the topic of conversation, the listener's attention to speech perception, facial expressions, gestures, and so on.
Under the influence of extra-linguistic factors, the speaker chooses different language tools in the process of communication. The beauty of oral speech is seen in factors such as the clear and correct pronunciation of sounds, the moderation of tone, the proper use of pitch, the short and long pronunciation of sounds, and the appropriate use of logical accents. It is much more difficult to control oral speech. Because it can be done by one or more people. Speaking as a type of speech activity is a complex thinking process characterized by its creativity, in which the speaker tries to express his thoughts and feelings through language and extra-linguistic means.
In psycholinguistic research, speaking is a three-component speech activity. First of all, the tendency to speak is required to have an inner motivation, that is, the need to express an opinion. In the part of expression, analysis / synthesis is used, the speaker selects the words (vocabulary) and grammatical units that are ready in the memory. In this case, there are usually similarities (transposition) and differences (interference) between the phenomena of the mother tongue and the second language. The third part of speech is performance, narration, pronunciation, expressing it in external speech. The application of the three parts leads to the occurrence of speaking activity. Speech is studied in the form of double (dialogue) and single (monologue), and they have their own characteristics. Pairing is a process of direct communication between two people (interlocutors), that is, in the form of a series of ideas.
Usually, in real life situations, a couple's speech often happens unprepared. Because it's impossible to know in advance how the conversation will go, of course. Paired speech, plan-paired speech, and discussion paired speech types are practiced for the purpose of information exchange. In an information exchange pair of speeches, the interlocutors convey their thoughts to each other. Such paired speech is more commonly used in the early stages of English teaching. This is because the use of simple or less quantitative language material is observed in this pair of speeches. Due to the commonality of speech mechanisms, there is a commonality in speaking and expressing ideas in writing. In particular, the involvement of speech mechanisms in speech is observed in the written expression of thought. The main motivating and shaping factors of oral expression of thought are also observed in writing activities. It differs only in the transition of sound codes to written (graphic) codes. Thus, the practice of speaking contributes to the formation of the written expression of thought, and conversely, the practice of the expression of thought in writing contributes to the formation of speaking skills. Monologue speech requires good memory, attention to the form and content of speech. At the same time, monologue speech relies on
contemplation. Monologue speech is also complex from a linguistic point of view. In order for a monologue to be understandable to the listener, it is necessary to use common words and a clear dictionary. The ability to tell a story plays a big role in people's communication process. For children, this ability is a means of cognition, a means of testing their knowledge and imagination.
The formation of monologue speech in children is associated with the development of logical thinking in them. In addition, for a child's speech to become a monologue, he or she must be well versed in the vocabulary and grammatical aspect of the language. Psychologists write about this: "Changes in a child's lifestyle, the formation of new relationships and new types of activities with adults lead to a differentiation of the form of speech and its function. New tasks of problems arise, the child tries to convey his impressions, experiences, plans (intentions) to adults. A new form of speech - monologue - appears, telling stories about what they have seen and heard, solves various problems of harmonious upbringing of children in the process of learning to tell stories, promotes mental development. Storytelling develops logical thinking, attention, speech is grammatically formed, the ability to behave, to speak in public is formed." Special methods are used in teaching children to tell stories. It is a vivid and concise description of an object or event. This method is a bit easier, the reader tells the children a ready-made story about something - an object, a picture, an event, the children listen to the story and prepare content for their stories. Therefore, this method is an educational method that helps to teach children to tell a story.
CONCLUSIONS
From the above, it is clear that a teacher is not a teacher, but a problem-oriented, research consultant, organizer, and coordinator of students. It encourages students to think independently and supports their initiative.
In turn, students become full participants in the learning process by sharing responsibility with the teacher for the learning process and its outcomes. To sum up, Problem, Participants, Gathering Thoughts and Ideas, Expressing Thoughts and Ideas, Grouping Thoughts and Ideas, Discussing, coming to the Right and Effective Solution leads to a guaranteed result.
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