0Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology,
Pedagogy: a Problem and Solutions
Toshkent tibbiyot akademiyasi Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi:
STRATEGIES FOR DEVELOPING SPEAKING SKILLS
Nilufar Ravshanovna Turaeva
1st year master 's student of the university of social and exact sciences
ANNOTATION:
Developing speaking skills is crucial for effective communication in various personal, academic, and professional contexts. This process involves honing the ability to articulate thoughts, ideas, and opinions clearly and confidently. By employing various strategies, individuals can enhance their speaking skills, such as practicing regularly, seeking constructive feedback, engaging in conversations, and utilizing resources like language learning apps or speech clubs. These strategies empower individuals to overcome barriers, gain fluency, and ultimately become proficient speakers capable of expressing themselves with clarity and persuasiveness.
Keywords: barriers, honing, utilizing, persuasiveness, clarification, simultaneously, comprehension, a script, hard-to-break habits.
Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies - using minimal responses, recognizing scripts, and using language to talk about language - that they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors help students learn to speak so that the students can use speaking to learn. Using minimal responses Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while talking. One way to encourage such learners to begin to participate is to help them built up a stock of minimal responses that they begin to different types of exchanges. Such responses can be especially useful for beginners. Minimal responses are predictable, often idiomatic phrases that that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response. Some communication situations are associated with a predictable set of spoken exchanges- a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining
548
April 26, 2024
Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology,
Pedagogy: a Problem and Solutions
Toshkent tibbiyot akademiyasi Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi:
information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated. Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain. Instructors can also give students strategies and phrases to use for clarification and comprehension check. By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.). The downtime might take up the entire period. Speaking English is the main goal of many adult learners. Their personalities play a large role in determining how quickly and how correctly they will accomplish this goal. Those who are risk-takers unafraid of making mistakes will generally be more talkative, but with many errors that could become hard-to-break habits. Conservative, shy students may take a long time to speak confidently, but when they do, their English often contains fewer errors and they will be proud of their English ability. It's a matter of quantity vs. quality, and neither approach is wrong. However, if the aim of speaking is communication and that does not require perfect English, then it makes sense to encourage quantity in your classroom. Break the silence and get students communicating with whatever English they can use, correct or not, and selectively address errors that block communication. Speaking lessons often tie in pronunciation and grammar (discussed elsewhere in this guide), which are necessary for effective oral communication. Or a grammar or reading lesson may incorporate a speaking activity. Either way, your students will need some preparation before the speaking task. This includes introducing the topic and providing a model of the speech they are to produce. A model may not apply to discussion-type activities, in which case students will need clear and specific instructions about the task to be accomplished. Then the students will practice with the actual speaking activity. These activities may include imitating (repeating), answering verbal cues, interactive conversation, or an oral presentation. Most speaking activities inherently practice listening skills as well, such as when one student is given a simple drawing and sits behind another student, facing away. The first must give instructions to the second to reproduce the drawing. The second student asks questions to clarify unclear instructions, and neither can look
549
April 26, 2024
Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology,
Pedagogy: a Problem and Solutions
Toshkent tibbiyot akademiyasi Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi:
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at each other's page during the activity. Information gaps are also commonly used for speaking practice, as are surveys, discussions, and role-plays. Speaking activities abound; see the Activities and Further Resources sections of this guide for ideas. As much as possible, the content should be practical and usable in real-life situations. Avoid too much new vocabulary or grammar, and focus on speaking with the language the students have. You need to provide appropriate feedback and correction, but don't interrupt the flow of communication. Take notes while pairs or groups are talking and address problems to the class after the activity without embarrassing the student who made the error. You can write the error on the board and ask who can correct it. Quantity vs. Quality. Address both interactive fluency and accuracy, striving foremost for communication. Get to know each learner's personality and encourage the quieter ones to take more risks. Conversation Strategies. Encourage strategies like asking for clarification, paraphrasing, gestures, and initiating ('hey,' 'so,' 'by the way'). Teacher Intervention.If a speaking activity loses steam, you may need to jump into a role-play, ask more discussion questions, clarify you Teaching Guide: ESL Volunteer Guide. Volunteering in ESL is a rewarding service to the community. This guide presents basic strategies for teaching ESL as well as further resources to facilitate positive experiences in the many types of ESL programs that utilize volunteers. Literacy centers, libraries, refugee agencies, universities, and religious organizations are only a few of the places volunteer-based ESL instruction may be found.
REFERENSES:
1.CEFR for languages learning, teaching assessment Cambridge University Press 2011.
2.Communication (Listening and speaking skills), Kate, Pickering, Macmillan 2011) Cambridge University
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April 26, 2024
