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ОСНОВНОЙ РАЗДЕЛ
Abdulkhayeva F.
lecturer
department of Foreign Languages in Natural Sciences
Fergana State University Andijan, Uzbekistan
TEACHING ORAL SPEECH USING AUDIO AND VIDEO MATERIALS IN TEACHING A FOREIGN LANGUAGE
Abstract: The main directions in teaching a foreign language are the formation of a foreign language communicative competence and the promotion of a student as a subject of the educational process and intercultural communication, which implies the acquisition of cultural knowledge and individual experience in intercultural communication, mastering various aspects of the language in combination with the ability to successfully solve communication problems and achieve the desired results.
Key words: speaking, oral speech, foreign language, ability, communicative, students, teaching.
Currently, the importance of oral speech, where speaking plays an important role, is great. It is worth paying attention to the fact that at the present stage of teaching a foreign language, the task is not only to "teach to speak", but also to teach "to communicate", that is, not only teaching monologue speech, as it was before, but also dialogical speech.
Speaking as a type of speech activity has a number of characteristics:
1) Speaking is always motivated.
This point means that all utterances made by a person have a reason and a purpose. A person is driven by certain reasons according to which he expresses this or that thought.
2) Speaking is an active process.
In a conversation, a person reflects his attitude to the subject he is talking about, his life position and activity in maintaining the pace of communication. Achieving this goal is one of the tasks of teaching speaking.
3) Speaking always has a specific goal.
The goal may be the solution of the assigned tasks, the achievement of a certain level of knowledge, abilities and skills.
All types of speech activity are interconnected, all affect each other. But the speaking process is associated with the greatest responsibility, as it is associated with the communicative goal of teaching foreign languages.
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Learning to speak begins with the study and formation of sounds, letters, the formation of skills such as grammatical, lexical and pronunciation, listening skills.
At the initial stage, the process of acquiring the skills listed above takes place jointly and in parallel. Separation of any part is impossible, since the consequence may be incorrect or lack of formation of any of the skills, including those passed.
Non-traditional methods appeared in the Soviet era, but their widespread use was not, since, firstly, they were based on principles and provisions unacceptable, in the opinion of most Soviet teachers, and, secondly, the educational standard used only one methodology, according to which teaching was going on. The use of this technique was mandatory, without the inclusion of any additional extraneous elements.
Despite the demands, unconventional methods were used. Speaking about them, we consider it necessary to highlight the main points that characterize them:
Some of the unconventional methods are based on the principle of suggestionology developed by G. Lozanov. This technique is interesting for the fact that it involves learning a foreign language based on the over meaning effect, when a person perceives and memorizes information without understanding the material that is offered to him.
This method is ineffective, since it involves a weak-willed and thoughtless memorization of material, which contributes to the development of memory exclusively without the development of other processes.
The second method necessary for consideration is the "immersion" method. It assumes the rejection of the use of native speech throughout the training. In addition, students are encouraged to abandon everything that may be associated with their native language: choose a different name for themselves, associating themselves with a native speaker, listen only to foreign music, etc.
This method can only be used for training in other countries. It is impossible to abandon everything familiar without the manifestation of consequences that affect the psyche. Also, this method does not take into account the age characteristics of students. The abandonment of the native language is assumed from the initial level of language learning.
Speaking about the positive aspects of using non-traditional methods for teaching speaking, the following can be distinguished:
> The main focus in these methods is on live communication, in most cases, with native speakers, which involves the rapid and intensive development of speaking and understanding skills;
> These methods allow, if necessary, to master the necessary speaking skills in a short time.
As for the negative points, the following can be distinguished here:
> The study of theoretical points is minimized or absent;
> These methods are intensive learning methods that involve a large number of training hours spent with a teacher.
In addition, after completing the courses, long-term application of knowledge in practice is required. The absence of such leads to the loss of all studied material.
Thus, the use of non-traditional methods as auxiliary methods leads to an intensive and fruitful level of development of students' knowledge and skills, but their use as independent methods is impossible.
As for traditional methods, at the moment there are a huge variety of them. It is not possible to consider all of them in the context of this work; therefore, the most interesting and important provisions will be presented in this study.
The stage of speech practice is a difficult task for the teacher. The speech activity of students must be controlled, but students must not be placed in a rigid framework. When teaching speaking, one should not impose on them either linguistic means or the logic of expression. Although speaking cannot be "programmed", some components of productive skills can also be developed through independent work, built as a learning program cycle. But it should not be forgotten that training cannot take place entirely on its own. Studying at home or doing assignments is just a practice of the material already covered.
In teaching speaking, the teacher must ensure that the students master not only the role of the speaker, but also the role of the listener. This criterion is important, plays a big role, both in communication and in the construction of dialogues. Learning to speak involves the formation of communication skills, the need for which is the speaker's task to capture the listener's attention, his disposition and interest in himself.
Learning to speak is a difficult and challenging process. The main problems that arise when teaching students this type of speech activity are as follows:
• students are embarrassed to speak foreign languages, they are afraid to make mistakes, be criticized;
• students do not understand the speech task;
• students do not have enough language and speech means to solve the problem;
• students are not involved in a collective discussion of the subject of the lesson for one reason or another;
• pupils do not maintain the required amount of the duration of communication in a foreign language.
The presented methods most fully characterize the approaches to teaching and the principles of teaching speaking.
Teaching a foreign language at school can be divided into four components: speaking, writing, listening, reading. Each of these components plays an important role in teaching a foreign language.
The importance of learning a foreign language in the modern world is determined by the need for free communication with native speakers in order to achieve such tasks as expanding business and international contacts, establishing scientific and technical ties. In addition, knowledge of at least one foreign language characterizes a person as a comprehensively developed personality.
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