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Список литературы
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TEACHING SPEAKING FOR NON-LINGUISTIC STUDENTS
Soliyeva M.A.
Soliyeva Munavvar Akhmadovna - English Teacher, DEPARTMENT OF ENGLISH LANGUAGE, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: the author deals with some peculiarities of teaching speaking for non-linguistic students. It also deals with some requirements for the organization of speaking tasks. The author of this article pays attention to different ways of teaching speaking for non-linguistic students.
Keywords: non-linguistic students, communicative competence, extensive use, performing speech exercises.
The English language is gaining more and more power, requires increased attention to its study. All educational institutions today have in the academic plans the English language and its various variations, for example, business, and professional, general, technical and so on. As for non-linguistic universities, the situation is ambiguous. On the one hand, a foreign language is given to students in all their diversity - general, business, professional, and on the other hand - different levels of students, their unpreparedness, in some cases even the lack of a base, somewhat complicate the process of mastering English [1]. Moreover, the realities of modern reality require that graduates not only read and translate with a dictionary that was in the trend more than 50 years ago, but were able to present their thoughts in oral and written form correctly, and could fully communicate on and professional topics every day.
Accordingly, our task as practical teachers is to create a foreign communicative competence among our students that will enable them along with other subject competencies to become a fully developed personality that can benefit society and make extensive use of acquired knowledge, skills and practice. Thus, the possession of a foreign language implies competence in the sphere of speaking, reading, writing and listening. In this article, we will consider the aspect of speaking, since it, in our opinion, is a key task in teaching a foreign language and incorporates elements of other types of speech activity. To effectively teach speaking while mastering a common foreign language, it is necessary, initially to determine
the level of students, namely, the degree of their proficiency in English [2]. In accordance with the results of the input testing, they should be distributed in groups - stronger and weaker. With the students of the weaker group, we first need to practice the most used grammatical patterns, as well as everyday vocabulary, which is already known to students of a stronger group. Next, it is assumed the introduction of educational situations, taking into account the well-known grammar and vocabulary, which will subsequently degenerate into real communication.
It is also recommended to build a variety of dialogues with a gradual complication of grammar and vocabulary. Students of a stronger group improve their existing speaking skills by constructing dialogues, situations, performing speech exercises. For both groups, we recommend the following range of exercises. First, you can invite students to describe the picture - the choice of means of expression of thoughts can be recommended (previously studied vocabulary and grammar), and free.
Using as a recommendation the proposals of Western methodologists, the wrong answer in this task is excluded, which removes psychological tension and contributes to positive student motivation. Secondly, it is possible to offer students to express their opinion on any topic, for example, "The best car in the world is ... .I think", "The most important leader in history is ... .I am sure", "The best known monument is ... I believe ». In this assignment, it is important that the students' answers are argued, their opinion should be justified, at least in 4-5 full-fledged sentences. As part of this assignment, students can be asked to express their preferences for one aspect or another, for example, "I prefer to live in the country", "I prefer to live alone", "I prefer to sleep 7 hours a day" and so on. . Preferences should also be clearly argued in the amount of several proposals. The next assignment may be to ask students to accept or refute any statement. This statement at the initial stage of studying a language in a university can be written, and subsequently it must be listened to, adequately received by students and a full answer is expected from them. For example, the statement of the type "Some schools have a special uniform, others do not have it. Which of these two polices do you agree with and why. Include details and examples in your explanation. " You can also invite students to look at a couple of pictures, say what is common and different between them, what their purpose is, also express their opinion about the story depicted on them. Pictures can be offered as you study topics and conversational situations - these can be stories about sports, business, economics, tourism, attractions and other interesting stuff. It is possible to provide basic vocabulary and grammatical constructions on the board or on cards as handouts. The most significant factor is that the linguistic-cultural component allows us to consolidate the practical knowledge of a foreign language and thereby develop students' foreign-language communicative competence at the proper level. Teaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired.
References
1. Chaney A.L. and T.L. Burk. Teaching Oral Communication in Grades K-8. Boston:
Allyn&Bacon, 1998. P. 13.
2. Staab C. Oral language for today's classroom. Markham. ON: Pippin Publishing, 1992.
P. 121.
