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TEACHING SPEAKING: SOCIAL TALKS AND INFORMAL
CONVERSATION
Absalomova Aziza Bakhodir kizi Student of Uzbek State World Languages University Tashkent, Uzbekistan
Abstract: The current purpose of teaching a foreign language is the development of trainees' communication skills and abilities, i.e., practical knowledge of a foreign language. The main purpose of the training is to achieve a level of competency in a foreign language that allows you to utilize it for oral and written communication in future professional activities as well as for further self-confidence. The author discusses concerns surrounding teaching speaking through social chats and informal chat, as well as activities for improving students' speaking in various contexts [1].
Key words: competencies, conversation, communication skills, professional activities, teaching speaking.
Аннотация: В настоящее время целью обучения иностранному языку является развитие коммуникативных навыков и умений обучаемых, то есть практического знания иностранного языка. Основная цель обучения - достичь уровня владения иностранным языком, который позволит вам использовать его для устного и письменного общения в будущей профессиональной деятельности, а также для дальнейшей уверенности в себе. Автор обсуждает проблемы, связанные с обучением говорению через социальные чаты и неформальный чат, а также мероприятия по улучшению разговорной речи учащихся в различных контекстах [1].
Ключевые слова: компетенции, беседа, коммуникативные навыки, профессиональная деятельность, обучение устной речи.
As we all know, the proper arrangement of the educational process determines the success of teaching foreign languages. The teacher's job is to engage students in active speech activities during the session. As a result, teaching communication is one of the most successful ways of releasing pupils' creative potential. In the framework of the educational process, teaching pupils to speak naturally in a foreign language is a complex and difficult problem [2].
Another issue with learning a new language is that we think in our native tongue first, then translate words into the target language, compare them to grammar
INTRODUCTION
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rules, and last pronounce a sentence. It is critical to begin teaching students how to think and speak in English as soon as possible. Children learn to speak their native language in this way; they physically absorb it. Communication practice is one of the most important parts of learning a foreign language [3].
The biggest issue with learning English is that students struggle to communicate since they are unable to apply what they have learned in a real-life context. As a result, creating a natural speech situation becomes important.
Oral verbal communication is carried out through speaking, which is a sort of speech action. It can be of varied degrees of sophistication, ranging from a simple exclamation to naming an object, answering a question, and concluding with an autonomous, thorough declaration. The transition from a single word or phrase to a whole speech is related with varied degrees of cognitive and memory involvement. The term "oral speech teaching" is frequently used. As a result, we'll refer to learning to speak as "learning to express themselves orally" [4-5]
Speaking at the skill level should be defined as the learning goal. Certain criteria are required for the implementation of speaking, and it is noteworthy to note the following fact in relation to the presence of these criteria. There is a "conflict" between meaningful and rational communication on the one hand, and its productivity on the other, when teaching speaking. There is a lack of means of expression despite the presence of knowledge, thoughts, and a desire to communicate their stance about something [6].
Apparently, with the traditional organization of speech material (with a non-communicative approach to teaching speaking), this "conflict" (between "I want" and "I can") is insoluble. The assimilation of tenses, for example, is separated by a significant interval, which makes it impossible to naturally express a thought and leads, among other things, to a loss of interest in a foreign language as a means of communication [7].
Expansion of international collaboration in all fields, a growth in intercultural contacts, and cooperative international initiatives necessitate a shift in views about teaching a foreign language and a stronger role for it in language instruction at all levels of the educational process. This is especially crucial when considering Russia's integration into the global community; consequently, foreign language professional competency is one of the most crucial attributes of a modern specialist [8].
One of the key duties of a non-linguistic university is to teach skills in a professional foreign language, which is related to the strengthening of the role of
DISCUSSION AND RESULTS
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language education in higher education. This entails posing and resolving the problem of professionally oriented language learning. Every year, the "Foreign language" discipline's importance at non-linguistic universities grows. The major goal of language proficiency is the construction of a secondary linguistic personality, ready for free conversation in the professional setting of a foreign language community, rather than simply knowing a set of vocabulary and grammatical structures [9].
Teaching genuine language communication within the context of professional activities is part of the development of such professionally oriented language education. Teaching a foreign language in a non-linguistic institution entails, first and foremost, the extension of all sorts of linguistic activity (reading, speaking, writing, and listening). However, considering the rising depth and complexity of the challenges that a teacher encounters while educating a future expert of a restricted profile, it is still relevant to discuss the growing role of teaching a foreign language (in our case, this is the field of culture and art). These tasks involve a holistic mastery of all the abilities required for intercultural communication, comprehension of a professional text (speech), and the capacity to express oneself effectively and properly in a foreign language [10].
In light of the foregoing, speaking abilities should be given special consideration in all forms of speech activities. The learning of this skill is the essence of communicative competence, which is one of the essential abilities of teaching in general and takes on added significance when teaching a language because language is communication.
Speaking as a type of speech activity has become such a natural part of our daily lives that we sometimes take it for granted, forgetting how hard we had to work to master this skill. Speaking has an equivocal status in linguistics, as it is a subject of study from the perspectives of discourse analysis, pragmatics, corpus linguistics, and neurolinguistics, but there is a need to modify research findings to make them more relevant for philologically oriented people [11].
This paper discusses some of the aspects of productive speech activity, which are especially appropriate to investigate in order to identify the relationship between the understanding of communication processes in oral speech, the ability to carry them out, and the mastery of oral speech skills, part of which are not only such traditional components as phonetics, grammar and syntax,but also socio-cultural, psychological and ethnic factors. All this proves: when analyzing the teaching of oral communication, it is necessary to shift the emphasis from language learning to
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teaching speech, which can only be done by going beyond strictly textual approaches towards interdisciplinary ones [12].
Almost all modern methods insist on the communicative orientation of teaching. This is especially popular today. A person experiences the greatest difficulties in foreign language communication, perceiving speech by ear. However, oral communication, the role of which has now become especially significant, is impossible without understanding the speech of the interlocutor, since in the process of speech interaction, everyone acts both in the role of the speaker and in the role of the listener. One of the most controversial aspects of the problem of teaching foreign languages is the verification and accounting of knowledge, skills and abilities, the methodology of their organization and implementation [13].
Scientists and linguists have identified the main types of speech activity that stimulate speaking. The main ones are listed below:
Discussion. Discussion during training can be organized in many ways, it can be aimed at exchanging views on an event, expressing thoughts about the material read and listened to, joint search for a solution to a particular problem, etc. For the discussion, groups of 3- 5 people, they are given controversial topics for discussion. It is important that each of the group members has the opportunity to speak. This type of activity promotes quick decision-making and the development of critical thinking
Role-playing games. In this activity, participants must represent themselves in different social contexts and play different social roles. In such games, the teacher for training must provide the participants with certain information: who they are, what they feel and what they think about this or that matter.
Simulation models. Simulation models are essentially the same as role-playing games, only in a more complex and thoughtful form. To make this or that situation realistic, various subjects and auxiliary materials are used during training.
Information gaps. This type of activity is designed to work in pairs. Students have this or that information that they exchange with each other. The exchange of information should solve any problems or collect information. Each of the participants in the dialogue is equally important, therefore only two of the participants will be able to recreate the information provided to them as accurately and fully as possible .
Brainstorm. This type of activity involves training in the production of ideas on a given topic in a strictly limited period of time. Brainstorming can be used both for groups of participants and for each one taken separately.
[14].
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Interview. English language learners conduct interviews on selected topics with a variety of people. They draw up a plan and questions for the interview themselves, the teacher can only identify the topic [15].
Completion of the story. Quite an interesting and productive activity. The teacher tells the story, but not completely, stopping before the denouement. Then each of the participants proposes their own ending.
Description by pictures. The teacher offers a picture or a series of pictures, and the trainees must describe what is shown in the picture, or compose a story based on a series of pictures.
Report. Each student should prepare a story on a given topic before the lesson, and then in a concise form, observing the consistency of the narrative, present the processed information [16].
When teaching speaking, it is also necessary to consider whether the speech act is interactive or non-interactive. Students can practice this activity in the form of interviews on selected topics. After the interviews, each student can present their research in the form of a report, thus moving on to monologue statements. Monologues such as a project or research presentation, university lecture, or voicemail are not interactive. Prepared speech, of course, is given to learners more easily, since it can be planned in advance using all the necessary resources, while spontaneous speech requires mastering certain techniques.
CONCLUSION
Thus, the use of speech situations in English lessons allows us to give students the character of natural speech communication, consistently complicate and diversify educational and speech actions, ensure the repetition of the learned lexical and grammatical material, in a word, to activate the speech activity of students in all aspects.
The use of speech situations in English lessons contributes to an increase in the quality of knowledge of students at all levels in the subject, which is monitored thanks to the conducted in-school monitoring of the quality of learning English [17].
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