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ОБЩАЯ ПЕДАГОГИКА, ИСТОРИЯ ПЕДАГОГИКИ И ОБРАЗОВАНИЯ
THE ROLE OF COMMUNICATIVE LANGUAGE TEACHING IN ASSESSING STUDENTS' SPEAKING ABILITIES Salikhova N.I.
Salikhova Nasiba Ibodullaevna - Senior Teacher, DEPARTMENT OF TEACHING ENGLISH METHODOLOGY 2, ENGLISH LANGUAGES
FACULTY 2,
UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article is devoted to the communicative language teaching methods and strategies which can be used effectively in assessing students' speaking skills. And it explains that as we are teachers, we should provide spoken interactions which motivate students and allows the teacher to observe the pupils' achievements and shows which step should be taken next to improve a learner's knowledge.
Keywords: communicative language teaching, spoken interactions, assessment, giving feedback, performance, promoting, integration.
Basing on my long-time teaching practice at university, I'm always convinced that having a good range of vocabulary or grammar is only a part of speaking it. Communicative act is more important and effective, that's why it must be taught explicitly. Therefore, we make learning and assessing speaking abilities a regular part of my class experience. The current world requires from a person to be aware of all the news happening around. The need for being in touch with everyone and everything throughout the world resulted in existence of several world languages dominant of which is the English. It is not secret to anyone that the English language is becoming widespread around the earth, so more and more people are trying to learn it. Our article is considered to be very vital in teaching and assessing the students' speaking skills. The best way to assess the learner's speaking abilities is to get him to speak. We are, teachers should provide spoken interactions which motivate students and allows the teacher to observe the pupils' achievements and shows which step should be taken next to improve a learner's knowledge. As speaking being a productive skill displays the knowledge a learner acquired during the education period, it should be assessed right after the performance so it requires from a teacher to be very careful to provide feedback in order not to kill the learner's ambitions. So we want to focus on the criteria of giving feedback for their speaking performance of learners.
Therefore, school level is considered to be the turning point of the language skills. In this period language learners start to furnish their speech with logic and criticism. In this period learners need more feedback on their speech performance to get motivated for further education. The range of purposes for learning and the meanings of success and achievement in learning are more complex and diverse in relation to adult learners, and one might expect this diversity to be reflected in political debates about and the regulation of assessment in this context, but this is not the case [3].
According to Guskey, when teachers' classroom assessments become an integral part of the instructional process and a central ingredient in their efforts to help students learn, the benefits of assessment for both students and teachers will be boundless [4]. We think, in order the teachers should take full advantage of assessments, they must be open and willing to view them as achievement gauges, student motivators, and instructional guides and be responsible for the assessment of their students.
While being assessed the learners should be motivated, motivation is more important rather than need or force. It gives the learners a desire to achieve a goal and undertake their study. Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students' learning.
Conferring to Absolum's argument, the school learners must „own" both: the process and the content of learning. He claims that self-assessment is anessential element in effective learning that is "owned" by learners, and he offers many methods in which teachers can organize and support it [1]. First of all, forinstance final exams/exercises in courses are normally written and not spoken, so it wouldimply that evaluating spoken language has to be done during lessons. Secondly, it is alsousually thought that in upper secondary schools the main emphasis is to get the studentsthrough the matriculation examination where oral skills are not tested. After observing the teacher ought to pay attention to the participation in activities of each of her learners by providing them constructive feedback after the lesson. Together with teachers' grades the facilitator should sometimes have learners as assessors. When checked by their classmates' pupils try to be more careful not to do mistakes, also learners who are assessors learn by analyzing others mistakes they try to avoid the mistakes by themselves. In addition, teachers often should ask self-evaluation from pupils [2]. It is very helpful for learners to correct their mistakes without the assistance of their teacher. While providing feedback a teacher should be very careful about the quality of it. Positive feedback is good to provide in front of the other learners, but negative feedback can cause bad effects if provided in group so they should be explained individually in face to face environment. Scientific suggestion to teachers is that they should work out their own strategy of providing feedback for the oral performance of their learners. They should be very active in assessing pupils' speaking. Pupils who receive some attitude toward their each idea are proved to succeed more in comparison to others.
References
1. Absolum M. Clarity in the classroom: using formative assessment. Auckland: Hodder Education, 2006.
2. Alderson J. Diagnosing foreign language proficiency: the interface between learning and assessment. London, 2005.
3. Black P., Wiliam D. Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan, 1998. Pp. 139-148.
4. Guskey T.R. How Classroom Assessments Improve Learning. London: Educational Leadership, 2003. Pp. 6-11.
A STUDY ON THE UNDERSTANDING PROCESS OF THE
FOREIGN TEXTS Khayrullayeva D.
Khayrullayeva Dilorom - Senior Teacher, ENGLISH THEORETICAL ASPECTS DEPARTMENT № 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLICOF UZBEKISTAN
Abstract: the article discusses the issue related to the perception and understanding of a foreign language text, since reading in general, in particular, is a process of perception and active processing of information, the result of understanding. Understanding of the text occurs as a result of the reader's solution of a number of mental tasks associated with the processing ofperceived information, the peculiarity of which is that it is carried out by the
