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138THE ROLE OF READING IN IMPROVING SPEAKING SKILLS IN THE CONTEXT OF TEACHING ENGLISH AS A FOREIGN LANGUAGE
Elvina Reshatovna Kenjali
Student, Chirchik State Pedagogical Institute of Tashkent region
Diana Valeryevna Abduramanova
Scientific adviser, Chirchik State Pedagogical Institute of Tashkent region
ABSTARCT
It is already known that there is a recognizable and important relation between speaking and reading skills. Moreover, it is undoubtedly true that learners who indicate significantly great results in reading have a tendency to develop successful speaking skills. What is more, reading provides learners with continual improvement not only in vocabulary knowledge, but also it affects people's intonation during a conversation in real life.
The significance of vocabulary knowledge and its ability to facilitate speaking skills, has had a great influence on reading skills development. Consequently, due to the fact that word knowledge improvement via reading is an effective way to foster speaking skills, this very article is addressed to the relationship between reading words and spoken words and it focuses on contribution of reading to speaking.
Keywords: reading skills, speaking skills, listening skills, fostering, innovative, classroom, development, proficiency, fluency, motivation, achievement, grammar, vocabulary, speaking performance.
INTRODUCTION
There is a widespread argument that reading and listening go hand-in-hand in any language learning, because reading gives a wide range of vocabulary and listening skills help to form the exact pronunciation of words and intonation. This is probably useful for foreign language learners who encounter obstacles in finding the appropriate words to describe or analyze the situation. This problem is exacerbated by more rare readers. According to Bright and McGregor [1], „Where there is a little reading there will definitely be little language learning. The students, who want to learn English, will have to read unless they move onto speaking track'. By following this, it becomes clear that reading does not only develop writing skills, but also plays a significant role in improving speaking with speech fluency and sentence accuracy. It creates a sound understanding of semantics and grammar structure. In addition, it is
considered that students who read a lot are likely to speak well. This is due to the fact that „A text is usually regarded as authentic if it is not written for teaching purposes but for a real-life communicative purpose, where the writer has a certain message to pass on to the reader. „An authentic text is one that possesses an intrinsically communicative quality' [2]
With such advantages of reading to improve and develop language skills, especially speaking skills, this article indentifies the relationship between reading habits and improving speaking proficiency since reading tends to enrich much needed vocabulary in EFL context and also offers practical language in use with interesting examples from diverse genres.
LITERATURE REVIEW AND METHODOLOGY
Walter R. Hill briefly describes reading as „what the reader does to get the meaning he needs from contextual resources'.[3] Hedge claims that „through extensive reading learners advance their ability to guess the meanings of unknown words and phrases from clues in the context'.[4] Krashen and Terrell state that „reading enables the learners to comprehend better which is an important factor that can develop language competence they need for conversations'.[5] Via reading, language learners have the ability to learn vocabulary that is likely to facilitate their speaking performance and their usage of speaking structure in the target language. Grabe [5] has proposed a strategy for developing reading skills that includes three components that may affect students' speaking performance. These include:
1) Automatic recognition skills
2) Vocabulary and structural knowledge
3) Knowledge of the formal structure of discourse
Thus, it is a generally accepted fact that reading helps students to acquire the appropriate vocabulary and grammatical structure of the sentence. From reading students understand how words combine together.
Vocabulary skills include recognizing, guessing, and predicting meaning of words using headings, subheadings, and non-verbal context. In this regard, Levelt [6], „vocabulary has a central position in forming an utterance with appropriate meanings and with syntactic, morphological, and phonological structures'. With a close understanding of his statement, it seems that two points are offered. First, vocabulary is always needed in the formulation stage. In other words, no speech is likely to be produced without vocabulary, and vocabulary is essential for speaking representation. Second, the lexicon which consists of lemmas and lexemes includes not only the size
of the vocabulary, but also the depth that suggests that both size and depth are related to speech.
Vocabulary and grammar are two key factors in learning a foreign language and they both affect learners' speaking performance. Grammar is crucial for studying language accuracy and it helps students to build comprehensive sentences during conversation. To understand how language works, students should always pay attention to grammar.
Research shows that explicit learning methods are particularly effective for teaching understanding of the strategy. These are some methods for developing speaking through reading:
1) Blender. Students silently write a definition or brainstorm an idea for a few minutes on paper. They then form groups and two of them read their ideas and combine the elements of each. The third student reads his own, and again there is integration with the previous two, until finally everyone in the group is integrated.
2) Picture prompt is an image prediction method. A teacher shows students an unexplained image and asks them to identify, explain or analyze it, justify their answers, and write a story. On the other hand, ask students to write about it using the terms from the lesson. You should not tell the answer until they have explored all options first.
3) Making up a story: the teacher distributes the text written paper without finishing it. Students complete the story with their creativity.
4) Paraphrasing is the use of one's own words to express someone else's message or idea. In paraphrasing, the ideas and meaning of the original source should be preserved; the main ideas should be covered, but the wording should be your own.
RESULTS AND DISCUSSION
Nowadays modern methods of TESL are aimed not only to read and understand the text but to analyze its meaning in speech and to be able to communicate in future special situations. Moreover, here there is a need to form and develop the communicative competence of learners. In addition, there is a plethora of techniques that can be used in order to aim this goal.
It is believed that motivation has a tendency to affect students learning and behavior. It directs behavior towards particular goals, increases students time for tasks and an important factor is that it influences their learning and achievements. That explains the reason why I have chosen these particular ways of motivating:
Highlighting what went right. Commenting with motivate phrases as "Good job", "I knew you would achieve this" is type of their progress evaluation of their in doing something.
Creating classroom climate. English speaking atmosphere in the class is crucial and it will definitely have a great result.
It is vitally important to create a safe and supportive environment where students are able to learn and practice the language in a comfortable way. This positive atmosphere can be maintained by a teacher through a positive working relationship between a teacher and a student. For example, I can regularly post messages on the classroom bulletin board with welcome messages, birthday messages, and congratulations, and encourage students to use the board to demonstarte their projects.
Humoring the students. Sometimes humorous ideas may be used in class to raise learners' mood, and also such method helps to cheer them up.
Competition. The group is divided into two subgroups and a competitive mood by asking about positive and negative sites of the topic studied is created.
Rewarding (emphasizing what has been done right). It is important to give rewards to learners for their success and achievements of the goals, so to make some stickers is a perfect way to evaluate and highlight students' participation.
In addition, it is essential to highlight the fact that one of the most practical and effective ways to improve speaking skills - it is to be an interested reader. I realized that extensive reading helps foreign language learners to develop their abilities to understand the intended meaning of words and, moreover, it enables students to express their own ideas, emotions and feelings. In addition to it, dictionary knowledge is one of the paramount factors that undoubtedly affect fluency in a beneficial way. Reading not only introduces students to a greater degree of language and contexts, but also helps students to build grammar skills and abilities. I have tried all above mentioned activities and ways of motivating and found out them quite successful in enhancing and maintaining learners' motivation.
CONCLUSION
It is widely believed that listening naturally generates ability to speak one's native language or foreign, but in places only listening cannot make a person capable of using language effectively. Whereas, in the context of foreign language, reading not only saves time, but also provides suitable vocabulary to convey the message. If a man lives in a target language environment and studies some words for several years; they can study vocabulary volume extensively and specific usage of language by
reading. Listening gives words in a year or even more, when reading a specific text will certainly provide the same within days or maximum month.
Additionally, it is necessary to appreciate the efforts and progress of students. To promote student's autonomy, we have included several activities that consist of peer support and feedback in addition to teacher's commentary. [13] What is more, the use of interesting icebreakers can help in overcoming hard work in the classroom. To manage this, I tend to use cartoons and short videos related to the lesson. Furthermore, sometimes changing the lesson location to an open space or even a café can contribute to breaking the monotony, especially when the lesson does not require the usage of classroom equipment.
To conclude in the words of Al-Dersi [7], the use of stories to read in EFL classrooms for developing vocabulary, and thereby speaking skill, of EFL learners is a naturalistic, enjoyable, low-cost and highly effective method. In our point of view, it might be recommended for all EFL teachers and learners.
REFERENCES
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