0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hjrchiqdavlat^edagGgika^niversiteti^^^^^^^Za
THE WAYS OF TEACHING SPEAKING TO ELEMENTARY LEARNERS
Mehriniso Abdujalil kizi Yusupova
Student, Chirchik state pedagogical university yusupovamehriniso651 @gmail .com Scientific adviser: Mavluda Abduvaliyevna Komiljonova Teacher, Chirchik state pedagogical university mavlyudadj urayeva 1 @gmail .com
ABSTRACT
This article discusses the problem of teaching speaking skills in foreign language lessons. The main difficulties of the formation of this skill are revealed and the ways of their solution are proposed. Provides examples of online applications and innovative technologies for effective teaching of speaking in primary school.
Keywords: speaking skill, English, primary school, applications, innovative technologies.
INTRODUCTION
Knowledge of a foreign language (FL) in the modern world is not just a useful skill, but also a kind of necessity. English language (LA) is international today. It can be useful both when communicating with citizens of other countries, and for life in your home country. Every day in the Russian language there are new words borrowed from English, in their lives people come across English names, terms, etc. Knowledge of the English language is not a whim, but a good addition to the luggage of knowledge. Every year in many parts of the world a considerable number of persons find themselves called upon to teach English to those whose mother tongue is not English. Their pupils may be children or adults; and range from those who already have some knowledge of English either in its spoken or written form to those who know not a single word of the language.mother tongue of those who are about to engage in such teaching is usually English, but to some of them English is a foreign language in which they may or may not be proficient. But in either case they find themselves taking on a job which is unfamiliar to them. They have rarely been specially trained to teach English as a living language and as a means of immediate communication.their pupils already have some knowledge of English, the teacher more often than not has recourse to a reading book, and causes his pupils to read -with or without the process of translation. Or, if a command of the spoken language is the objective, they content themselves with carrying on «conversation» with their
April 23-24, 2024
301
qdavjat^edagog
m
pupils. In the latter case such teachers find themselves at a loss.
LITERARY ANALYSIS AND METHODOLOGY
Lately, interest in the English language as a means of international communication has grown substantially. English has already become the language of professional communication in various spheres of life. Most students wish to learn to speak English; that is why speaking plays a primary role in teaching oral communication. Speaking is considered to be one of the four macro skills necessary for effective communication in any language according to most research, particularly when speakers are not using their mother tongue. As English is universally used as a means of communication, especially on the Internet, English speaking skills should be developed along with the other skills so that these integrated skills will enhance communication competence.
In Russia, like in many other countries, the problem of speaking skills is crucial. A number of researchers investigated this field and came to the conclusion about students' low level of speaking ability and their inability to speak confidently and fluently. One among the many reasons to take into consideration might be the lack of confidence and anxiety about making errors as stated by Trent (2009) and in other related studies. Most college students are not confident in their ability to learn to speak; teachers must overcome their reluctance in order to change this situation.
As a rule, being willing to communicate is part of becoming fluent in a second language, which often is the ultimate goal of language learners. For example, Julius Kuhl's 1 theory of action control is introduced as an expansion of the conceptual framework for the study of Willingness to Communicate (WTC). Kuhl proposed three key concepts: preoccupation, volatility, and hesitation, which form part of the base from which WTC in the second language is built.
Other factors dealing with willingness to communicate can be divided into individual differences in the linguistic and non-linguistic outcomes of language learning, such as motivation, aptitude, language learning strategies, language anxiety, and others ( Dornyei, 2005). They have been a key focus of second language research for over 50 years (Gardner, 2009).
Recently, MacIntyre (2007) drew attention to the learner's decision to voluntarily speak the language when the opportunity arises, even as basic language skills are being acquired. Nevertheless, despite the emphasis on communication in modern language pedagogy and the well-accepted view that learners require practice in speaking in order to learn ( MacIntyre, 2003), some language learners habitually choose to remain silent.
DISCUSSION AND RESULTS
302
^23-2V2024_ International Scientific and Practical Conference
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
First, each teacher, before giving students speaking tasks, must work out all new words, repeat their pronunciation, write a transcription, give examples of using these words etc. In this case, the students will have more confidence during communication in the EL. Secondly, the teacher should be given speaking tasks only on the topics covered so that the students freely and consciously use words, constructions, clichéd phrases and grammar rules on this topic. Thirdly, it is important for the teacher to ask those questions that students can answer on their own. These should be accessible topics from life. In elementary school, these may include questions about school, hobbies, family, travel, etc. There is no need to ask children about something abstract and incomprehensible. To increase motivation in learning foreign language, it is important for a child to understand why he needs a language, it is important for him to feel his progress in learning foreign language. Therefore, it is important that a foreign language is used not only in the classroom, but also outside the classroom. At the same time, the skills acquired by the child will be appreciated by his parents, friends, classmates, etc. In order for all students to have the time and opportunity to communicate at the FY, it is important to think over all parts of the lesson so that no child is sitting idle. It is important to make extensive use of group and pair work, in which it is possible to discuss various topics. Such types of work will contribute to the development of not only speaking skills, but also motivation, thinking and interest in FL. We should also not forget about such an important means of didactic influence on an elementary school student as a teacher's speech. It is the functionally structured and qualitatively verified speech of the teacher that contributes to the creation of conditions in the lesson that ensure the productivity of the educational process.
In addition, in order for students to study English more diligently, the teacher needs to conduct their lessons in an interesting and dynamic way, using interactive forms of work. Using an interactive approach to teaching foreign language, you can optimize the process of mastering the skills of basic school foreign language communication and make it more effective. In an interactive mode, you can conduct a series or all lessons for a given academic discipline [3, p. 69]. At the present stage, it will be effective to use various teaching application platforms while practicing speaking skills in foreign language lessons. These resources will be perceived with interest by schoolchildren, since in them the learning process is presented in a playful way. In addition, the use of such applications will facilitate the process of preparing for foreign language lessons for the teacher himself.Most applications already have predefined programs, games, dictionaries and assignments, so the teacher will only need to choose the most suitable ones and use them in the learning process.
April 23-24, 2024
303
■
1. ABC Kids. A bright and colorful app that allows kids to learn the English alphabet and words. For better memorization, all words are voiced, so this application will become an effective assistant in teaching speaking.
2. Luntik. Learning English. The application offers over 25 game tasks designed for preschool and elementary school children. At each level, children learn topics that are often found in our lives: clothes, furniture, dishes, numbers, etc., so for the speaking skill, mastering these 25 different everyday and at the same time important topics will be very useful.
3. Fun English. This application allows you to memorize not only words, but also various expressions. The course is divided into lessons, each topic is presented in different games, each such game trains the skills of speaking, listening and spelling. It is important to note that American and British accents were used in the voice-over of the app to help children learn to perceive and practice different pronunciations.
4. Monkey Junior. This application offers a rich course of learning English in a fun way for schoolchildren. The game is divided into three stages: first - learning new vocabulary, second - parsing sentences with new words, third - making sentences.
5. English for children with Keba.The app is efficient thanks to the immersion method. The characters describe funny situations in their world, so this game engages children in an interesting learning process. Thus, the cognitive interest of children in the study of FL is increased. You can use these training applications not only in the lessons of foreign language, but also as homework. In addition, students can use such applications on their own in their free time.
CONCLUSION
Virtual tours of museums can be another effective means of developing the communication skills of younger students. Students can be offered tasks of the following type: describe the room / hall of the museum using certain lexical units and grammatical structures; complete a web quest around the museum, both individually and in pairs / groups, etc. Thus, students' language skills will be comprehensively formed, but their knowledge will also expand in various fields. In general, it is important for teachers to remember that foreign language lessons should be interesting and interactive. It is necessary to change the concepts of lessons, constantly offering children new tasks and exercises. These can be:
role-playing games;
discussions;
mini-debates;
tasks on training videos, etc.
304
April 23-24, 2024 International Scientific and Practical Conference
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
The more creative the approach to organizing FL lessons, the more it will arouse the cognitive interest of students and their desire to improve their speaking skills and knowledge of the subject. The most important rule in teaching children to speak is to speak , as much as possible. The teacher should lead the lesson mostly in the FL, interact with children, invite children to engage in dialogue with each other, and also motivate students to use the FL in everyday life. REFERENCES
1. Aparina Yu.I. Adaptive speech of the teacher as a means of didactic communicative influence on primary schoolchildren // Bulletin of the Tambov University.Series: Natural and technical sciences. 2007. No. 1. P. 238-240.
2. Budnik A.S. Virtual tours of museums as an effective means of teaching foreign languages // Letters to Emission. Offline. Electronic scientific journal. SPb .: Publishing house of the RGPU im. A.I. Herzen, 2020. - No. 11. - P. 2894
3. Gez N.I., Lyakhovitsky M.V., Mirolyubov A.A. Methods of teaching foreign languages in secondary school: textbook. - M .: Higher. shk., 2002. - 257 p.
4. Solovova E.N. Methods of teaching foreign languages: basic course / E. N. Solovova. - M .: Astrel, 2008 .-- 238 p. Igbaria, A.K. Teaching English Vocabulary, Jami'a, Alqasemi Academy (R A): Academic College of Education. 2003, (7).
5. Griffiths, M.D. Video games: Advice for teachers and parents. Education and Health. 2003, 21, pp. 48-49.
6. Hong, X. Review of effects of glosses on incidental vocabulary learning and reading comprehension. Chinese Journal of Applied Linguistics. 2010, 33 (1), pp. 56-73.
7. Chall, J. S. Two vocabularies for reading: Recognition and meaning. In M. G. McKeown & M. E. Curtis (Eds.). - The nature of vocabulary acquisition. - Mahwah, NJ: Lawrence Erlbaum. - pp. 7-17.
8. Sanderson P. Using Newspapers in the Classroom, CUP. 2002.
9. Kuhl J. A theory of action and state orientations. J. Kuhl, J. Beckmann (Eds.), Volition and Personality, Hogrefe & Huber Publishers, Gottingen (1994), pp. 9-46.
10. Dornyei. Z. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition Erlbaum, London (2005).
11. Gardner R.C., Gardner and Lambert (1959): fifty years and counting. Presented at the annual meeting of the Canadian Association of Applied Linguistics, Ottawa. Retrieved
from http: //publish.uwo .ca/~ gardner/docs/CAALQttawa2009talkc. pdf (May 2009) July 31, 2009.
305
April 23-24, 2024 International Scientific and Practical Conference
■
12. MacIntyre P.D. Willingness to communicate in the second language: understanding the decision to speak as a volitional process Modern Language Journal, 91 (2007), pp. 564-576.
13. Komiljonova M. A. et al. Content and language integrated learning (clil) method and how it is changing the foreign language learning landscape //o'zbekistonda fanlararo innovatsiyalar va ilmiy tadqiqotlar jurnali. - 2024. - T. 2. - №. 26. - C. 26-
14. Djurayeva, M. A. (2023). Developing note-taking skills in consecutive interpreting. Academic Research in Educational Sciences, 4(4), 232-236.
15. Djurayeva M. Delving into note-taking technique in consecutive interpreting //Models and methods in modern science. - 2022. - T. 1. - №. 17. - C. 43-49.
33.
306
April 23-24, 2024 International Scientific and Practical Conference
