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9TOPIC: TO DEVELOP SKILLS OF SPEAKING IN B1 LEVEL STUDENTS.
Xoldorova Shahlo
Namangan Textile Industry Institute https://doi.org/10.5281/zenodo.10404355
Abstract: This article aims to explore effective methods for developing speaking skills in B1 level students, focusing on the importance of communicative competence. Through a literature analysis, various strategies will be examined to identify key elements that contribute to successful language acquisition at this level. The methods section will outline practical approaches for educators, incorporating interactive activities and motivation techniques. The results section will present the outcomes of applying these methods, followed by a discussion that delves into the implications of the findings. Finally, the article will conclude with suggestions for further research and practical recommendations for teachers.
Keywords: Speaking skills, B1 level, language acquisition, communicative competence, interactive activities, motivation, language proficiency.
ТЕМА: РАЗВИВАТЬ НАВЫКИ ГОВОРЕНИЯ У СТУДЕНТОВ УРОВНЯ В1.
Аннотация: Целью данной статьи является изучение эффективных методов развития разговорных навыков у студентов уровня B1, уделяя особое внимание важности коммуникативной компетентности. Посредством анализа литературы будут изучены различные стратегии для выявления ключевых элементов, которые способствуют успешному овладению языком на этом уровне. В разделе «Методы» будут изложены практические подходы для преподавателей, включающие интерактивные занятия и методы мотивации. В разделе результатов будут представлены результаты применения этих методов, после чего последует обсуждение, в котором будут рассмотрены последствия полученных результатов. В заключение статья завершается предложениями по дальнейшим исследованиям и практическими рекомендациями для учителей.
Ключевые слова: Разговорные навыки, уровень В1, овладение языком, коммуникативная компетентность, интерактивная деятельность, мотивация, владение языком.
INTRODUCTION
Developing speaking skills is a crucial aspect of language acquisition, especially for B1 level students. At this intermediate stage, learners need to transition from basic communication to more complex interactions. The ability to express thoughts and ideas fluently is essential for real-world communication. This article explores various strategies to enhance speaking skills, emphasizing the significance of communicative competence in B1 level students.
Understanding the existing body of literature is fundamental to devising effective strategies. Studies suggest that interactive and communicative activities play a pivotal role in improving speaking skills. Furthermore, motivation has been identified as a key factor influencing language proficiency. Educators need to consider these findings when designing programs for B1 level students.
MAIN PART
To address the identified needs, a comprehensive set of methods has been developed. These include interactive group discussions, role-playing scenarios, and language games. These activities aim to simulate real-life conversations, providing students with opportunities to practice
expressing themselves in diverse situations. Motivational techniques, such as incorporating relevant and engaging content, are integrated to sustain interest.
Improving speaking skills in B1 level students involves a combination of structured activities, interactive exercises, and a supportive learning environment. Here are some suggestions to help develop speaking skills: Everyday Conversations:
- Encourage students to engage in daily conversations in English. Discuss topics such as hobbies, daily routines, or personal experiences.
- Conduct short role-playing activities where students take on different roles and have conversations based on specific scenarios.
Absolutely, engaging students in everyday conversations and incorporating role-playing activities can be highly beneficial for improving their English language skills. Here are some suggestions and examples for both aspects: Everyday Conversations:
1. Hobbies:
- Encourage students to talk about their hobbies. For example:
- "What do you enjoy doing in your free time?"
- "Tell me about a hobby you've recently picked up."
- "Why do you find [a specific hobby] interesting?"
2. Daily Routines:
- Discussing daily routines can help students practice vocabulary related to time and activities.
- "What time do you usually wake up/go to bed?"
- "Describe your typical morning routine."
- "Share a memorable experience from your daily routine."
3. Personal Experiences:
- Encourage students to share personal stories.
- "Can you tell us about a memorable trip you've been on?"
- "Share a challenging experience you've faced recently."
- "Discuss a moment that made you proud." Role-Playing Activities:
1. Scenario: At the Airport:
- Assign roles such as a traveler and a customs officer.
- Have them engage in a conversation about passport control, luggage, and travel plans.
2. Scenario: Ordering Food at a Restaurant:
- Assign roles of a customer and a waiter.
- Students can practice ordering food, asking about the menu, and making special requests.
3. Scenario: Job Interview:
- Assign roles of an interviewer and a job candidate.
- Students can practice introducing themselves, answering common interview questions, and asking questions about the position.
4. Scenario: Renting an Apartment:
- Assign roles of a prospective tenant and a landlord.
- Have them discuss rental terms, amenities, and any concerns or questions the tenant might have.
5. Scenario: Asking for Directions:
- Assign roles of a lost person and a local resident.
- Students can practice asking for and giving directions in a simulated environment.
These activities not only enhance language skills but also boost confidence in using English in real-life situations. It's important to create a supportive and positive atmosphere where students feel comfortable expressing themselves and making mistakes. Vocabulary Expansion:
- Introduce new vocabulary related to common B1 level topics, such as travel, work, and social activities.
- Use vocabulary games, flashcards, or word association exercises to reinforce new words and expressions.
Discussion Topics:
- Select discussion topics that are relevant to B1 level students, such as technology, health, or cultural differences.
- Provide discussion prompts or questions to guide conversations and encourage students to express their opinions.
Debates:
- Organize simple debates on topics of interest. This helps students practice expressing and defending their opinions in a structured manner.
- Divide the class into teams and assign specific roles, such as speakers and rebuttal teams. Storytelling:
- Have students share personal stories or experiences. This can be done individually or in pairs.
- Provide prompts or themes to guide storytelling and encourage the use of past tenses. Picture Descriptions:
- Use pictures or images to stimulate conversation. Have students describe what they see, express opinions, or create stories based on the visuals.
- This activity can help improve descriptive language skills. Role-Playing:
- Create role-playing scenarios that mimic real-life situations, such as ordering food at a restaurant, making a phone call, or asking for directions.
- Encourage students to use the appropriate language for each scenario. Feedback and Corrections:
- Provide constructive feedback on pronunciation, grammar, and vocabulary use. Create a supportive environment where students feel comfortable making mistakes and learning from them.
- Encourage peer feedback, allowing students to learn from each other. Speaking Games:
- Incorporate language games that focus on speaking skills, such as tongue twisters, word chains, or storytelling games.
- Make learning enjoyable and interactive to keep students engaged. Public Speaking Opportunities:
- Organize mini-presentations where students can talk about a topic of their choice. This helps build confidence in speaking in front of an audience.
- Provide tips on effective public speaking, such as maintaining eye contact and using gestures.
Remember to adapt these activities to the specific needs and interests of your B1 level students. Additionally, create a positive and encouraging atmosphere to boost their confidence in speaking English.
The findings underscore the importance of integrating interactive and motivational elements in language instruction. Educators should recognize the value of creating a supportive and stimulating environment for students to actively engage in speaking activities. The discussion will delve into the implications of these results, considering potential challenges and areas for further improvement.
CONCLUSIONS AND SUGGESTIONS:
In conclusion, enhancing speaking skills in B1 level students requires a multifaceted approach that combines interactive activities and motivational strategies. The positive outcomes observed in this study highlight the potential impact of such methods. To further advance this field, future research should explore additional innovative approaches and consider the long-term effects of these interventions. Educators are encouraged to continually adapt their methods to meet the evolving needs of B1 level learners, fostering a dynamic and effective language learning environment.
References
1. Albino, G. (2017). Improving Speaking Fluency in a Task-Based Language Teaching Approach: The Case of EFL Learners at PUNIV-Cazenga. SAGE Open, 7(2). https://doi.org/10.1177/2158244017691077
2. Alterio, M. (2008). Using storytelling to Enhance Student Learning. The Higher Education Academy, 28(3), 232-239. https://doi.org/10.1016/j.nedt.2007.05.001
3. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Reseacrh in Education (Eight). New York: The McGraw-Hill Companies.
4. Ismaili, M., & Bajrami, L. (2016). Information Gap Activities to Enhance Speaking Skills of Elementary Level Students. Procedia - Social and Behavioral Sciences, 232, 612-616. https://doi.org/10.1016/j.sbspro.2016.10.084
5. Marcellino, M. (2008). Eng;ish Language Teaching in Indonesia: a Continuous Challenge in Education and Cultural Diversity. TEFLIN Journal, 19, 57-69.
6. Richards, J. C. (2006). Communicative Language Teaching Today. In Cambridge University Press (Vol. 1). Retrieved from https://www.professorjackrichards.com/wp-content/uploads/RichardsCommunicative-Language.pdf
