Volume 02 Issue 11-2022
93
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
11
P
AGES
:
93-99
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article outlines to describe speaking as a type of speech activity, taking this type of speech activity today in the
process of learning a foreign language, being the main distinguishing features of speaking, naming the varieties of
monologue and dialogue, being the importance of supports in teaching foreign languages, justifying the importance
of this support for high school students, students non-linguistic universities and being the feature of testing skills and
abilities students in this type of speech activity.
KEYWORDS
Characteristics of speaking, structure of speaking, monologue, dialogue, Technology of speaking;
INTRODUCTION
Characteristics of speaking. Speaking, or expressive
speech, is a complex multifaceted process that allows
oral verbal communication along with listening. [1] The
content of speaking is the expression of thoughts in
oral form. Speaking is based on pronunciation lexical,
grammatical skills. With the communicative method,
Research Article
TEACHING FOREIGN LANGUAGE SPEAKING
Submission Date:
November 05, 2022,
Accepted Date:
November 15, 2022,
Published Date:
November 30, 2022
Crossref doi:
https://doi.org/10.37547/ajps/Volume02Issue11-13
Ravshanova Nasiba Karamatovna
A Senior Teacher Of Foreign Language Department Karshi Engineering-Economics Institute, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 11-2022
94
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
11
P
AGES
:
93-99
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
we rely on the scheme "Formation of the skill of
developing speech skills", while it is important to
understand that the skill is formed in conditions
adequate to speech.
The structure of speaking as a type of speech activity.
Communication of speaking with listening and other
types of speech activity. Consider the external
structure of speaking. It consists of the following parts:
Motivational-incentive: creating an idea for the
statement for what (need), why (motive, motivation of
the interlocutor) and what to say (goal);
Analytical-synthetic: at this stage, the
preparation of the implementation of the idea of the
statement takes place. When speaking in a foreign
language, students need to select the words stored in
memory (analysis) and include them in a speech whole
(synthesis) to implement the plan. In order for words
to be stored in memory, it is necessary that they
acquire paradigmatic and syntagmatic connections,
the more these connections, the higher the
“readiness” of the word to be included in speech.
Paradigmatic connection involves associations
when comparing words on various grounds.
Syntagmatic connections play a special role for
speaking, that is, the combination of a word with other
words. During the analysis, units of a foreign language
that are ready for use are selected (for example, May I
come in, I am on duty ...). The motor plan is triggered,
verbal means are recalled. In synthesis - completion,
construction, combination - grammatical structuring of
a phrase, which is very difficult when learning a foreign
language (for example, the student has the phrase I am
a pupil in his head. He needs to be told that we are
students. There is a replacement I
→
we, am
→
are +
the transformation of the plural of the noun pupils is
added. He chooses what is at the ready, i.e. am and
pupil - interference is turned on);
Control and executive - external design of the
statement and control, the task of which is to signal
possible errors and contribute to their correction. This
requires a standard, which is formed as a result of
language practice.
All of these parts make up the structure of speaking as
a type of speech activity. There is a close relationship
between speaking and other types of speech activity,
primarily listening. Linguistic and psychological studies
of speech activity indicate that oral and written forms
of communication, with all their inherent features,
aren’t separate systems, nor are recept
ive and
productive types of communication. If we turn, for
example, to the comparative characteristics of
listening and speaking, then it should be stated that
they are characterized by complex mental activity
based on inner speech and the prediction mechanism.
The main difference between these two processes is
their final links - encoding of information for speaking
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American Journal Of Philological Sciences
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VOLUME
02
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93-99
SJIF
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(2022:
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OCLC
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1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
and decoding for listening. The coding process involves
mastering the phonological system of the language.
Listening that is not supported by speaking can lead to
distortion of auditory images and hinder the formation
of acoustic-articulator skills.
A brief comparative analysis of the two forms of oral
communication testifies not only to the close
interaction of listening and speaking, but also to their
organic connection with reading and writing. Writing
arose on the basis of sounding speech, as a way of
fixing the sounds of a language in order to save and
subsequently reproduce information. Reading is, as it
were, a transitional form from speaking to writing,
combining the features of both. Each speech activity is
normally provided by the joint work of several
analyzers, however, the function of each of them
remains strictly differentiated, and the relationship
between the analyzers is dynamic, mobile, changing
during the transition from one form of speech
communication to another. For example, the
relationship between auditory and speech-motor
analyzers is not absolute, but depends on many
factors, primarily the complexity of mental activity, the
form of communication (oral or written), the language
difficulty of the text, the speech experience of
students in their native and foreign languages, etc.
Two forms of speaking, dialogical and monologue
speech:
A monologue is a speech of one person
expressing in a more or less detailed form his thoughts,
intentions, assessment of events, etc.
Dialogue is a form of speech in which there is a
direct exchange of statements between two or more
persons.
The unit of teaching dialogic speech is dialogic unity
(DU - a set of two adjacent statements, replicas,
interconnected in content and form). The unit of
teaching monologue speech is the super phrasal unity
(SFU) - a complex syntactic whole, a segment of
speech in the form of a sequence of two or more
sentences, united by the common theme into semantic
blocks. [2]
The distinction between dialogic and monologue
speech is arbitrary, since monologue speech also
provides for the presence of a listener and therefore,
as it were, is included in dialogic, more precisely, in oral
speech communication, which is dialogic in nature.
Many scholars believe that dialogue is the most natural
form of oral speech. Therefore, in most cases, a
strategy has been adopted for teaching oral speech
from dialogic to monologue speech. You can consider
the dialogue from different points of view, give it a
linguistic,
psychological
and
extralinguistic
characteristic. The linguistic characteristics of dialogic
and monologue speech are especially important.
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American Journal Of Philological Sciences
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SJIF
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METADATA
IF
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Publisher:
Oscar Publishing Services
Servi
The content of teaching speaking traditionally, there
are three components of the content of teaching
speaking: linguistic, psychological and methodological.
The linguistic component consists in the reproduction
of language and speech units that are acquired in
certain educational situations within the framework of
specific topics; psychological - in mastering the skills
and abilities of expressive speech; methodological - in
the ability to use supports, consciously perform the
operations necessary for the implementation of
speaking, create your own supports for mastering
monologue speech.
Supports in teaching speaking. Supports in the
development of speaking skills and abilities are
linguistic, speech and meaningful. The latter are
subdivided into verbal and non-verbal. Their number
and choice are determined depending on the specific
learning conditions:
age and level of general education of students;
level of language proficiency;
Features of the speech situation;
the nature of the speech task / the degree of
understanding of the speech task all participants in the
communication;
individual characteristics of the personality of
students.
When teaching a monologue statement, they use
various types of supports. For example:
visibility (picture, story in pictures, schematic
crochet drawing, photograph, poster, filmstrip, real
object);
text (of any content, but simple in terms of
language, plot, descriptive, informative, which
students can present, discuss, etc.);
topic (formulated at various levels of
abstraction and relating to different spheres of life and
educational activities);
maxim (proverb, aphorism or catch phrase,
which can give rise to a monologue composition);
exposition (small material
–
newspaper a
message, a caricature, a theatrical program, an
announcement, a micro story, a presentation of
different points of view - everything that contains
problems, an incentive for discussion, an expression of
one's attitude, etc.; [3]
At the initial stage, pictorial supports, it is important
that the supports are complex (aimed at both the
linguistic form and the content of speech): pictures,
series of pictures, videos - to master the skills of using
previously learned language material (lexical,
grammatical) in independent statements. The
sequence of using supports at the younger stage:
Volume 02 Issue 11-2022
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American Journal Of Philological Sciences
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VOLUME
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SJIF
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OCLC
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METADATA
IF
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Publisher:
Oscar Publishing Services
Servi
subject and visual presentation;
text;
situation;
topic.
This sequence changes to middle and high stages of
learning, where it is widely used as a support for
development of monologue skills basic scheme
(beginning, main part, and conclusion). The
subsequent dynamics of the development of
monologue skills is in the direction from describing
pictures on a topic to building a story on a topic close
to the student (my family, my class, gym, etc.).
The text as a constant support in teaching speaking. Of
particular note is the importance of such a support as
text, when teaching languages training. Working with
the text involves performing a series of exercises
related to its retelling. Retelling the text on questions,
keywords, etc. with expanding the context, replacing
situations in the text, inventing the end of the text
according to the first part read, etc. develops many
qualities of monologue skills. [4]
Work with the text, especially at the stage of improving
monologue skills, takes place in creative exercises
(discussion of the actions of the characters, a critical
assessment of actions and events, etc.). The topic, as a
rule, is the final stage of work on improving the
monologue statement. Firstly, the text outlines the
speech situation quite fully, and the teacher only needs
to use it to generate students' speech statements and
partially modify it with the help of speech settings and
exercises. Secondly, well-selected texts have a high
degree of information content, which means that they
predetermine the content value of students' speech
utterances and contribute to the realization of
educational learning goals.
Thirdly, authentic texts of various genres provide a
good linguistic and speech support, a role model, a
basis for compiling your own speech statements
according to the model.
The value of the supports: they unload memory, help
to structure the statement (where to start, what to say
next, how to complete the statement), take into
account
three
levels
of
speech
generation
(motivational-motivational, analytical-synthetic and
executive).
Technology of speaking teaching Goals of teaching
speaking. The main goal of teaching speaking is to
develop students' ability to carry out oral speech
communication in a variety of situations. After
graduation, the following requirements are put
forward for the level of preparation of graduates in the
field of speaking. Graduates should be able to:
engage in dialogue in situations of formal and
informal communication in household, socio-cultural
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METADATA
IF
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5.963
Publisher:
Oscar Publishing Services
Servi
and
educational
and
labor
spheres,
using
argumentation, emotional and evaluative means;
talk, reason in connection with the topic
studied, problems of read/listened texts, describe
events, state facts, make messages;
create a verbal socio-cultural portrait of their
country and countries of the target language.
Conclusion. Factors that determine the success of
learning to speak. The success of teaching speaking
depends on the individual age characteristics of
students,
on
the
linguistic
and
discursive
characteristics of texts, and, finally, on the motivation
of students and learning conditions. It is obvious that
speaking skills are not formed by themselves; they
need to be taught in accordance with the stages
described above and using special exercises. An equally
important condition for successful learning to speak is
the systematic monitoring of the formed skills and
abilities of speaking. Methods and forms of control
must meet the following requirements:
Perform not only control, but also training
function.
Be adequate, that is, aimed at checking one
forms of communication.
Be interesting to learners and fit them age
features.
Do not require effort to check and process the
results.
Graduates of schools with in-depth study of a foreign
language should have speech skills that would allow
them to communicate in more situations, while
inaccuracies are allowed with the use of language
means.
Training of graduates of gymnasiums and linguistic
lyceums should be distinguished by such a level that
would allow them to use the language, taking into
account professionally oriented and personal interests.
Their statements should be characterized by a variety
of language means, the development and validity of
judgments. [6]
The following parameters are certain indicators of the
level of formation of speaking skills:
•
the number of words/phrases in the message;
•
the number of simple and complex sentences;
•
the number of replicas in the dialogue;
•
the ability to behave adequately to the goals and
objectives of communication;
•
linguistic means used by the speaker (variety,
degree of thematic generalization, correctness of
use);
•
the semantic value of the statement (degree of
information content, coherence, deployment,
correspondence to the situation).
Volume 02 Issue 11-2022
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American Journal Of Philological Sciences
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VOLUME
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93-99
SJIF
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FACTOR
(2022:
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OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
Speaking skills, which are the object of control at the
senior and profile-oriented stage of education:
•
to conduct a conversation in connection with the
content of what is read, heard;
•
make a coherent message (prepared);
•
as well as a detailed story with the expression of
one's own opinion and the message of a narrative
and descriptive character;
•
make an unprepared statement on a topic /
situation;
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Глосса, 2000. —
165
с.
3.
Пассов Е. И. Урок иностранного языка в средней
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—
223 с.
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Соловова Е. Н. Методика обучения иностранным
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186.
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Бим
И.
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Димент А. Л. Творческие упражнения при работе
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Клементенко А. Д. Теоретические основы
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