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DIFFERENT WAYS TO DEVELOP ORAL SPEECH
Akhmedova Khusnida
EFL teacher of Fergana Vocational School
Salieva Makhmuda
EFL teacher of Fergana Vocational School
Rustamova Nodira
EFL teacher of Fergana Vocational School
https://doi.org/10.5281/zenodo.11469259
Annotation:
This thesis includes some information about importance of
speaking, and some information is given about the role of watching videos,
movies, talks and listening to songs, fairy tales in English in forming productive
skills, the using of them during the lesson.
Key words:
education, learning, speaking, listening, talks, songs, imitation,
videos, films, organizational learning, special education, classroom management.
Speaking is one of the important skills that there are some difficulties to form
that skill for new learners naturally. Why should we teach speaking skills in the
classroom? In today's modern world, learning spoken English has many
advantages.
English is fast becoming the international language of many fields, including
politics, business and education. Not only is English used between native
speakers and non-native speakers, but it is also used increasingly as a common
language in interactions between non-native speakers. Listen to the radio, you
could get up five minutes earlier and listen to the news in English. Try watching
the news in English instead of Uzbek. If you watch a movie and it has subtitles,
try taping a paper over them. Invite your English teacher to lunch! Find a friend
who also wants to improve his or her English and have lunch of dinner together
to speak English of course. Check out books, records, cassette tapes, and other
materials in English from your local library. Look especially for books which
have lots of dialogue in them. Read plays when you go to see English films, try
not to read the Uzbek subtitles. Watch for notices of English activities and join in
whenever you can. Seek out lectures in English on topics of interest to you. Try
to take notes just for your own use. Find books-on-tape in your local library.
Listen while you are relaxing at home or while commuting if you have a
walkman. Watch for plays or dramatic performances given in English on campus
or get the student ticket for the public performances. Exchange taped messages
with a classmate. Record a few minutes and then ask your classmate to respond
later on the same tape. Choose a famous person whose accent you admire, and if
you can get recordings of him or her, imitate the way he or she speaks. Practice
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situations when you are alone, perhaps in front of a mirror. Imagine introducing
yourself, disagreeing with someone’s ideas, being interviewed or asking for
information. If you can get someone to help, assign parts and do role-playing.
Make friends with the exchange students on our campus-they are here because
they want cross-cultural communication. Communicate with them. Take part in
a play in English start out with a small part if you feel shy. Find a friend or two
and agree to speak English at certain regular times after a class together, at
dinner every Tuesday, or riding home on the train. Practice reading aloud gets
someone to check your pronunciation and intonation, or record yourself on tape
and analyze your own speech. Set goals of specific things you can work on
improving for example, differences between words that contain “l” and “n” or
“w” and “v”. Keep notes of words you often mispronounce and practice them. If
you have a chance to travel, take advantage of the opportunities to use English
airlines and immigration personnel, hotel and restaurant staff, fellow travelers
and passengers. Visit a former English teacher either from secondary school or
from a course you took at university. Teachers like to hear how their students
are doing. Everyone knows that the only really effective way to improve on
language skills is to use the language. In reality, however, we know that there
are many reasons why people don’t want to speak in another language they are
afraid of making mistakes, they can’t express their real meaning easily, they are
shy, they are afraid people will laugh at them.
A completely different reason for student silence may simply be that the class
activities are boring or are pitched at the wrong level. Very often our interesting
communicative speaking activities are not quite as interesting or as
communicative as we think they are and all the students are really required to
do is answer 'yes' or 'no' which they do quickly and then just sit in silence or
worse talking noisily in their L1. So maybe you need to take a closer look at the
type of speaking activities you are using and see if they really capture student
interest and create a real need for communication. Another way to encourage
your students to speak in English is simply to speak in English yourself as much
as possible in class. If you are shy about speaking in English, how can you expect
your students to overcome their fears about speaking English? Don't worry if
you are not completely fluent or don't have that elusive perfect native accent, as
Swain (1985) wrote "We learn to speak by speaking" and that goes for teachers
as well as students. The more you practise the more you will improve your own
oral skills as well as help your students improve theirs. If students do not have
something to say or do, or don't feel the need to speak, you can be sure it won't
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be long before they are chatting away in their L1. Many students equate being
able to speak a language as knowing the language and therefore view learning
the language as learning how to speak the language, or as Nunan (1991) wrote,
"success is measured in terms of the ability to carry out a conversation in the
(target) language." Therefore, if students do not learn how to speak or do not get
any opportunity to speak in the language classroom they may soon get de-
motivated and lose interest in learning. On the other hand, if the right activities
are taught in the right way, speaking in class can be a lot of fun, raising general
learner motivation and making the English language classroom a fun and
dynamic place to be. Speaking is fundamental to human communication Just
think of all the different conversations you have in one day and compare that
with how much written communication you do in one day. Which do you do
more of? In our daily lives most of us speak more than we write, yet many
English teachers still spend the majority of class time on reading and writing
practice almost ignoring speaking and listening skills. Do you think this is a good
balance? If the goal of your language course is truly to enable your students to
communicate in English, then speaking skills should be taught and practiced in
the language classroom. Dealing with common arguments against teaching
speaking skills in the classroom students won't talk or say anything One way to
tackle this problem is to find the root of the problem and start from there. If the
problem is cultural, that is in your culture it is unusual for students to talk out
loud in class, or if students feel really shy about talking in front of other students
then one way to go about breaking this cultural barrier is to create and establish
your own classroom culture where speaking out loud in English is the norm. One
way to do this is to distinguish your classroom from other classrooms in your
school by arranging the classroom desks differently, in groups instead of lines or
by decorating the walls in English language and culture posters. From day one
teach your students classroom language and keep on teaching it and encourage
your students to ask for things and to ask questions in English. Giving positive
feedback also helps to encourage and relax shy students to speak more.
Another way to get students motivated to speak more is to allocate a percentage
of their final grade to speaking skills and let the students know they are being
assessed continually on their speaking practice in class throughout the term. We
need more time to improve our spoken English and we should practice more.
Spoken English plays an important role in English learning. And a good level of
communicative competence is the final aim of English learning. How to cultivate
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and improve the learners’ competence of spoken English has become the focal
point. By using these methods, the learner can achieve his ideal goals.
References:
1.
Ma Guanghui & Wen Qiufang;The relationship of L2 learners' linguistic
2.
variables to L2 writing ability,FOREIGN LANGUAGE TEACHING AND
3.
RESEARCH;1999-04
4.
Dai Weidong;The construction of the streamline EL T system in
5.
China[;Foreign Language Teaching and Research;2001-05
