ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
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Samarkand State Institute of Foreign Languages
THE IMPORTANCE OF TEACHING SPEAKING SKILLS AT
PRIMARY SCHOOL
Sidikova N.N
Dotcent at SamSIFL
Huss Elassal
English teacher of school №81
Gulbahor Yuldasheva
Annotation
: This article analysis about the usage of new and easy methods for teaching
speaking skills. It also includes various skills and activities of teaching speaking to the beginner
levels.
Key words
: dilemma, medium of communication, enthusiastically, a valuable technique,
progressively, culturally, role playing, inappropriate
Speaking is one of the essential medium of communication. To make the classroom
teaching more effective the teachers need to give instructions and feedback with adequate
language input and design interactive activities that will promote speaking and that will
progressively help learners to speak fluently and accurately. While teaching beginner level
learners, the teachers need to be more prudent as young learners are very sensitive towards
learning. While giving them feedback the teachers need to be sensitive towards learning.
Learners’ motivation plays a vital role in their learning and while receiving positive feedback,
their motivation and self-confidence becomes higher and they can enthusiastically participate in
the learning process. Also the result and the effectiveness of the lesson are belonged to teaching
methods, teaching activities and as well atmosphere of the class. Taking all information into
consideration it is appeared that the speaking plays a great significant role while teaching process.
Because with the help of speaking human can easily express his/her state, mood, feelings,
options and other ideas about something. Speaking also helps to exchange data and helps to get
necessary information as well. As mentioned below that all language teachers used different
activities and methods. But all of them aimed to teach speaking and develop pupils’ speaking
skills in English language. They used the activities according to pupils’ levels of the knowledge
and interests. Teaching speaking skills are not the same with the teaching other communicative
skills of the language. Because it would be the fundamental knowledge of the pupils, who were
second language learners and not ordinary process for every teacher. The primary aim of this
research study was to investigate Samarkand State Boarding Schools EFL teachers, specifically
elementary school teachers, about their opinions on using songs and games when teaching EFL
to young learners. After reviewing the relevant literature, there are several conclusions
which can be drawn.
First, it is clearly indicated in the literature and research studies that songs, games and
role play are a valuable tools to teaching English oral skills (listening and speaking) specifically
to young learners. Second, they are considered a valuable technique because they help to lower
pupils’ anxiety and increase motivation. Third, these tools should be a vital elements when
designing EFL curriculum for young learners. Looking closely at the research findings about
teachers’ beliefs about the pedagogical value of using songs and games when teaching oral skills
in this study, it can be clearly seen that the findings of this study are parallel with the
findings of earlier research studies about songs , games and role play as important
pedagogical tools. Considering the results of the study, it is possible to conclude that EFL
teachers in elementary schools are aware of the pedagogical value of using songs when teaching
oral skill. The majority of the participants believe that songs and games should be an
essential parts of the English language curriculum for young learners.
Furthermore, they believed that they present opportunities for young learners to speak
and practice the language. Additionally, they also believed these tools to be a very
ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
348
Samarkand State Institute of Foreign Languages
important factors in developing listening and as well as speaking skills. Evaluated overall,
the findings of the current research study clearly indicate that School EFL teachers are in favor
of using songs and games have positive opinions about the pedagogical value of using them
when teaching English oral skills to young learners. However, if we examine both the EFL
curriculum for young learners and the teaching methodology applied by most other teachers we
find the following. First, the other EFL curriculum for young learners gives little (if any)
attention to songs and games. Second, EFL teachers in this context neglect using modern
strategies such as the use of songs in their classes and usually stick to the grammar translation
method.
Although the majority of the participants have positive views about the pedagogical value
of using them, this does not mean that they are comfortable to use songs in their classes. EFL
teachers in the school usually follow certain beliefs about how and what to teach. These beliefs
are based on their religious and cultural background. The results that show teachers’ attitude
towards using these tools in their classrooms present a problem that contradicts the
teachers' beliefs about the pedagogical value of songs, game, role play and videos. In spite
of their positive opinions about the pedagogical value of them, the majority of the participants
find it difficult to locate appropriate role playing tasks, do not have enough resources to use
various games in their classes, believe that using games is time consuming and consider
using songs in their classes to be culturally inappropriate. The findings that present
teachers’ thoughts about the effectiveness of using songs, games and role play when teaching
oral skills to young learners reproduce both the current research findings that present teachers’
beliefs about the pedagogical value of using songs, games and role playing the earlier
research findings [2,120]. This strengthens the researcher’s second hypothesis that songs are
an important pedagogical tool, that might contribute to developing EFL oral language skills.
A promising finding is that the majority of the participants surveyed believe that songs,
games, videos and role play are a highly motivating techniques of teaching English to young
learners, that they accelerate the memorization of vocabulary, that provide a large amount of
needed repetition and that especially songs lower students’ anxiety. Reviewing the findings, the
researcher reveals that another dilemma comes to surface. Even though the participants state
that they think using songs, games and role playing as well as videos are time consuming
and somehow culturally inappropriate, the majority of those participants state that they use them
as much possible and that they have easy access to these tools.
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ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
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Samarkand State Institute of Foreign Languages
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