European International Journal of Philological Sciences
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TYPE
Original Research
PAGE NO.
21-23
DOI
OPEN ACCESS
SUBMITED
21 January 2025
ACCEPTED
25 February 2025
PUBLISHED
23 March 2025
VOLUME
Vol.05 Issue 03 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Technologies of Correction
and Repetition Work to
Ensure the Linguistic
Accuracy of Students'
Speech in The Process of
Teaching Word Combining
Skills in The Formation of
English Speech
Alimov Jamshid Ravshanovich
Teacher of Termiz State University, Uzbekistan
Abstract
: Since this chapter is devoted to the content of
teaching combined skills and abilities, this paragraph
will solve only the first of these tasks - the selection of
the most typical grammatical errors, as a result of which
it will be possible to determine the language gap. Skills
that work in prepared speech, for example, in reciting
well-remembered, standardized thematic messages
often cease to work when students are required to form
new speech connections, even at the same level of
difficulty and using the combined supports mentioned
in the previous section. Therefore, it is not without
reason that authors who have studied the problems of
unprepared speech pay special attention to the risk of a
significant increase in the number of errors, and some
researchers even propose to include correctness as a
sign of unprepared speech in general. [186]. In their
opinion, it is necessary to ensure the linguistic
correctness of the combination or to completely
abandon it. In this regard, the unity of the study of
combination and such a methodological effect are of
particular importance, which ensures the correctness of
new speech combinations.
Keywords:
English speech formation, psychological
character, methodological character, speech skills,
language, speech unit, speech task.
Introduction:
This requirement seems to be especially
relevant in the conditions of teaching a foreign language
in a higher educational institution, where the level of
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European International Journal of Philological Sciences
consolidation of the formed automatisms is usually
low.
The study of combination is carried out mainly in the
process of actual study of oral speech, which is carried
out in thematic, interdisciplinary conversations. In
addition, the well-known attention to the combination
may be characteristic of teaching grammar and
vocabulary. In order to determine how much special
measures to prevent linguistic, primarily grammatical,
errors correspond to the task of studying combination,
it is necessary to determine which specific language
phenomena should be given special attention.
Ultimately, since automatisms are not sufficiently
formed, it may be necessary to carry out corrective and
repetitive measures that cover all or almost all of the
grammatical and difficult lexical material covered
within each topic, but this is not possible in the
conditions of a higher educational institution. In this
case, there is no time left to develop the skills of
regulating speech on the topic. Here the task arises:
1) determine which errors are the most typical, stable,
and what are the sources of these errors;
2) determine the place of corrective and repetitive
measures so that they are organically included in the
work on studying conjugation within the type;
3) strengthen the connection of grammatical-
correctional and lexical-correctional work carried out
in parallel with the topic of oral speech, if possible,
with the study of conjugation.
The identification of the most typical errors is
associated with the discovery of their sources, which
methodologists call: 1. Interlingual interference of
both the native language and the first foreign
language. 2. Intralingual interference. 3. The
complexity of the linguistic material itself, which, in
contrast to its difficulties - the number of processes
inherent in the formation and use of this phenomenon,
is actually used at the same level, the need to perform
many grammatical actions almost simultaneously. 4.
The so-called organizational difficulties arising from
student
inattention,
skipping
lessons,
methodologically incorrect lesson design, etc.
I.V. Rakhmanov identifies the interference of the
native language as the main, most difficult source of
errors. In this regard, he distinguishes three levels of
difficulty of foreign grammatical phenomena: the
highest level of difficulty, when there is no similar
grammatical concept in the native language of
students; the middle level, when there is a similar
concept in the native language, but expressed by other
means; the lowest level, when there is a similar
grammatical concept in the native language and the
means of its expression are also similar.
I.V. Rakhmanov and his followers do not deny the
importance of intralinguistic interference, but they
emphasize that in most cases it acts on the basis of
interlinguistic interference.
For our study, it is important to determine whether
interlinguistic interference is really the main source of
errors, primarily grammatical, and if so, whether it is
possible to identify the most persistent errors by
linguistic comparison of contact languages [32, 165]. In
our case, the solution of these issues was complicated,
since the study of integrated teaching methods was
carried out by us with special attention to students of
higher educational institutions. Conducting a study to
identify errors that interfere with the learning of
combinatorial skills among students of higher
educational institutions of Uzbekistan; it was necessary
to take into account the interference of the native
language, the possibility of a positive transition
(transfer) from the Uzbek language, as well as the
presence of certain grammatical stereotypes of the
English language among first-year students. [190]. So,
for example, in the second year of study, errors caused
by interference of the native language in three-term
sentences with the verb “to have” can be considered
obsolete, errors in the order with the modal verb must I
must read, in Uzbek I must write: I must write is a word-
for-word match.
From these difficulties, the following method of
identifying grammatical errors relevant to teaching
Uzbek students to combine follows:
a) we limit ourselves to the structures of English phrases
and sentences, about which we have determined in the
previous paragraph that they are necessary for the
implementation of a combined curriculum;
b) we have carried out a linguistic comparison of the
three contacting languages, English and Uzbek, in order
to identify potential interference and transfer within the
framework of these structural models [49,169,83];
d) at the same time, we have determined the possible
influence of intralingual interference; e) diagnostic work
has been carried out to determine to what extent the
positive results of teaching English and the positive
transition from the native language exclude errors
arising from the main types of interference;
f) on the basis of these studies, it has been determined
which
grammatical
material,
communicatively
necessary for learning to combine, requires special
corrective-repetitive processing.
In the field of vocabulary, we considered it possible to
limit ourselves to some cases of intralingual mixing
associated with the polysemy I have breakfast
–
I have a
book, the conversion to water the field
–
the water is
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European International Journal of Philological Sciences
cold, and similar mixing: at school, on the farm, in the
garden.
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