234
for non-native speakers. Fortunately, there are numerous resources available to aid learners in
improving their grammar skills. Online courses, textbooks, and even language exchange programs
can be effective tools for enhancing your grammar knowledge. Additionally, seeking out
opportunities to practice your language skills in real-world settings can help you identify areas where
you need to improve and gain a better understanding of key grammar concepts.
In essence, grammar plays a crucial role in language acquisition, whether for native speakers
or those learning a new language. A solid grasp of fundamental grammar principles is essential for
effective communication, offering a structure for conveying meaning with subtlety and precision.
While mastering grammar may pose challenges, it is a vital aspect of language learning, and
dedicating time and effort to enhancing grammar skills will enhance one's ability to communicate
effectively in real-world contexts. Grammar goes beyond mere rules and structures; teaching
grammar can accelerate English language learning for learners. Regrettably, many learners may
harbor negative perceptions of grammar instruction, viewing it as less important for practical
communication. It is imperative for educators to integrate grammar instruction with other language
skills and motivate learners to recognize the advantages of mastering grammar. By teaching grammar
with meaningful objectives alongside other language competencies, students will come to appreciate
its significance. Consequently, students will realize that they can apply their acquired grammar
knowledge to everyday tasks rather than focusing solely on rigid textbook sentences.
REFERENCES:
1. Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to
Language Pedagogy (4th ed.). White Plains, NY: Pearson Education.
2. Ellis, R. Current Issues in the Teaching of Grammar: An SLA Perspective. TESOL Quarterly,
40(1), (2006). 83-107. doi:10.2307/40264512
3. Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Essex, England: Pearson
Education. (2015).
4. Ur, P. A Course in English Language Teaching (2nd ed.). Cambridge: Cambridge University Press.
(2012).
5. Lado Robert and Fries Charles C., “English pattern practices. Establishing the patterns as
habits.”; The university of Michigan press, 1970
THE ROLE OF DIALOGUES IN ENHANCING SPEAKING SKILLS OF A2
LEVEL LEARNERS
Naubetbaeva Nurzada Womirbaevna
PhD doctoral student of Karakalpak State university named after Berdakh
The ability to communicate effectively in spoken English is fundamental for language learners,
particularly at the A2 proficiency level. Dialogues serve as a valuable resource in language
classrooms, facilitating meaningful interactions and language production. This thesis investigates into
the theoretical supports of dialogues in language learning and their specific application in improving
speaking skills among A2 level learners.
The literature review explores existing research on language acquisition, communicative
competence, and the role of dialogues in language teaching.According to Velazco" Dialogue is a
phenomenon inherent to human species, and perhaps this is only use capable of dialogue; furthermore,
there is no possibility of human society functioning without dialogue. Although certainly, there are
many situations that develop perfectly without dialogue and in which their presence would be
inappropriate, it is true that without dialogue in day-to-day human interaction, coexistence would not
be possible[5;86-110pp]. Moreover, Journal of Ecumenical Studies states that “ Dialogue is a two-
way communication between people who hold significantly different views on a subject, with the
purpose of learning more truth about the subject from the other”[3;24-27pp].
Several studies show that the use of dialogue helps students improve their speaking ability in
the taught language, since it allows them to have a better constant interaction with the language. It is
confirmed in the studiesby Suhartono, Julinda and Luwandi. It shows that when teachers use
235
dialogues this works as an sections that helps the student to pronounce expressions and words during
a dialogue between students and teachers in daily situation[4;50-63pp]. Afterwards, the students have
to practice using the words and expressions in a conversation between two speakers, promoting that
students ask and respond using the words and expressions they learnt before. Additionally, the
effectiveness of dialogues in teaching speaking was proven by HennyDwiDaryati who used dialogues
as a strategy to improve speaking ability of learners. He showed the result as in the following, in the
first instance he explained the percentage of scores that they obtained at the end of the investigation,
regarding the ability to speak, which was positive, because the author before using the strategy
classified the learners’ abilities to speak as deficient[1;12-20pp]. Therefore, the learners’ speaking
ability gradually improved to be categorized as good. Key theories such as communicative language
teaching (CLT) and task-based language teaching (TBLT) are examined to contextualize the use of
dialogues in speaking skill development. It is considered that dialogues play a critical role in
improving various aspects of speaking skills among A2 level learners. Learners exhibit enhanced
fluency, increased vocabulary usage, and improved grammatical accuracy through regular
engagement with dialogues[2;24]. The analysis underscores the importance of interactive and
contextualized dialogue practice in language acquisition. It is recommended for language instructors
to optimize the use of dialogues in teaching A2 level learners. Suggestions include selecting authentic
and relevant dialogues, integrating dialogues into communicative activities, and fostering a
supportive classroom environment conducive to language production.
In conclusion, this thesis highlights the importance of dialogues as a pedagogical tool for
enhancing speaking skills among A2 level learners. By using dialogues effectively, language
educators can create dynamic and engaging learning experiences that promote communicative
competence and linguistic proficiency in spoken English.
REFERENCES
1.
HennyDwiDaryati “ Teaching speaking using dialogues” Journal of UNTAN ( Portal
JurnalIlmiahUniversitasTanjungpura) , 2007 pp 12-20
2.
Jose Daniel “ Dialogues as a tool to promote listening and speaking skills “ , June 2021 24-
27pp
3.
Journal of Ecumenical Studies published by university of Pennsylvania press , 2017 pp 24-
27, Volume 52, Number 4
4.
Suhartono, Julinda and Rismaya “ teaching speaking through dialogues “ 2013, pp 50-63
5.
Velasco “ Unasintesis de la teoria del dialogo” ( Синтезтеориядиалога) , 2009 pp 86-110
NEMIS TILI DARSIDA NUTQ KOMPETENSIYASINI RIVOJLANTIRISHDA
MEDIA TEXNOLOGIYALARNI AHAMIYATI
Nurabullaeva Kamila
Ajiniyaz nomidagi Nukus davlat
Pedagogika institute doktoranti
KIRISH.
Til
darslarida
media-texnologiyalarning
integratsiyalashuvi o‘quvchilarning nutq
kompetensiyasi, ravonligi va madaniy ongini oshirishda yangi imkoniyatlar ochdi. Bu, ayniqsa,
raqamli vositalar va resurslardan foydalanish talabalarning maqsadli tilda samarali muloqot qilish
qobiliyatiga sezilarli ta'sir ko'rsatishi mumkin bo'lgan nemis tili darslari kontekstida to'g'ri keladi.Til
darslarida media-texnologiyalarning integratsiyalashuvi o‘quvchilarning nutq kompetensiyasi,
ravonligi va madaniy ongini oshirishda yangi imkoniyatlar ochdi. Bu, ayniqsa, raqamli vositalar va
resurslardan foydalanish talabalarning maqsadli tilda samarali muloqot qilish qobiliyatiga sezilarli
ta'sir ko'rsatishi mumkin bo'lgan nemis tili darslari kontekstida to'g'ri keladi.
MATERIALS AND METHODS.
Har qaysi mamlakatda olib boriladigan keng qamrovli iqtisodiy islohotlar negizida,
avvalambor, ta'lim tizimi va turlarini yanada takomillashtirish eng muhim va dolzarb masalalardan
