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Games are a lively way of maintaining students’ interest in the language, they are fun but also
part of the learning process, and students should be encouraged to take them seriously. They should
also know how much time they have to play a game. It’s not useful to start a game five minutes before
the end of the lesson. Students are usually given a ‘five-minute warning’ before the time is over so
they can work towards the end.[4;145]
REFERENCES
1.Lee Su Kim. Creative Games for the Language. Class Forum Vol. 33 No 1, January - March
1995
2.Rinvolucri Mario and Paul Davis. More grammar games.Cambridge University Press. 1992.
3.Rixon, S. How to use games in language teaching. London: Macmillan Publishers Ltd. 1981
4. Rodrieguez, R. J. & White, R. N. From role play to the real world. Rowley, MA: Newbury
House Publishers, Inc. 2003.
5. Ходжаниязова У. Сопоставление грамматических свойств в английском и
каракалпакском языках в области письменной речи //Общество и инновации. – 2021. – Т. 2. –
№. 9/S. – С. 272-280.
MODERN TECHNOLOGIES AND WAYS IN TEACHING SPEAKING
Teacher of the NSPI named after Ajiniyaz – Avezimbetova A.
The 1
st
year student – Bekbauliyev A.
Different approaches may be used for developing conversation skills (or speaking). Speaking
is one of the main language skills together with other language skills as reading, listening, and writing.
It is impossible to teach speaking and conversation without communication. One of the difficult
questions is to bridge the gap between the artificial use of language drilling and its natural (real) use
outside the classroom. There is a movement from pseudo-communication to real communication
where the students can use the language in real situations, they should express their personal ideas
and needs. Teaching speaking is the most difficult part in language learning process and it can take
many different forms.
Four language skills are regarded as separate items, but they are closely connected and
interacted. Speaking is one of the main language skills together with other language skills as reading,
writing and listening. It is impossible to teach speaking and conversation without communication.
Communicative Approach views language as a complex network of habits, which can be built up step
by step, as an aggregate of skills which do not separate out into four neat segments. Interactive
Methods of teaching English are the effective methods which became
popular nowadays. The teacher
and students are equal partners in the studying process and all the students are involved in this process.
One of the requirements of these methods is to create a comfortable atmosphere for the students,
which will help to see their abilities, mental and intellectual, and their success and it makes the process
of teaching more productive.[1, 76]
In teaching speaking various techniques may be widely used: role play, dialogues,
improvisations, readings, compositions, small-group discussions, debates, motion pictures, songs,
poetry, group projects, field trips, games and others. We study some of them in our work. We’ve
chosen the most popular and widely used techniques which are more effective for teaching
conversation.
A
short conversation
between two people presented as a language model – the dialogue – often
receives top billing in the manipulative phase of language learning. Students spend much time
repeating dialogues for pronunciation and memorization practice or for grammar drills on selected
lines. But when we come to the dialogue in the communicative phase of language teaching, or
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specifically, to its role in directed conversation sessions, its glamour seems to wave, and it is quickly
retired. The experience of working with dialogues for many years shows that there are several ways
to turn dialogues into stepping stones to free communication. The procedures that follow have been
tested by experience and can help the student help the students develop fluency in English.[2,112]
The technique known as “
improvisation
” was borrowed from the field drama. The
improvisation is a dramatic hypothetical situation in which two speakers interact without any special
preparation. Drama students learn how to polish their acting abilities in improvisations. English
students working with improvisations use the language in an inventive and entertaining form.
Working with improvisations, the following sequence is suggested:
1) Explain the general idea of improvisations to the class; 2) Ask each student to write in English
three situations which can be used for improvisations. The student should write each situation on a
separate slip of paper. Be sure that the student creates a situation involving two speakers only. The
student should simply describe the situation - not write the conversation that would ensure; 3) Collect
the slips of paper. After class read over the situations and correct the English where necessary. Choose
the situations which are the most suitable. Although the students may want to have time to prepare
for the improvisation, the teacher should explain the benefits of working out the conversation in a
spontaneous manner in front of the class, with no rehearsal or fixed dialogue line. This device is also
excellent in helping students get over their shyness in speaking a foreign language, besides providing
rewarding communication activity for speakers and onlookers alike.
Role plays
.
Dialogues and improvisations are the forms of role-playing, which is an engaging
device to stimulate students to use their newly acquired English. Several people can interact in a role-
playing situation. Plays are especially popular activities in conversation clubs where the group has
sufficient time to devote to the study, practice and staging of a play. Plays require too much time to
work with conveniently in just one class hour. [3, 98]
Many teachers would like to use role-playing exercises such as the one above but are afraid to
try. Sometimes students think role-playing is too childish or embarrassing. Sometimes it is difficult
to convince students that role-playing in the language classes is beneficial and entertaining. Role-
playing helps overcome the inhibitions of self-consciousness which are underlying obstacles in
conversation practice. Through impersonation, the student temporarily divests himself of the
responsibility for personal mistakes. As the student improves his ability to converse in English, s/he
gradually acquires almost a new personality. Thus, role-playing and language learning may be very
intimately connected, and role-playing exercises should be given the importance they deserve.
Small group discussions
.
If there are more than three students it’s convenient to schedule small-
group discussions from time to time. This is an excellent way to give students opportunities to speak
English, especially if the class is a large one. There is a variety of activities which may be used at the
English lessons in teaching speaking. They are the following: distributing pictures to the learners and
putting them in order according to the story; giving out the text of the story (cut up into separate
slips); putting them in order; to introduce a chan-story technique; creating stories; a fluency-oriented
activity “Keep talking”; working in pairs in the discussion of topics; sharing ideas with the whole
group; making up a list of characteristics of a good speaking activity.
REFERENCES
1.Фарберман Б.Л., Передовые педагогические технологии. Ташкент 2000.
2.Bowman B., Burkart Grace. Teaching English as a Foreign Language. TEFL. Peace Corps.
ICI Manual, 1994
3.Julia M. Dobson. Effective techniques for English Conversation Groups. Washington DC,
1992.
