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producing words, but of the time required for pauses which are so necessary for a pupil to grasp the
information of each portion between the pauses. [3: 172].
As for the numbers of times presenting the material for listening, learners should be taught to
listen to the text once and this must become a habit. It is necessary to help learners in comprehension
by using a “feed- back” established through a dialogue between the teacher and the class. Learners
who get used to the teacher’s voice can easily understand him, but they cannot understand other
people speaking the same language. In teaching listening comprehension the teacher should bear in
mind all the difficulties learners encounter when auding in a foreign language.
REFERENCES
1.Brumfit Ch., Teaching pupils how to acquire language. In: Problems and Principles in ELT,
1993.
2.Bingol, M. A. Listening Comprehension Difficulties Encountered by Students in Second
Language Learning Class. 2014
3.Renukadevi, D. The Role of Listening in Language Acquisition: The ChallengesandStrategies
in teaching Listening. International Journal of Education and Information Studies. 2014
IMPORTANCE OF TEACHING SPEECH ETIQUETTE AT THE ENGLISH
LESSONS
Toirova M–English teacher at a specialized school ofAmudarya district
The modern international environment, economic and political integration, is responsible for
the involvement of an increasing number of specialists in various fields of science and technology in
the direct implementation of international scientific and technical ties, accompanied by significant
growth and expansion of cultural and business contacts - all these have made their demands on the
character of owning a foreign language and speech etiquette, and thereby determined certain
principles and parameters of new teaching methods, in particular, foreign languages language.
The basis of modern methods of teaching speech etiquette is such categories of communication
as: situation, role, position, community, type and scope of communication, which are considered in
modern science as models of speech communication.
The most important of these methods of teaching is a communicative (speech) situation. The
communicative situation, as a method of teaching speech etiquette, consists of four factors [1;203].
1) The circumstances of reality (situation) in which communication is carried out (including
the presence of outsiders);
2) The relationship between communicants (subjective - the personality of the interlocutor);
3) Verbal motivation;
4) The implementation of the very act of communication, creating a new position, incentives
for speech.
The modern system of teaching a foreign language is based on the fact that for the method of
teaching foreign languages, the communicative situations as such, which occur every second in the
language collective and are practically not accountable, but only the repetitive, most typical, or
standard situations, are important. By the term a typical communicative situation is understood some
imaginary construction or model of a real contact, in which the verbal behavior of interlocutors is
realized in their typical social and communicative roles.
Examples of a typical communicative situation can be: a conversation between the buyer and
the seller, the viewer with the theater cashier, a conversation between the mother and his son about
his schooling, a teacher with a student, a conversation between former classmates, a conversation
between collectors, a meeting of close people, etc. .
Another important component of the method of teaching speech etiquette is the form of
communication. Speech contacts of people occur in conditions that differ in the number of individuals
participating in communication, the nature of the relationship between them, the presence of a change
in the roles of the speaker and the listener within one communication act.
393
By the first principle, we can distinguish three types of communication: individual, group and
public, which determine the specificity of the methodology of teaching speech etiquette [2;22].
In individual communication two people participate. It is characterized by immediacy,
trustworthiness. Here, communication partners are equal in their share of participation in the general
speech "product". Each of them can support the proposed topic or replace it with another one. If any
of the partners of an individual society stops talking, the communicative act ends.
Public communication takes place with a relatively large number of individuals. For this reason,
the communicative roles of participants in public communication are usually predetermined: a small
number of them act as speakers, the rest in fixed roles of listeners (compare meetings, rallies,
disasters, etc.).
By the nature of relations between communicants, the methods of teaching speech etiquette
distinguish between official and informal communication [3;15].
The official generality arises between persons whose relations are determined by the
performance by them of certain social functions (teacher-student, passenger-cashier, boss-
subordinate). This can include meetings, interviews, briefing, and negotiation. The official nature is
inherent in public communication in any form.
Informal communication is characterized by ease, relaxed, often familiarity both in the behavior
of individuals, and in the tone of their speech, freedom in the choice of linguistic means. In informal
communication, the content of the statements of individuals is, as a rule, not premeditated, they are
characterized by unprepared nature.
The modern methodology of teaching speech etiquette distinguishes two kinds of unofficial
commonness - business conversation and free conversation.
Business conversation can be considered as a necessary link in non-verbal activity, as a means
of resolving problems arising from non-verbal actions.
Free conversation is an independent activity of communication, or an activity whose purpose is
to establish contact, mutual understanding, influence on knowledge, skills, the system of social values
(convictions), the emotional state of another person. Subjects of free conversation are distinguished
by an exclusive breadth of the range and, in principle; do not depend on any extra-verbal activity or
place of action.
The national specificity of speech etiquette in each country is extremely bright, because the
peculiar features of the language here are imposed features of rituals, habits, all accepted and not
accepted in behavior, permitted and prohibited in social etiquette.
Knowledge of the rules of speech etiquette, their observance allows a person to feel confident
and at ease, not to experience embarrassment and difficulties in communication.
REFERNCE
1. Sajbok-Twerefou, I.: Language Etiquette and Culture..., p. 205-218. 218
2.Ponomaryova, V. Каковы традиции приветствия в разных странах? Часть 1. Речевой
этикет, http://shkolazhizni.ru/archive/0/n-34339/(2010)
3. Формановская Н.И. Культура общения и речевой этикет // Иностранный язык в
школе. № 5, 2003г., с.22.
4.Формановская Н.И. Речевой этикет и культура общения. М, Высшая школа, 2002г., с.
37.
APPROACHES TO TEACHING ESP
THE NATURE OF APPROACHES IN LANGUAGE TEACHING
T.Tolepbergenov-teacher of Nukus State pedagogical Institute
Linguists and language experts frequently referred to broad principles and ideas on how
languages are learnt, how language knowledge is recorded and arranged in memory, and how
language itself is structured in their efforts to enhance the quality of language instruction. Edward
Anthony, a linguist, distinguished three levels of conceptualization and organization—he called them
approach, method, and technique—in an effort to provide clarification.
