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STORY- BASED LANGUAGE TEACHING FOR DEVELOPING SPEAKING SKILL
Duysenbaeva Nilufar Rashidovna, 2
nd
year master student,
Nukus State Pedagogical Institute named after Ajiniyaz
Gaining proficiency in speaking skill is one of the hardest parts of learning a language. It is
essential to include students in speaking exercises to increase their fluency and confidence in the
language. Baker J. and Westrup H. view speaking “as one important element in developing each
language skill and conveying culture knowledge” [1;41]. One of the ways in communication is
through speaking. Speaking is the highest target in English language because speaking is basis of
communication which becomes function learning. Speaking skill is very important in the context of
English learning. Richard states “the mastery of speaking skill in English is a priority for many
second language or foreign language learners” [6;28]. According to Brown “speaking is a
productive skill that can be directly and empirically observed, those observations are invariably
colored by the accuracy and effectiveness of the test-takers listening skill, which necessarily
compromises the reliability and validity of an oral production test” [2;541]. While Thomson says that
speaking is a communicating process and necessitates the ability to cooperate in the organization of
speaking turn [8;92].
The vast majority of the students reported needing English, but solely for personal purposes
such as watch foreign TV series or films, using the computer programs, developing their personalities
and communicating with foreigners.[10,2]
The other scientific investigation which has vital importance in terms of analysing poet’s
style of writing is the article written by one of the novice karakalpak scientist Ayimbetova
Zamira Maksetbai kizi.[11,2]
In the modern classroom, English teachers apply various methods and techniques in the
classroom to teach speaking skills. Predominantly, they focus on communicative language teaching
(CLT) and collaborative learning because CLT is based on real-life situations and it is more useful in
developing communication skills among the learners. Collaborative learning is also encouraged by
teachers to involve the learners in various task-based activities. While teaching speaking skills to the
learners, teachers need to focus on speech sounds, sound patterns, stress and intonation patterns, the
selection of appropriate words and sentences according to the audience, social setting, subject matter
and situations. Teachers need to encourage students to speak as much as possible. They can make it
as fun as the structure of their lessons will allow. This might be through role-play, group work or
even projects. According to Harmer [3;87], there are many types of classroom speaking activities.
They are: a) Acting from script. b) Communication games. c) Discussion. d) Prepares talks. e)
Questionnaires. f) Simulation and Role Play.
Different techniques can be adopted for developing speaking skills. Teachers can work as
facilitators while students become the active participants. Acquiring skills means to adopt the required
skill sets and use the same with certain standard. The facilitator’s job is very important in the process
of instruction. The facilitator can create an encouraging atmosphere in the language classroom so that
each student will contribute to the process. A facilitator should aim at providing suitable situation for
the effective learning and should encourage students to speak in the correct language with proficiency.
Teachers adopt different techniques in language classroom. Based on general observations of
teaching and learning process they can be grouped into certain modes. A few modes often used in the
language classroom can be tapped as techniques for developing the oral communication skills:
• Solo Mode: Self-introductions, one-minute sessions, giving running commentary, reading
newspaper loudly, making/giving presentations, etc.
• Interactive Mode: Giving directions, asking questions, role-plays, simulation, situational
dialogues, etc.
• Group Mode: Debate, group discussions, etc.
Self-Introduction. It is very difficult to have a productive conversation with people when you
don’t know what the other people involved in conversation are responsible for or what they are trying
to achieve. Hence you will have to introduce yourself and listen to many others doing, many people
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appear reluctant and nervous about such situations. Projecting self with all the possible capacity and
potential that one possesses, has become the need of the hour. To begin with, we can ask students to
introduce themselves by telling their name, academic excellence, their hobbies, interests, etc. It will
give them a personal touch and at the same time improve their involvement and performance in the
activity. They can also state about the strength and specialization and some other important skills they
possess.
One-Minute Sessions. It can be organized and conducted to encourage students to actively
participate in the language activity so that they get some exposure to their own ideas, thoughts and
observations. A few minor topics can be suggested; as a result we will get a positive response from
the other end. Participation in this activity for a number of times gives the learners enough exposure
to improve their language skills; they learn to be precise and apt. One-minute sessions can be
impromptu or prepared or both.
Asking Questions. It is a natural feature of communication, but one of the most important tools
which teachers have at their disposal. Questioning is crucial to the way teachers manage the class,
engage students with content, encourage participation and increase understanding [9]. Typically,
teachers ask a number of questions every day. However, the quality and value of questions varies.
Every question demands a response, so that questions inevitably generate communication. However
the quantity of questions asked needs to be considered in relation to general time constraints and the
need to keep teacher talking time to a minimum while maximizing learners’ contribution.
Role-Play and Simulation. Role-playing or simulation is an extremely valuable method for
language learners. It encourages thinking and creativity of the learners and gives them an opportunity
to develop and practice new language and behavioral skills in a relatively non-threatening setting,
and can create motivation and involvement necessary for learning. Though both seem the same, there
is a difference between the two techniques. As put by Ladousse [5;87] simulation is a broader concept,
which is complex, lengthy, and relatively inflexible; while role-play is quite simple, brief and flexible.
According to Scarcella and Krashen [7;92] simulations simulate real life situations but role-play is an
activity where the participants represent and experience some character type known in everyday life.
Simulation is a situation in which the students play a natural role, i.e., a role that they sometimes have
in real life. In a role-play, the students play a part they do not play in real life.
Situational Dialogues. Situational dialogues help learners build their speaking skills in English
by providing an opportunity to develop structurally correct yet functional English. It provides
conversational cues from a stock of useful expressions such as cliches of conversation, frequently
used expressions, greetings, rejoinders, etc. The facilitator can give different types of situations to the
students and make them active in the language class room.
Debate. Debate or debating is a formal method of interaction and representation of arguments.
Rules governing debate allow groups and individuals to discuss and decide issues and differences.
The aspect of argument in debate is distinct from logical argument, which encompasses aspects of
human persuasion, and appeals to emotional responses. Informal debate is a common occurrence, but
the quality and depth of a debate improves knowledge and skill of its participants as debaters [4;49].
Group Discussion Skills. Apart from various other skills Group Discussion (GD) is the most
prominent expertise that requires heed. It is also a test of the teacher or facilitator who has to
encourage the group to optimize the active participation of each member of the group. GD has become
a necessary tool to judge the personality and the capacity of thinking of an individual. The ultimate
aim of all the contestants is to express their notions in a systematic way and help others to contribute
their share.
Consequently, according to the aforementioned methods and techniques it is obvious that some
of the most important reasons of using story-based language teaching for developing speaking skill
are that they interest the students and evoke feelings and opinions and then it is natural to try to
express these opinions. Moreover, story-based lesson create a special classroom atmosphere in which
students can connect emotionally better to the learning content and new vocabulary.
REFERENCE
1. Baker J., Westrup H. Essential speaking skills: A handbook for English language teachers.
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Continuum, (2003).
2. Brown N.A. Argumentation and debate in foreign language instruction: A case for the
traditional classroom facilitating advanced-level language uptake. The Modern Language Journal
(2009), 93, 534–549.
3 Harmer J. & Puchta, H., Story-based Language Teaching: The Resourceful Teacher Series,
Helbling Verlag GmbH (2018)
4. Krieger D. Teaching Debate to ESL Students: A six Class Unit. The Internet TESL Journal,
(2005). Vol. XI, No.2;
5. Ladousse Gillian Porter Role Play (Resource Books for Teachers), Oxford University Press,
(1987)
6. Richards J. Teaching Listening and Speaking from Theory to Practice. Cambridge University
Press, (2008), p. 27-28;
7. Scarcella R.C. and Krashen S.D. (Eds.) Developing Communicative Competence in a Second
Language. Boston, MA: Heinle and Heinle., (1990), p. 92;
8.Scarcella R. C. and Oxford R L “The Tapestry of Language Learning: The Individual in the
Communicative Classroom”, Heinle & Heinle, Boston, (1992)
9. Thompson G. “Teaching Teachers to Ask Questions”, ELT Journal, (1997), Vol. 51, April,
p. 2.
10. Oringalieva D., Tajieva A. CONTENT AND LANGUAGE INTEGRATED LEARNING
IN TEACHING ENGLISH TO KARAKALPAK HISTORY LEARNERS //QUALITY OF
TEACHER EDUCATION UNDER MODERN CHALLENGES. – 2023. – Т. 1. – №. 1. – С. 737-
741.
11. Mamirbaeva D. D., Aymanova S. COMPARATIVE STYLISTIC ANALYSIS OF
IBRAYIM YUSUPOV’S POETRY AND ITS SPECIFICITIES IN TRANSLATION //QUALITY
OF TEACHER EDUCATION UNDER MODERN CHALLENGES. – 2023. – Т. 1. – №. 1. – С. 431-
434.
TASK-BASED LISTENING ACTIVITIES IN TEACHING ENGLISH
Elmuratova Z
Nukus State Pedagogical Institute, teacher
As a demanding language skill, listening has frequently been underestimated by students and
educators in the field of second language acquisition because effective listening skills are developed
over time with lots of practice but listening practices seem limited and the activities are most of the
time decontextualized or inappropriate for students. Generally speaking, listening has attracted the
least attention among the four language skills because it was regarded as a passive skill. Many
listening classes still heavily rely on decontextualized listening activities which are not meaningful
enough to motivate students and enhance their listening abilities. The emergence of communicative
language teaching (CLT) and the shift in language teaching from developing the linguistic
competence to communicative competence was the starting point where listening skill has been
considered as an active skill. However a review of the literature confirms the use of the approach
across a wide breadth of disciplines in differing national contexts, including Media and Business
Studies, Geography, Environmental Science, Education, Information Technology and
Sustainability.[5,1] Stemming from CLT, task-based language teaching focuses on communicative
purpose of language and the final outcome of the tasks as they are used in everyday life. In the
Methodology strand students enter into teaching profession as specialists of English teachers who are
familiar with a sufficient range of approaches to teaching and learning English to meet the needs of
learners of XXI century.[4,3]
Tasks for listening comprehension. As a general rule, listening comprehension will be enhanced
if tasks (with communicative purposes) are used instead of decontextualized exercises. Advocating
the concept of task, Dunkel puts forward: “The students should be required to do something in
response to what they hear that will demonstrate their understanding"[1;104] Examples of tasks are
