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“THINK PAIR SHARE” TECHNIQUE IMPROVING SPEAKING SKILL IN
TEACHING ESP LEARNERS
Djumanazarova Xalima Xodjanazarovna,senior teacher of the English language and
literature department of NSPI, Nukus
Speaking is an essential part of second language learning and teaching. Despite its
importance, for many years, teaching speaking has been undervalued and English language teachers
have continued to teach speaking just as a repetition of drills or memorization of dialogues.
However, today’s world requires that the goal of teaching speaking should improve students’
communicative skills, because, only in that way, students can express themselves and learn how to
follow the social and cultural rules appropriate in each communicative circumstance. Some scientists
support the idea above and say that speaking ability will be focused on two things, namely: the form
and function of the language. The form will be concentrate on how to use the language suitable to the
pattern, structure, vocabulary and elements in the language. The function will focus on how to use
and the objective of using the language.
Successful language learners apply a variety of strategies in both academic and social settings
by planning, monitoring, and evaluating their learning or by arranging to participate in experiences
that will be conductive to language learning. Learning strategies and approaches provide language
learners with tools for success and can be useful for both the English teacher and the subject teacher
instructing in English. Students may use strategies that directly influence the way in which new
language reception and production experiences are conceptualized and organized.
Generally,these techniques enable students to take command over their learning and to apply
procedures that will assist them in retaining and using important language skills. Making students
speak is neither an easy nor a fast process. Teachers must be aware of some special techniques that
will help to achieve the purpose.
If students are interested in a topic and have something to say about it, then they are more likely
to speak in class and participate actively in learning. In this case we applied some of interesting
strategies and try to design different meaningful activities for an ESP context in order to achieve the
object. I mean, this article introduces with one of significant tool named Think-PairShare teaching
technique by means of ESP context.
Think-Pair-Share is a learning strategy developed by Lyman; it is associated with encourage
student classroom participation and interaction between students and facilitators. In this strategy, the
question/problem will be posed by the facilitator and trainers are allowed to think about it
individually, and then discuss in pairs to solve the problem and finally share their ideas to the class.
[2;89]
This strategy could also be used for impulsive discussions, in other word refreshing their brains
after a long day’s theory lesson. It is different to traditional learning styles where facilitators pose a
question or problem and randomly pick a participator to answer the question. Indeed, it provides an
opportunity for all trainers to share and analyze the question from different points of view and shares
to at least one other person.
The think, pair, share strategy is a cooperative learning technique that encourages individual
participation and is appropriate to all grade levels and class sizes. Applying this technique in the
teaching process students are really interested in developing fluency in the language classroom using
their points of view and critical thinking because they will be making a decision on their problem,
then they will be more involved in developing that fluency. [2;89]
Using established tools and techniques will help you improve your approach to solving the
problems that your team and your organization face. You will be more successful at solving problems
and, because of this, more successful at what you do. In addition, organizing ESP learners to do these
activities is the most important and difficult role that to be performed by the teacher, the good
organization leads to the success of those activities. When organizing an activity, the teacher has to
well inform learners about the issue of the activity, the procedure they should take while doing this
activity, to put the learners in pairs or groups, giving them clear instructions about their task, and
preparing feedback. [1;67]
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Think-Pair-Share can also be used as in information assessment tool; as students discuss their
ideas, the teacher can circulate and listen to the conversations taking place and respond accordingly.
In this strategy, a problem is posed, students have time to think about it individually, and then they
work in pairs to solve the problem and share their ideas with the class. This strategy can be used for
a wide variety of daily classroom activities such as concept reviews, discussion questions, partner
reading, brainstorming, quiz reviews, topic development. Think-Pair-Share helps students develop
conceptual understanding of a topic, develop the ability to filter information and draw conclusions,
and develop the ability to consider other points of view. Students need many opportunities to talk in
a linguistically rich environment.
Researchers have found that students' learning is enhanced when they have many opportunities
to elaborate on ideas through talk. The think, pair, share strategy increases the kinds of personal
communications that are necessary for students to internally process, organize, and retain ideas. In
sharing their ideas, students take ownership of their learning and negotiate meanings rather than rely
solely on the teacher's authority.
Moreover, other benefits of using the think, pair, and share strategy include the positive changes
in students' self-esteem that occur when they listen to one another and respect others' ideas. Students
have the opportunity to learn higher-level thinking skills from their peers, gain the extra time or
prompting they may need, and gain confidence when reporting ideas to the whole class. In addition,
the «pair» step of the strategy ensures that no student is left out of the discussion. Even a student who
is uncomfortable discussing his or her ideas with the whole class still has an audience in this step.
Finally, while the strategy may appear to be time-consuming, it makes classroom discussions
more productive, as students have already had an opportunity to think about their ideas before
plunging into whole-class conversations. Incorporating Think-Pair-Share technique into the
classroom adds variety, a change of pace and opportunities for a lot of language production and also
a lot of fun! It can be an integral part of the class and not a 'one-off' event. If the teacher believes that
the activity will work and the necessary support is provided, it can be very successful. If the teacher
isn't convinced about the validity of using the activity does not work as you are expected. As a result,
if you think positive and have a go, you may be pleasantly surprised.
To sum up, it should be said that the communicative teaching method views language as a
medium of communication. They are motivating and create a meaningful context for language usage.
The application of such activities increases cooperation and competition in ESP classroom and
stimulates students’ interest to the learning process. In this teaching method importance is placed on
helping the pupil get the message delivered. This is what really matters: if the pupil can understand
and be understood.
In addition, we want to say that using such interactive method involves all the learners into
active work and can be effectively used in improving their speech, other language skills and creates
favorable conditions for cooperative work.
REFERENCES:
1. Brown H Douglas. Principals of language learning and teaching. Pearson education.2007 67p
2. Lyman, F. «The responsive classroom discussion». In Anderson, A. S. (Ed.), Mainstreaming
Digest. College Park, MD: University of Maryland College of Education.1981 89-90pp
3. Simon, C. A. [n.d.]. «Using the Think-PairShare Technique». Retrieved from the Read Write
Think website: http://www.readwritethink.org/professional-development/strategy-guides/using2010
4. Tajieva A., Babaniyazova N. Educational reforms in the republic of Uzbekistan in operation
//Theoretical & Applied Science. – 2015. – Т. 7. – №. 27. – С. 134-137.
5. Khodjaniyazova U. K. SIMILARITIES AND DIFFERENCES OF SPOKEN AND
WRITTEN LANGUAGE //CURRENT RESEARCH JOURNAL OF PEDAGOGICS. – 2021. – Т.
2. – №. 08. – С. 20-23.
