Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
The effect of communicative language teaching on
students' speaking skills
Parvina MUKHTSHAMOVA
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received April 2024
Received in revised form
10 May 2024
Accepted 25 May 2024
Available online
25 June 2024
This article presents a study on the effectiveness of
communicative language teaching (CLT) in improving students'
speaking skills. The study analyzes students' responses and
improvement in their oral skills before and after applying CLT
techniques. English teachers around the world continue to
search for optimal approaches and strategies to develop the
communicative competence of their students. The article
highlights how different CLT methods and practices have been
applied over the years in different countries and how they have
impacted learning. The main purpose of the study is to evaluate
how a communicative approach can significantly improve
students' language skills, in particular their ability to
communicate orally.
2181-3701
/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss1
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
communicative language
teaching (CLT),
speaking skill,
techniques,
communicative competence,
language approaches.
Kommunikativ tilni o‘qitishning talabalar nutqiga ta’siri
ANNOTATSIYA
Kalit so‘zlar
:
kommunikativ til o
‘
rgatish
(CLT),
nutq mahorati,
texnikalar,
kommunikativ
kompetentsiya,
til yondashuvlari.
Ushbu tadqiqotning maqsadi kommunikativ tillarni o‘rgatish
(CLT) orqali o‘qitilishdan oldin va keyin o‘quvchilarning nutq
qobiliyatini yaxshilash va yaxshi javob borligini aniqlash edi.
Ingliz tili o‘qituvchilari va o‘qituvchilari hamma joyda yaxshiroq
til
yondashuvlari,
usullari,
nazariyalari,
usullari
va
strategiyalarini topishga harakat qilishadi. Buning bir yo‘li –
qaysi biri ishlayotganini, o‘quvchilari uchun ko‘proq xizmat
qilishini yoki ko‘proq ta’sir qilishini ko‘rish uchun o‘z sinflarida
yondashuvlar
yoki
amaliyotlarni
qo‘llashdir.
Ushbu
kommunikativ tilni
o‘qitish usullari ko‘p yillar davomida ko‘plab
xalqlarda qo‘llanilgan. Talabalarning asosiy maqsadi –
1
Teacher, Department of Theoretical Aspects of
English № 3, Faculty English 3,
Uzbekistan State World Languages
University. E-mail: a7191987@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
533
kommunikativ kompetentsiyaga erishish; Shunday qilib, ular
doimiy ravishda o‘zlarining kommunikativ qobiliyatlariga
sezilarli ta’sir ko‘rsatadigan usul yoki yondashuvni izlaydilar.
Demak, o‘qituvchi va o‘quvchilar o‘quvchilarning til
ko‘nikmalarini, ayniqsa, nutqiy ko‘nikmalarini oshirish uchun
turli til yondashuvlari va usullaridan foydalanishga harakat
qiladilar. Ushbu sharh maqolasining asosiy maqsadi
kommunikativ tilni o‘qitishning (CLT) ta’sirini o‘rganishdir.
Влияние обучения коммуникативного языка на речью
студентов
АННОТАЦИЯ
Ключевые слова:
коммуникативное
обучение языку (CLT),
навык разговорной речи,
методики,
коммуникативная
компетентность,
языковые подходы.
Эта
статья
представляет
собой
исследование
эффективности коммуникативного языкового обучения
(CLT) в улучшении разговорных навыков учащихся.
В исследовании анализируется реакция студентов и
улучшение их устных навыков до и после применения
методов CLT. Преподаватели английского языка по всему
миру продолжают искать оптимальные подходы и
стратегии
для
развития
коммуникативной
компетентности своих учеников. В статье освещается, как
различные методы и практики CLT применялись на
протяжении многих лет в разных странах и как они
повлияли на обучение. Основная цель исследования –
оценить, как коммуникативный подход может значительно
улучшить языковые навыки учащихся, в частности, их
способность к устной коммуникации.
INTRODUCTION
Speaking is the ability to communicate orally continues to be an essential skill for
students at school and university, it is also important for students to practice their ability
and their understanding of how to send ideas and how to spell words well. In this case,
the student's motivation and interest are very necessary to make the process of their
understanding easier. Even though speaking ability is important to support English
proficiency many of English learners are often faced with problems of speaking ability. In
addition, the study by Wren et al. (2016) focuses on the correlation between the speech
error rates during the development of children at different ages and their expressive
language. [1, 246-285] This connection should be taken into account when illustrating
the focus of children's speech in literary contexts with reference to their speech
developmental trajectories. Such insights could be used by authors to provide more
realistic representations of children's language use in works, as well as the
developmental processes that underlie it. [2, 365-369]
LITERATURE REVIEW
In their article, Surajwaran Mangaleswaran1 and Azlina Abdul Aziz (2019)
mentioned the main goal of education in the 21st century. They say that education today
is comprehensively excellent, not only in academics, but also in other areas such as
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
534
entrepreneurship, volunteer work, and fluency in communicative practice. English is one
of the most important languages in the world. It is considered to be a universal language
that can be used and understood by all people around the world. The importance of
English, which is promoted by most countries in the world to bridge the gap in terms of
economic and political interest, has increased the awareness of educators and students.
Thus, by using CLT methods, teachers can improve students' speaking skills and
communicative interaction. [3, 157]
Another area, Xolmuratova, L. (2022). In her article she thinks that CLT method is
perhaps the most compelling hypothetical improvement in language education and
advancement particularly among ESL learners is the thought of open ability as an aid in
reclassifying the objective of second language instruction in the classroom is accepted.
It is true that by using this method, students can easily use the language during the lesson
without paying too much attention to grammar mistakes and pronunciation errors.
They just start using the target language in real-life situations.
In addition, Makhkamova, G., & Kusanova, U. (2020). In their article they mention
about curriculum change, which has been a major issue in education since independence
(1991) because of articulation of variety of materials and methods of teaching.
The renewal curriculum (2013) aims at wide implementation of CLT and its variants as
interactive methods, problem solving method, task-based learning, project methods,
game methods and others. This means that the use of CLT method is a dominant method
nowadays.
Alisherovna, J. K. (2024). Communicative language teaching to A2 level students.
It devoted its study to the current investigation centers around instructors discernments and
works on with respect to Communicative Language Teaching (CLT) and its effect on open
competence of understudies. A survey was utilized to collect the quantitative information
from instructors. The findings show that the EFL instructors know about the CLT attributes,
its execution and effect on the understudies' informative ability. The findings recommend
that regardless of the fact that they show a distinct fascination for change and are anxious to
actualize CLT, they are not idealistic about the total reception of CLT because of the
problems and difficulties they face in the classroom, such as stuffed classes, inaccessibility of
AV aids, low degree of understudies' ability, time limitations, and so on. They accept that
only by overcoming the challenges and creating more good conditions for the use of CLT can
they really benefit from CLT in their classrooms. [4, 36-54]
DISCUSSION
The interpretation and discussion of the results obtained from the interview as a
data collection tool are presented in this part. It has been mentioned that this study
investigated teachers' attitudes towards CLT and materials constructed under this
approach. The results of this data collection have undoubtedly reaffirmed the
effectiveness of CLT. In addition, the teachers have decided which methods and activities
more strongly support the development of all components of communicative
competence. It is conceivable that the program material is effective, but it also requires
the use of traditional methods and techniques for developing communicative competence
at the B1 level. None of the instructions guarantees that any of the methods can give a
desirable result. Thus, there was no consensus among the teachers about the
effectiveness of CLT in developing language subskills and pragmatic competence.
In particular, there was disagreement about the need for specific instruction in
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
535
1) grammar rules and correction of pronunciation subskills through drills; 2) cultural
material through analytical or inquiry-based instruction. The majority of EL teachers
(59%) believed that typical linguistic and pragmatic errors were the result of CLT
influence because there was not enough application of the principles of accuracy and
appropriateness. However, it is necessary to emphasize that overcorrection downgrades
the natural process of language acquisition and even the use of an eclectic method (Fallah
& Nazari, 2019), especially when working on fluency. [5, 39-48]
CONCLUSION
As can be seen from the above studies, teachers who use this method (the CLT
approach) can be most effective for the learner. Elements that include learners using
authentic/meaningful communication while emphasizing fluency over accuracy through
learner self-reflection in addition to trial and error. Equally important is the use of
motivating and meaningful activities to engage learners and meet the diverse
personalities and needs of learners. These basic elements will activate the learner's mind
to learn and remember the material successfully.
REFERENCES:
1.
Mulyanah, E. Y., Ishak, I., & Dewi, R. K. (2018). The Effect of Communicative
Language Teaching on Students' Speaking Skill. Cyberpreneurship Innovative and
Creative Exact and Social Science, 4(1), 67-75.
2.
Mangaleswaran, S., & Aziz, A. A. (2019). The impact of the implementation of
CLT on students’ speaking skills.
International Journal of Scientific and Research
Publications (IJSRP), 9(4), p8814.
3.
Xolmuratova, L. (2022).
THE APPLICATION OF CLT ON STUDENTS’SPEAKING
ABILITIES.
Академические исследования в современной науке, 1(18), 220
-224.
4.
Makhkamova, G., & Kusanova, U. (2020). Teachers' Attitude to Communicative
Language Teaching in Uzbekistan. European Journal of Molecular & Clinical Medicine,
7(2), 2020.
5.
Hasanova, D. D. (2016). 12 English Education in Uzbekistan. Language change in
central Asia, 106.
