Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
The role of modern information technologies and effective
methods in the process of teaching speaking foreign
language to B2 level learners
Umida NASIROVA
1
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received December 2024
Received in revised form
15 December 2024
Accepted 25 January 2025
Available online
15 February 2025
In this article we aimed to investigate and provide
information on the use of modern information technologies,
effective pedagogical methods, and activities in foreign language
lessons and self-study at professional colleges in Uzbekistan. The
article includes a brief overview of methods that can be useful for
developing vocabulary, grammar, oral skills, and more.
2181-3663
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol3-iss1-pp49-52
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:
modern information
technologies,
formation of language
competence,
developing speaking skills.
B2 darajadagi o‘rganuvchilarga chet tilida so‘zlashishni
o‘rgatish jarayonida zamonaviy axborot texnologiyalari va
samarali usullarning ahamiyati
ANNOTATSIYA
Kalit so‘zlar
:
gapirish ko‘nikmasi,
prezentatsiyalar,
innovatsion vositalar,
monolog,
dialog.
Ushbu maqolada chet tilini o‘rganayotgan o‘quvchilar
talabalarning chet tilida gapirish kompetensiyalari, ko‘nikma
-
larini rivojlantirish, yaxshilashda va monologik hamda dialogik
nutqni rivojlantirishda qo‘llaniladigan innovatsion vositalar va
qo‘shimcha materiallarni qo‘llash to‘g‘risidagi metodlar haqida
so‘z boradi.
1
PhD, Senior Lecturer, Department of English Language Teaching Methodology №2, Uzbekistan State World
Languages University.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
3
№
1 (2025) / ISSN 2181-3701
50
Роль современных информационных технологий и
эффективных
методов
в
процессе
обучения
разговорному иностранному языку учащихся уровня В2
АННОТАЦИЯ
Ключевые слова:
речевая компетенция,
информационные
технологии,
развитие устной речи.
В данной статье речь идет о методах развития речи и
речевой компетенции. Статья включает в себя информацию
об особенностях языковой картины мира, характерной для
изучаемого языка.
B2 level in foreign language for teaching includes: linguistic competence; speaking
competence; sociolinguistic competence; lexical competence; grammatical competence;
and pragmatic competence. From the knowledge, experience, and skills standpoint
student’
s listening, speaking, reading, and writing comprehension levels are defined.
Within the framework of education’s essence: topics on Internet and information
technologies; social-
cultural topics; comparison of Uzbekistan’s culture with countries the
language of which are studied; topics related to specialty (history of specialty, related
areas); social topics (social relationships with the environment) are considered. The
decree presents information about requirements related to comprehension in every
language. For instance, speaking comprehension
–
dialogue and monologue are separated.
Dialogue includes the ability to communicate on a specific task or purpose, social
communication or informal conversation, the ability to participate in formal or informal
de
bates on a student’s major, presiding at such debates and leading them, conducting
interviews, negotiations, and phone conversations. Monologue includes the ability to
prepare lectures.
Reading comprehension includes the exchange of letters, information, or electronic
letters; also, it includes the ability to understand authentic texts related to one’s major,
texts’ vocabulary and terminology: for example, extracts from texts, lectures, reports, and
textbooks, scientific and specialty literature (periodical, electronic literature).
Additionally, reading comprehension implies the ability to be able to have developing
skills: to understand general ideas in a foreign language, to get some information, to
comprehend details and signs to identify direction (signs, indicators, and others). All
requirements are elaborated wider and deeper for those whose specialty is foreign
languages. For example, reading comprehension for them implies the ability to understand
social, specialty-related, or other long, complex texts; belles-lettres and scientific-popular
books, magazines, periodical materials, instructions, advertisement materials, various
information sheets, documents, school record books, questionnaires, informal or
electronic letters; memoranda, lectures, critical analyses, and working with working
documentation. Therefore, a college graduate is required to read and understand above
mentioned types of materials and form his ideas about them.
Teaching speaking skills is a very important and one of the main parts of the second
language learning process. The ability to communicate and explain thoughts clearly and
efficiently in a second language contributes to the success of the learner at school, college,
and later in every phase of her/his life. Therefore, foreign language teachers must pay
great attention to teaching speaking, rather than leading learners/students to pure
memorization, providing a rich environment where meaningful communication takes
place is desired.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
3
№
1 (2025) / ISSN 2181-3701
51
All around the world, learners/students of all ages are learning to speak English or
other foreign languages. They do it for many reasons and they use various information
technologies and modern techniques, manuals, audio and visual materials, etc. for
mastering a foreign language.
At schools and colleges, we teach English and other foreign languages to our
learners/students according to four main learning skills: listening, reading, writing, and
speaking. We explain grammar rules, make them learn new words and write essays, give
lots of tests, and play different games. But, in my opinion, speaking is a crucial part of
second language learning and teaching. For many years, it has been continued to teach
speaking just as a repetition of drills or memorization of dialogues. However, today's world
require
s that the goal of teaching speaking should improve learners’/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.
B
ut what do we mean by “teaching speaking” or “learning speaking”? First of all, we
should teach our learners/students to organize their thoughts, ideas, and emotions in a
meaningful and logical sequence in a foreign language. Certainly, we must pay attention to
teaching speech sounds and sound patterns, and help the students select appropriate
words and sentences according to the proper social settings, audience, situation, and
subject matter. Beside this, our learners/students have to use the language quickly and
confidently with few unnatural pauses
–
that’s what we call “fluency”. So, when we say
“s/he speaks English fluently” it means that s/he can use the language to express her/his
values and judgments in different situations.
First of all, we should remember that English is not a native language to our
learners/students, and what they often do during the lessons/classes, is translate from one
language into another. That’s why we have our lessons not British English but mixed ones.
Secondly, we should m
ention such processes as “freezing” or ‘blocking”. When
learners/students are aware of the topic, vocabulary, grammar, etc. rules, and suddenly
they stop speaking. It occurs due to their emotions, nervousness, lack of self-confidence,
and fear of making mistakes.
Learning to speak is an important educational goal and a different process because
it involves learning to convey thoughts, and ideas to describe things, objects, and anything
around us as a form of speech. The practical applications are based on general learning
principles, as well as on research.
In addition, there are several factors relating to skills to be considered for effective
English-speaking performance. Pronunciation, vocabulary, and collocations are singled
out as important factors to be emphasized in building fluency for EFL speakers. Providing
students with a variety of situations and frequent speaking tasks plays a significant role in
the in the improvement of students’ fluency when speaking [7]. Confidence and
competence usually reinforce English speaking skills. Patil asserted that building up the
learner’s confidence to eliminate their fear of making errors was a priority that a teacher
should consider to make learners feel comfortable with their language use [4]. Confidence
and competence in speaking could be developed from appropriate syllabus design,
methods of teaching, and adequate tasks and materials [1] [6].
Regarding speaking effectiveness, Shumin paid attention to several elements
involved, including listening skills, sociocultural factors, affective factors, and other
linguistic and sociolinguistic competencies such as grammatical, discourse, sociolinguistic,
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
3
№
1 (2025) / ISSN 2181-3701
52
and strategic competence [5]. Grammatical competence enables speakers to use and
understand English language structures accurately and unhesitatingly, which contributes
to their fluency, which in turn, develops confidence in communication.
In general, the problems of our learners/students related to speaking can be divided
into four main groups:
1.
Learners/students feel shy speaking English because they are afraid of making
mistakes. It is usually seen at the initial level, as they are afraid of being criticized by
teachers and other students.
2.
Working in pairs (or groups), students often begin to use their native language.
3.
Students do not have enough information on the topics discussed even in their
native language.
4.
Students feel a lack of linguistic and verbal resources for solving the given task.
In that case, the teacher should create a friendly atmosphere of collaboration so that
students will not be afraid of admitting their mistakes and will accept criticism.
REFERENCES:
1.
Bailey K.M., Practical English Language Teaching: Speaking,2005, New York:
McGraw-Hill.
2.
English teaching forum. Published quarterly by the United States Department of
State for teachers of English. Volume 54, number 3. 2016. p.5
3.
Passov EI. Communicative methods of teaching a foreign speaking. Moscow:
Prosveshchenie; 1985
4.
Patil, Z. N. Rethinking the objectives of teaching English in Asia. Asian EFL Journal.
10 (4), 227-240.,2008.
5.
Shumin K. Factors to consider: Developing adult EFL students’ speaking abilities.
English Teaching Forum. 35 (3), 8 1997
6.
Songsiri, M. An action research study of promoting students’ confidence in
speaking English (Dissertation of Doctor Education Degree), School of Arts, Education and
Human Development, Victoria University, Australia, 2007.
7.
Tam, M. 1997. Building fluency: a course for non
–
native speakers of English.
English Teaching Forum, 35(1), 26.
8.
Ў.Ҳ.Хошимов., И.Я.Ёқубов. Инглиз тили ўқитиш методикаси, Т
-2003.
9.
www.google/search.ru
10.
http://www.nova.edu/ssss/QR/QR3-3/tellis2.html
11.
http://www.nwlink.com/~donclark/hrd/bloom.html
12.
www.britishcouncil.org.hk
