INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
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page 2507
SOME IMPORTANT STRATEGIES IN TEACHING SPEAKING SKILLS
Azimova Maxfuza Abdusamatovna
senior teacher of Tashkent University for Applied Sciences, Uzbekistan,
Annotation:
Speaking is an oral communication method used to convey concepts or
information to others. It is the most fundamental method that speakers can use language to
express themselves. In teaching speaking skill, the teachers are expected to be able to promote
students’ speaking skills by employing several types of strategies and techniques such as
discussion, speeches, role plays, conversation, audio taped oral dialogues journal and other
accuracy-based activities.
Key words:
receptive, productive, grasp, clarity, vocabulary, communication, prediction,
fluency, accuracy.
Speaking is an essential component of teaching and learning a second language. Speaking
instruction has long been underappreciated, and English language instructors have continued to
teach speaking as nothing more than the memorizing of dialogues or the repetition of drills. But
in the modern world, teaching speaking must aim to help students become better
communicators since only then can they express themselves and learn how to adhere to the
social and cultural norms that apply to every communicative situation.
One of the four English language skills that fall under the category of productive skills is
speaking. It takes a variety of supporting competencies to understand this skill as previously
described. They all undoubtedly blended with one another. For this reason, kids may find it
challenging to acquire it at times. In order to shed light on this issue, it is essential to give
theories of speaking and provide evidence for the study's conclusions. Speaking is defined as
"to express or communicate opinions, feelings, ideas, etc. by or as talking" in the Oxford
Advanced Dictionary . It involves the speaker's psychological, psychological (articulator), and
physical stages. Speaking is the process of creating and conveying meaning through the use of
both verbal and nonverbal symbols in a range of contexts.[1:p.13] According to White, another
scholar, Theodore Huebner, language is fundamentally speech, and speech is fundamentally
sound-based communication. Furthermore, he asserts that speaking is a talent that people utilize
in everyday communication, whether in or out of the classroom. The ability is learned through a
lot of practice. It is mostly a neuromuscular process rather than an intellectual one. It includes
proficiency in both sending and receiving messages. [2:p.5]
Speaking is defined as "expressing ideas, opinions, or feelings to others by using words or
sounds of articulation in order to inform, persuade, and entertain." This definition can be
learned through the use of certain teaching and learning approaches. According to Clark and
Clark, speaking is fundamentally and instrumental act. Speakers talk in order to have some
effect on their listener, Brown confirms that speaking is to communicate with your listener,
every decision you make in planning your speech should be made with them in mind.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
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page 2508
Widowson
described that the act of communication trough speaking is commonly
performed in face to face interaction and occurs as part of dialogue or other forms of verbal
exchange. The aims of language teaching course are very commonly defined in term of four
language skill, listening, speaking, reading and writing. By reference to the medium, speaking
and listening are said related to language expressed through the aural medium and reading and
writing are said to related language expressed through the visual medium. By reference to the
activity of the user, speaking and writing are said to be active or productive skills, whereas
listening and reading area said to be passive skills or receptive skills. [3:p.89] It is essential to
comprehend the goal of speech in order to teach speaking. Even yet, speech has the ability to
convey intonations, convey emotions, respond to other people and events, and affect other
people. The tool used in daily life is spoken language. In order to speak a language and convey
their own meanings, students must practice creating new sentences that are appropriate for their
needs. Byrne states that oral communication is a two way process between speaker and
listener. Both speaker and listener have a positive function to perform. The speaker has to
encode the message he wishes to convey in appropriate language while the listener has to
decode or interpret the message. People put ideas into words when they speak, discussing
thoughts, emotions, and goals they want other people to understand. People use speech to
express information, request favors, and make commitments.[4:p.278]
Speaking is an oral communication method used to convey concepts or information to others.
It is the most fundamental method that speakers can use language to express themselves. The
three domains of speaking skill knowledge are explained by Burkart in another element of
speaking. First, mechanical knowledge encompasses vocabulary, grammar, and pronunciation.
Students that possess this knowledge are better able to pronounce words correctly and employ
them in the appropriate order. Second, transaction and interaction are covered by the knowledge
of functions. Students benefit from knowing when communication clarity is crucial and when
exact comprehension is not. Last but not least is understanding of social and cultural norms and
conventions pertaining to relative roles of participants, speaking rates, turn-taking, and the
duration of pauses between speakers. Students benefit from learning how to consider who is
speaking to whom, under what conditions, about what, and why. The three domains of speaking
skill knowledge are explained by Burkart in another element of speaking. First, mechanical
knowledge encompasses vocabulary, grammar, and pronunciation. Students that possess this
knowledge are better able to pronounce words correctly and employ them in the appropriate
order. Second, transaction and interaction are covered by the knowledge of functions. Students
benefit from knowing when communication clarity is crucial and when exact comprehension is
not. Last but not least is understanding of social and cultural norms and conventions pertaining
to relative roles of participants, speaking rates, turn-taking, and the duration of pauses between
speakers. Students benefit from learning how to consider who is speaking to whom, under what
conditions, about what, and why. Beside the knowledge of speaking those students should have,
they have to also possess the micro-skills of speaking. These micro-skills of speaking,
according to Orwig has to involve as follows:
1. Clearly enough pronounce a language's unique sounds for others to be able to tell them apart.
Making tonal distinctions is part of this.
2. Make use of language's stress, rhythm, and intonation patterns in a way that is sufficiently
obvious for others to grasp.
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ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
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3. Make use of the appropriate word forms. This could entail adjustments to the gender, case,
or tense, for instance.
4. Assemble words in the proper sequence.
5. Make appropriate use of vocabulary.
6. Make use of the language variety or register that is suitable for the circumstance and your
relationship with the conversation partner.
7. Using whatever method the language employs, make the listener aware of the primary
sentence components, such as the subject, verb, and object.
8. Distinguish the primary concepts from auxiliary ones.
9.Make the discourse hang together so that people can follow what you are saying.
Speaking as oral interactions can occur mostly in two general interactions, including
information routines and interactions routines. The information routines can be fulfilled by
expository such as description, instruction, and comparison, and evaluative covering
explanation, justification, prediction, and decision. Whereas, interaction routines can
consisted of service like job interview, making reservations, enrolling in school, and
social such as dinner party, coffee break, standing in line and chatting over the
internet.[5:p.456]
Element of Speaking
1. Pronounciation
According to Mckeenhill, it is the fact or way that something is pronounced: articulate speech.
Undoubtedly, intonation and stress are inextricably linked to pronunciation. Repetition and
imitation are the main ways that people learn pronunciation, intonation, and emphasis.
Therefore, in order for students to mimic their lectures during the teaching and learning process,
lecturers should have high criteria for pronunciation.
2.Vocabulary
According to Brown (1984), vocabulary is made up of the words you use when you write or
speak as well as the ones you comprehend when you read or listen. Effective communication
can be facilitated by having a large vocabulary. According to Collier, keeping a vocabulary
notebook is one of the best strategies to manage your acquisition of a small number of words.
You might want to keep a big one on your desk for studying and a little one in your pocket so
you can jot down words as you hear and see them.
3.Grammar
According to Yule, is a type of internal linguistic knowledge that functions in the creation and
identification of suitably structured expression in that language.
4. Comprehension
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ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
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Understanding According to Clark , there are two common senses in understanding. In its
strictest meaning, it refers to the mental process by which a listener processes the sounds that a
speaker makes and uses them to create an interpretation of what they believe the speaker was
trying to say. extracts and saves the new information it delivers in memory in a broader way.
5. Accuracy and fluency
According to Brown, the first objective of language instruction should be fluency in
communicative language courses. Fluency, according to Cunningsworth, is the capacity to
speak a language confidently, naturally, and without excessive hesitancy or halt. Allowing
students to concentrate on the phonological, grammatical, and conversational components in
their spoken output helps them acquire some degree of accuracy. When teaching children to
speak English, teachers must explain to them how to do it in a clear, eloquent, grammatically
and phonologically correct manner. The quality of being precise, error-free, and correct is
known as accuracy. The pupils only make one or two significant mistakes that lead to confusion,
along with a few grammatical and lexical mistakes and no significant phonological problems
[6:p.211].
Fluency is the capacity to speak a language fluently and readily, or to communicate a
language or activity in a fluid manner. It is focused on how smoothly and quickly one speaks.
Even though it is focused on the level of practice, skill, and habit, the speech should be as fluid
as that of a native speaker. Teachers will be able to identify the many kinds of speaking
performances in the classroom by using the speaking element above to teach speaking in order
to accomplish all of them.
In conclusion, you can find many techniques of teaching speaking skill which may cover
the three functions of speaking: transactional, interpersonal, and performance. These three
functions should be balanced in terms of their involvement in the speaking activities
since each has different characteristics which require different forms of utterance. Besides,
teachers should take all aspects of speaking into consideration, i.e. aspect of knowledge ,
by which the students are equipped during speaking activities. Fluency is the primary focus of
speaking class, whereas accuracy should not be ignored at all. There must be times when
knowledge of language is highlighted through speaking activities.
References:
1. A. L. Chaney and T. L. Burke, Teaching Oral Communication in Grades K-8, (Boston: Allyn
& Bacon, 1998), p. 13
2. Theodore Huebner, Audio Visual Technique in Teaching Foreign Language, (New York:
Cambridge University Press, 1960) p. 5
3. Widdowson, H. G. (1985). Teaching language as communication. Oxford: Oxford University
Press.p.18
4. Byrne Donn. 1986. Teaching oral English. UK: Longman Group. p.278
5. Bygate (2001). Speaking. In Nunan, David & Carter Ronald. The Cambridge guide to
teaching English to speakers of other languages.p.456
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2511
6. Brown, H Douglas. 2001 Teaching by principles and interaction approach to language
pedagogy, 2nd ed. NY: Longman p.211.
7. Thombury, S. 2005. How to teach speaking. England: Pearson Educatinal limited.
