Volume 04 Issue 11-2024
43
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
11
P
AGES
:
43-45
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article discusses selection criteria of speeking materials for A2 learners in accordance with communicative
approach. To support the abov
e mentioned point of view, several scholars’ works were looked through and analysed
to reach conclusion. Moreover, peculiarities of speech materials are studied and main features are determined to
select A2 speech materials to create new model of the research.
KEYWORDS
Communicative approach, foreign language methodology, authentic materials, integrated learning, novelty,
functionality.
INTRODUCTION
Speaking materials are given great importance in
foreign language lessons. According to several
scholars, the authors of the methodology of
communicative learning, speech materials are the true
means of learning. Only the performance of speech
materials leads to a goal, and their absence is the
absence of any purposeful teaching. E.I. Passov
believes that, firstly, there is always a learning goal in
the speech material, secondly, the speech material is
not a disorderly action, it has a special organization,
thirdly, the material is always aimed at improving the
way the action is performed. To do this, it must provide
for the repetition of the action many times. But one
material in teaching never gives the final effect, even in
relation to a particular intermediate goal. Therefore,
speech materials are combined into systems,
subsystems, complexes.
Research Article
SELECTION OF SPEAKING MATERIALS FOR A2 LEVEL LANGUAGE
LEARNERS IN ACCORDANCE WITH COMMUNICATIVE APPROACH
Submission Date:
November 13, 2024,
Accepted Date:
November 18, 2024,
Published Date:
November 23, 2024
Crossref doi:
https://doi.org/10.37547/ijll/Volume04Issue11-10
Qurbanova Ziyoda Saydillaevna
(Master of Foreign Language and Literature Studies), University of Exact and Social Sciences, Tashkent,
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijll
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 11-2024
44
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
11
P
AGES
:
43-45
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The communicative method of teaching foreign
language speech communication involves the use of a
functional approach to the formation of lexical
speaking skills. Let's consider a variant of organizing
the process of functional formation of lexical speaking
skills using conditional speech material proposed by
E.I. Passov. A distinctive feature of such activities is the
use of a speech task as an installation for the exercise.
There are four principles of selecting conditional
speech materials:
Imitative
–
when performing these materials, the
student uses a speech pattern when expressing his
thoughts, which he perceived in the teacher's remark.
Transformational
–
involves the transformation of the
teacher's remark, for example: Say that you want to do
something else. For lexical skills, transformation can be
expressed in the transmission of the same content in
other words.
Reproductive
–
involves reproducing in the replicas of
students those forms or lexical units that were learned
in previous speech materials. If earlier the student
reproduced, relying either entirely on the sample (in
imitative) or in a similar form (in transformational),
then reproduction is already completely independent.
The complex of conditional speech materials’ selection
is organized according to the stages of formation of
lexical speaking skills: The complex of conditional
speech activities is organized according to the stages
of formation of lexical speaking skills: imitation,
substitution, transformation, reproduction.
There are 4 most important typological features of true
speech materials:
1. Communicative language teaching always ensures
the presence of the strategy and tactics of the speaker
(writing, reading, listening).
2. Teacher always updates the relationships of the
communication participants.
3. Authentic material is always a new situation, which
ensures the productivity of the statement.
4. Communicative activity develops speech activity and
independence.
Speech activity is ensured by taking into account the
personal characteristics of students and challenging
attitudes to what is perceived, and independence is
provided by a special strategy for using decreasing
supports. Thus, communicative speaking is a form of
communication specially organized in such a way that
provides a controlled choice of the speaker's strategy,
actualizes the relationships of communication
participants, causes their activity and natural
motivation of speech activity, fosters independence
and productivity of speech skills.
At the learning stage, the student is explained the
grammatical topic and the use of new words and
expressions, that is, they work on expanding
vocabulary and mastering grammar. At the stage of
knowledge activation, the student performs various
exercises for fixing new grammar and words. This may
be a continuation of the discussion of the topic under
study, but with the application of the knowledge
gained.
The purpose of the communicative method is to teach
the student to communicate in a foreign language not
only fluently, but also correctly. The rules and
meanings of new words are explained by the teacher
Volume 04 Issue 11-2024
45
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
11
P
AGES
:
43-45
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
using vocabulary familiar to the student, grammatical
structures and expressions, using gestures and facial
expressions, drawings and other visual aids.
Features of the communicative learning methodology
that should be taken into account while selecting
speech materials for A2 learners:
•
situationality
•
priority of practice
•
cooperation and co-creation of student and
teacher
•
development of mental and speech activity
and independence of students
•
speech orientation of learning
•
individualization of learning
•
functionality
•
novelty.
CONCLUSION
In conclusion, all these activities are performed in
interconnection and in interaction. Each series, in turn,
includes a number of cycles of activities for teaching
specific skills, for example, a cycle of activities for
teaching articulatory, rhythmic and intonation skills; a
cycle of activities for teaching the syntactic side of
speaking, for teaching morphological skills of oral
speech. The cycle can break up into smaller groups of
activities to teach specific linguistic phenomena. A
similar structure of the exercise system can be found in
teaching other types of speech activity.
REFERENCES
1.
Пассов Е.И. Коммуникативный метод обучения
иноязычному говорению. –
М.: Просвещение,
1991.
–
245 с.
2.
Cameron L. Teaching Languages to Young
Learners. − Cambridge: Cambridge University
Press, 2001. −274 p.
3.
Widdowson H.G. Teaching Language as
Communication. − Oxford: Oxford University Press,
2008. −168 p.
