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5.
Nunan, D, The Learner-centered Curriculum, Cambridge University Press, 1988
6.
Parupalli Srinivas Rao, The impact of using newspaper on teaching language skills to the
second language learners of English, International E-journal for research in ELT, 2019
7.
Widdowson, Communication and community: The pragmatics of ESP. English for Specific
Purposes, 1998
IMPROVING STUDENT
’
S SPEAKING SKILL BY VIDEOS FOR A2 LEVEL
LEARNERS
Qurbanbayeva Dilnavoz
student
Uzbek State World Languages University
Abstract
The main purpose of this article is to give more information about how can educators teach
and improve their students
’
speaking skills by using English videos. In order to avoid theoretical
lessons, some use methods are available in this article. It has been proofed during one-month
experiment that watching English videos is one of the most effective ways of improving speaking
ability for A2 level learners. There is some information about qualitative and quantitative data which
were the most interesting part of the experiment, were used. In addition to this, recomended and
suggesting additional articles included in this article that related to speaking ability as well as
reading, listening.
Key words:
foreign language, pre- test and post-test, experiment, improving speaking, A2
level, watching videos, monolingual, bilingual people, questionnaires, experimental group,
Being able to talk in any foreign language is extremely vital for people. So
nowadays, in our country, not only ours but also all over the world people are trying to
learn foreign languages by which they can obtain new chances and ways in their lives,
for example, bilingual people are able to work well- paid job than monolingual ones or
even they have a chance to work in another country. English language is becoming the
most utilized language and we can be aware of British English, American English,
Australian English and their own accent pronunciation. What do you think? why
English is one of the most commonly used languages, answer can be due to its easy
grammar structures, it includes tenses, if clauses, have/ has and etc. What is mean that
its strict rules about grammar.
When it comes to comparison of Uzbek language and English, without any
hesitation people can choose second option because English language come from
analytic group languages, relying on word order and auxiliary verbs to convey
Topical issues of language training
in the globalized world
267
grammatical relationships, although it also retains some inflectional features inherited
from its Germanic roots. German and Russian people can learn English easily because
of vocabularies which are very close to English spelling and pronunciation.
It is true that there are a lot of method, books, technologies for learners,
however, today
’
s young people need more effective and modern and easier way of
learning new languages, as a result, there are some experiments in order to know the
affectability of watching English videos while improving pupils
’
speaking skills like
native ones. During one month, A2 level learners were experienced, there were two
group of pupils one was an experimental group and second control group. Firstly, both
group pupils did pre- pest and post- test where several interesting questions related to
their English lessons were given, general studies.
Teaching students by videos is the easiest way to not only teaching but also
learning due to the fact that educator does not have to write on the blackboard and teach
any grammar rules, only he or she is responsible for the control of students
’
participation and students only watch the video lessons and do exercises .It is known
that in recent years young people do not want to have theoretical lessons instead of
this they have a desire to short, interesting video lessons then we did it in our lessons
for A2 level students, but our main focus was to improve speaking ability so that when
teacher finished his grammar continued video lessons which were about speaking .
After each speaking lesson teacher separate the pupils into mini groups which
included 3 or 4 and gave time to discussion: it meant they could exchange their ideas
about the topic that was given during the speaking lesson, moreover students had to
retell the information from the video .
Qualitative and quantitative data can be suitable for surveying pupils
’
opinions
and their numerical findings. For that research qualitative date was utilized, which
included:
Do you like watching English videos?
Yes 60%, no 40%
Do you understand English cartoons or videos on TV channels?
Topical issues of language training
in the globalized world
268
Yes 30%,no 70%
What do you think watching English vidoes can improve your speaking ability?
Yes 50% , no 50 %
Have you ever imitating with English or any languages videos?
Yes 20% , no 80 %
Do you want to speaking in English like a native people?
Yes 70 %, no 30 %.
Is English class interesting for you?
Yes 65 % ,no 35% .
Nevertheless our findings were not positive because pupils didn
’
t have a desire
to learning English then the experiment was begun but day by day students
’
attempts
were increasing. Watching videos could help students
’
speaking ability as well as
listening , pronounciation . there was an youtube video that used during the lesson
https://youtu.be/8irSFvoyLHQ?feature=shared
There is another experiment, This research is conducted at STKIP PGRI
Jombang. It is located on JlI Pattimura III/20 Jombang., the researcher concludes that
many students have an excellent activity from the teaching process. The data presented
that there were six students or 20 % of students showed poor activity. The criterion that
has been reached was higher than 70% of the total students. From the result of speaking
test and the observation checklist the researcher know that criterion of success has
achieved. Because of the satisfied result, there is improvement happened in the
teaching learning process. So, the researcher decided to stop the action.
This experiment proofed and in the future teachers and individual learners can
use this method in order to learn any foreign languages. By this experiment it was
revealed that initially pupils did not have any interests for learning language but in the
end they automatically did it because learning speaking was not difficult anymore with
the help of videos.
References
1.
Audio - Visual Techniques in Teaching Foreign Languages
“
on May 1,1961
Topical issues of language training
in the globalized world
269
2.
Elukhina, N. V. (1996). Learning to speaking to foreign language speech. Foreign
Language at School, 5, 20
–
22.
3.
Gez, N. I. (1981). The role of communication conditions in teaching listening and
speaking. Foreign language at school, 5, 32.
4.
Ikabaeva, E. K. (2010). Improving the speaking skills of younger students in the
classroom.
https://cyberleninka.ru/article/n/sovershenstvovanie-umeniy-audirovaniya-
mladshih-shkolnikov-na-urokah-improving-junior-schoolchildrens-auding-skills-at-
lessons
5.
Talking ABC. (2021). An animated video song about English letters.
https://www.youtube.com/channel
NURTURING COMMUNICATIVE SKILLS IN EFL CLASSROOM
Rajabov Hurshidbek
student
UzSWLU
Scientific advisor: Begizova M.
Senior teacher
UzSWLU
Abstract
This paper explores strategies for fostering communicative skills in English as a Foreign
Language (EFL) classrooms. Effective communication lies at the heart of language learning,
facilitating not only linguistic competence but also social interaction and cultural understanding. The
paper synthesizes a range of techniques aimed at enhancing speaking proficiency, drawing from
various pedagogical approaches and activities.
Key words:
communicative techniques: debates; role play; group discussions; public
speaking; impromptu speaking
Developing communicative skills is paramount in the journey of learning a
foreign language. Beyond mere vocabulary and grammar, the ability to effectively
communicate ideas, thoughts, and emotions in a foreign language fosters deeper
connections and understanding across cultures. Communication lies at the heart of
language acquisition, enabling individuals to engage in meaningful interactions,
exchange information, and navigate real-life situations confidently. Proficiency in
communicative skills enhances one
’
s capacity for global communication, promotes
cultural awareness, and opens doors to new opportunities in academia, career
advancement, and personal growth. Moreover, it cultivates empathy and bridges
cultural divides, fostering mutual understanding and collaboration in an increasingly
interconnected world.
