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in the globalized world
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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.
Topical issues of language training
in the globalized world
270
Learning to speak a foreign language, presupposes acquisition of the 2 forms
of communication: dialogic and monologue. Both forms are important, but
nevertheless, a particular attention is paid to the dialogic form, since it is more
communicatively directed. The dialogue form of communication is most characteristic
of the communicative function of a language. Its mastering implies not only the ability
to compose the appropriate answer to the interlocutor
’
s question as well as to ask
him/her correct question. This is important, but in addition to this, one must be able to
express agreement/disagreement, express regret, apology, delight and joy, displeasure,
etc. The knowledge of the material of the topic (vocabulary, speech patterns, grammar
information) and the ability to work with visual aids are also necessary.
As for the monologue form of communication, the units of learning a
monologue utterance are sentences, super-phrase unity, and a coherent text. At the first
level (reproductive), speech creativity of students is not supposed, therefore language
design and content are determined by the teacher. The second level (reproductive and
productive) implies some elements of
‘
independence and creativity in the statements.
The third level is the level of productive monologue speech. At this stage, the learner
can, on the basis of his own linguistic and speech experience, express his attitude to
events and facts, give an assessment, build his own statement according to his own
intention. At the same time, students should learn the language material by ear and
while reading, the ability to consciously carry out work on the text heard or read in
order to capture its main content: answer questions on the text or, using means of visual
clarity, independently compose questions, highlight essential language reference points
in the form of reference words, phrases, titles to pictures, plan, etc.
Speaking, especially in monologue form, is of great difficulty for students in
both native and foreign languages. It is connected with the choice of content and form
of what needs to be said. The formation of speaking should proceed with the help of
lexical and structural supports, which can be associated either with the content or the
presentation form, as well as simultaneously with both.
Topical issues of language training
in the globalized world
271
To develop both forms of interaction there have been created various
techniques of communicative teaching. According to R. Gower, D. Philips, S. Walters,
their aim is to encourage purposeful and meaningful interaction between students.
Communicative tasks are designed so that students have a reason or a purpose for
speaking: they are bridging an information or opinion gap; they are asking for or giving
real information or finding out about the opinions of their fellow students. Not only are
these activities motivating in the classroom, but they offer a challenge which mirrors
real-life interaction
”
.
Among activities that stimulate speaking skills, methodologists have identified
several main types of them, Some are given below:
1. Debates: What students do: Research the topic, construct arguments,
prepare rebuttals, listen actively to opponents, and articulate their points clearly and
persuasively. What they achieve: Improved critical thinking, the ability to construct
coherent arguments, confidence in public speaking, and the capacity to engage in
respectful discourse.
2. Role-Playing: What students do: Assume different personas or scenarios,
engage in dialogue, actively listen to others, improvise responses, and adapt
communication style to fit the role. What they achieve: Enhanced empathy, better
understanding of diverse perspectives, improved improvisation skills, and increased
confidence in verbal communication.
3. Public Speaking: What students do: Research and organize content, practice
delivery, use effective div language and vocal variety, engage the audience, and
manage nervousness. What they achieve: Increased confidence in speaking in front of
an audience, improved organization and clarity of thought, enhanced persuasion skills,
and refined articulation.
4. Group Discussions: What students do: Listen actively, contribute ideas, ask
questions, build on others
’
contributions, respect diverse opinions, and seek consensus
or understanding. What they achieve: Improved listening skills, ability to articulate
Topical issues of language training
in the globalized world
272
thoughts in a group setting, practice in respectful communication, and development of
collaborative problem-solving skills.
5. Storytelling: What students do: Develop engaging narratives, use
descriptive language and imagery, structure stories effectively, practice pacing and
tone, and captivate the audience. What they achieve: Enhanced creativity, improved
narrative structure, the ability to connect with an audience emotionally, and honed
verbal expression skills.
6. Interviews: What students do: Prepare responses to common questions,
practice active listening, demonstrate confidence and professionalism, ask insightful
questions, and adapt to the interviewer
’
s style. What they achieve: Improved self-
presentation skills, better understanding of interview dynamics, enhanced ability to
communicate qualifications and experiences, and increased confidence in interpersonal
interactions.
7. Speech Training Exercises: What students do: Practice tongue twisters,
work on voice projection and modulation, focus on pronunciation and enunciation, and
improve overall clarity of speech. What they achieve: Enhanced articulation, clearer
pronunciation, improved vocal control, and increased confidence in verbal
communication.
8. Language Exchanges: What students do: Engage in conversations in a target
language, practice speaking and listening skills, provide and receive feedback, and
immerse themselves in the language. What they achieve: Increased fluency, expanded
vocabulary, improved comprehension, cultural awareness, and confidence in speaking
a foreign language.
9. Impromptu Speaking: What students do: Think quickly on their feet,
organize thoughts rapidly, deliver coherent responses, use persuasive language, and
maintain composure under pressure. What they achieve: Improved spontaneity,
enhanced ability to think critically and express ideas succinctly, confidence in
impromptu situations, and sharpened communication skills.
Topical issues of language training
in the globalized world
273
To sum up, speaking skills are the skills which are both the most difficult to
possess, but, yet, they are also in the highest demand since people
’
s biggest desire
nowadays is the ability to speak English the target language appropriately. Without the
ability to communicate in different languages the world simply could not have been
able to function and that is why developing speaking skills should be of great
importance at schools.
References
1.
R. Gower, D. Philips, S. Walters Teaching Practice: A handbook for teachers in training.
- Oxford: Macmillan, 2010. - 215 p.
2.
Nunan D. Communicative Language Teaching. - New York: Longman, 2006. - 384 p.
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Dalieva, M. X., & Satibaldiev, E. K. (2023). WAYS OF ELIMINATING POLYSEMY
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преподавания иностранных языков и РКИ: традиции и инновации: сборник научных
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СНГ (11 апреля 2023 г.)–Курск: Изд
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Temirova N. A. (2023). CONSECUTIVE INTERPRETATION AS A TYPE OF ORAL
TRANSLATION. Academia Science Repository, 4(6), 197
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https://academiascience.com/index.php/repo/article/view/791
5.
Рахмонов, А. (2023). Сравнительный анализ суммативного, формативного и
формирующего оценивания в контексте современного образования: научные
выводы и рекомендации.
Scientific Collection «InterConf»
, (149), 128-132.
GLOBALIZATION AND LANGUAGE CHANGE
Jabbarova Saida
student
Uzbek State World Languages University
Scientific advisor: Mukhamedova N.A.
teacher
Uzbek State World Languages University
Abstract
This article dives deep into the concept of globalization, its effects on different fields,
especially on languages. Since the concept of globalization and English language has become
interconnected, neither of them can be discussed without mentioning the other one. That is how it
becomes clear that English is undoubtedly the most popular and powerful language that shapes the
society that decides how the businesses and transaction
’
s function. Apart from its advantages in terms
of globalization and development of communication, it clearly has cons when it comes to the
degradation and understatement of other non-English languages. This article also argues that it is
important to take into consideration the value of local languages that are threatened by the
