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2. Delahunty, Gerald Patrick. 1984. "The analysis of cleft sentences." Linguistic analysis 13: 63-
113.
3. Gundel, Jeanette K. 1976. On the source of "it" in cleft sentences. Bloomington IN: Indiana
Univ Linguistics Club. ---. 1977. "Where do cleft sentences come from?" Language 53:543-59.
https://learningenglish.voanews.com/
https://www.toolify.ai/ai-news/master-advanced-complex-sentences-in-english-with-cleft-
sentences
DEVELOPING FLUENCY IN SPOKEN ENGLISH TO B2
Djumambetova Dilfuza Kongratbaevna, PhD
Karakalpak State University
Kayipbergenova Khurliman, PhD student
Karakalpak State University
Abstract:
Oral fluency is a skill that requires constant practice in an ESL classroom in
order to make meaningful development. In general, when we discuss fluency, we are referring to
the ease with which pupils speak, their speech rate, their pauses, and the language they can easily
create in between. In an ideal scenario, the greatest method to learn to speak English effectively
is to be exposed to the language on a daily basis through frequent discussion with English speakers
on a range of themes. Regretfully, hardly many English language learners get the chance to
practice speaking in a situation that is genuinely immersive. It is astonishing how many foreign
students, who have low English proficiency despite spending years in an English-speaking nation,
come home. They frequently discover that a large portion of the student div speaks their language
in their town. They might not be having as many opportunities as we might think to use English
outside of the classroom as a result. This just serves to emphasize how crucial it is to give students
frequent opportunity to speak in class. This article focuses on how educators may provide kids
these kinds of chances in the classroom to help them become more confident and fluent. When it
comes to supporting students in improving their oral fluency, there are a few factors to take into
account. [1:36]
Keywords
: Vocabulary, expand, practice, activities.
Introduction:
It's crucial to consider the speaking abilities your pupils require before launching into any
speaking exercises. Do your students have other significant communication requirements, such as
those related to their careers or academics, or do they only need to practice their everyday
communication skills? You may design and develop classes that specifically address the
communication requirements of your students if you have a firm understanding of those needs.
Let's take a look at some professional and academic speaking exercises you may use to help your
students improve their oral fluency at higher levels. Consider include additional talks and
presentations for students who want to improve their academic and professional speaking abilities.
[2:11] At higher levels, they are frequently essential abilities to develop since they enable students
to speak more fluently and coherently while also improving their ability to speak in longer, more
planned speeches. It is also beneficial to consider the purpose or rationale behind the inclusion of
particular speaking assignments in the classroom. You might have students participate in small
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chat or free discussion to help them practice skills like sharing personal stories and taking turns,
especially if they need to speak English in the community. You may engage students in role-plays,
interviews, or information gaps if the goal of the speaking exercise is to effectively communicate
a message that the audience understands. Getting children to practice making phone calls, leaving
voicemails, and placing food orders is one way to do this. Students can practice speaking in front
of an audience through oral presentations, reports, or even in-class discussions if the goal is to
have them do so. [3:98] Think carefully about the subjects you choose for your speaking
engagements. Studies back up the idea that using well-known and pertinent subjects in speaking
exercises keeps students interested and motivated. Try to build speaking exercises that inspire a
desire for or necessity for communication with this in mind. All levels can benefit from discussing
subjects including daily routines, relationships, cuisine, culture, hobbies, and spare time. Most
educators would concur that their lessons are more engaging and pupils are more willing to engage
when they can relate to a topic. Making ensuring that pupils have adequate language or input to
utilize when participating in speaking assignments is another consideration. [4:55] Consider if the
pupils have the language and background knowledge necessary to converse on the subject before
putting them in a speaking exercise. Start with a warm-up and scaffold the speaking exercise for
students who struggle to talk on the spot. As a class, you can brainstorm words or have students
use graphic organizers to make word maps. In order to give students context, it is also beneficial
to make topic vocabulary, phrases, or primary concepts accessible. Giving pupils a brief reading
on the chosen topic or just giving them a minute or two to rapidly compose a response are two
more strategies to solicit feedback from the students. Research indicates that giving students time
to prepare before speaking improves their ability to assimilate information, concentrate, and
minimizes hesitancy and stuttering when speaking.
Good fluency is a crucial sign of highly proficient language users. Speaking assignments
that include a hint of urgency have been shown to increase fluency. Many professors employ the
4/3/2 technique, which gives pupils the opportunity to address stop and hesitation concerns and
helps them speak more fluently. This is so that students may correct any mistakes or problems
after each round because the exercise requires them to practice a talk several times. Check out our
Academic English section's 4-3-2 Presentation Fluency to learn how the 4/3/2 approach operates.
The 4/3/2 technique assists students in trying to connect particular and pertinent ideas together in
a more coherent and systematic manner. Research indicates that as students advance in the task,
they become more confident, focused, and concise in their voice. [5:76]
Conclusion:
Pronunciation is not a major obstacle to fluency for most pupils. It shouldn't be disregarded,
though, since poor pronunciation might result in miscommunication or misconceptions. The fact
that spelling and sound in English do not always correspond to one another may cause
pronunciation difficulties for certain pupils. It's also critical that students understand how English
words and phrases are stressed and toned. For instance, only shifting the stress from the first to the
second syllable can transform some words from nouns to verbs and vice versa. English words are
frequently chunked or linked in spontaneous speech. Additionally, native speakers frequently
emphasize specific words in sentences to highlight a point or express a particular meaning.
Because they might not be present in their native tongue, learners require assistance with these
specific pronunciation elements. Traditional repetition exercises and activities where students
listen to and mimic the pronunciation of speakers in English songs or films are among the activities
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that can aid with pronunciation. Reading aloud from narrative texts or even student-created
dialogues that are presented is a beneficial way to practice reading aloud. [6:57]
Oral fluency requires patience, smart preparation, and supervision from the teacher as well
as time and effort from the learner. Having stated that, it is clear that a variety of things must be
taken into account prior to speaking activities. Instructors must decide which speaking abilities
students need to improve as well as whether or not the students' feedback is enough or pertinent.
Incorporating helpful lists of predetermined conversational phrases or chunks and teaching
practices that support students in maintaining conversations are also crucial. We've also spoken
about certain important pronunciation rules and the efficacy of time constraints, including the
popular 4/3/2 technique. Lastly, it is crucial to consider how feedback is applied during speaking
exercises.
REFERENCES:
1. Adalikwu, C. (2012). How to build self-confidence, happiness and health. Bloomington: Author
House.
2. Bandura, A. (Ed.). (1995). Self-efficacy in changing societies. Cambridge: Cambridge
University Press.
3. Brown, H.D. (2004). Language assessment principles and classroom practices. Pearson
education: Longman.
4. Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.
5. Richards, J. (2012). Teaching Speaking: a holistic approach. New York: Cambridge University
Press.
6. Carnegie, D. (1956). How to develop self-confidence and influence people by public speaking.
New York: Pocket Books.
AUTHENTIC MATERIALS AND THEIR USE IN THE PROCESS OF FORMING THE
TYPE OF SEARCHING READING
Djumabaeva Venera,
Senior teacher of Karakalpak State University named after Berdakh
Abstract:
This article is devoted to the development of search reading skills through the use of
authentic material. The article provides examples of authentic materials and techniques for
working with them.
Key words:
sociocultural competence, authentic materials, types of authentic materials.
This chapter focuses on the use of additional authentic reading texts in teaching English as
a foreign language. It aims to improve adult learners' reading skills and strategies in a normal
classroom setting and in a computer-based learning environment. The use of authentic materials
is an important principle of learning a communicative language and contributes to the development
of an individual learning style and independence of students [1, 14-17].
Developing reading skills is an important part of learning a foreign language. Foreign
language textbooks offer a variety of texts to read, but there is usually a single approach to how
texts are presented and how to choose exercises for reading comprehension. In this case, foreign
language teachers try to find additional texts and develop their own exercises. To achieve better
results, you need to consider certain issues. These are the similarities and differences between
