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THE EVOLUTION OF SPEAKING SKILLS BY FACILITATING INTERACTION
AND THE IMPORTANCE OF SPEAKING ABILITIES
Rustamjonov Ma’zurbek Navro’zjonovich
Student of Samarkand State Institute of Foreign Languages
E-mail: mazurbekrustamjonov@gmail.com
Scientific supervisor:
Nilufar Zubaydova
https://doi.org/10.5281/zenodo.13917460
Abstract:
Achieving oral communication has become the focus and ultimate goal of the
second language learning and teaching process. However, the students do not have enough
opportunities to interact in the classroom which can greatly help them develop their speaking
skills. In this article, I will try to give some suggestions for students. In order to carry out this
project, the qualitative methodology will be used to gather data through classroom
observations and the use of oral activities such as simulations, jigsaw and story completion
activities. The findings of this research should provide valuable information regarding the effect
of using oral activities that involve interaction to develop student’s speaking skills.
Key words: o
ral communication, interaction, speaking skills, methodological limitations,
simulations, story completion, jigsaw, strategic competence, production skills, types of
speaking, interpersonal skills.
OG’ZAKI NUTQ QOBILIYATLARINI RIVOJLANTIRISH EVOLYUTSIYASI VA
NUTQ QOBILIYATLARINING MUHIM AHAMIYATLARI
Rustamjonov Ma’zurbek Navro’zjon o’g’li
Samarqand davlat chet tillar instituti talabasi
E-mail:
Ilmiy rahbar:
Nilufar Zubaydova
Annnotatsiya:
Og'zaki muloqotga erishish ikkinchi tilni o'rganish va o'qitish jarayonining
asosiy maqsadi va yakuniy maqsadiga aylanmoqda. Biroq, talabalar sinfda muloqot qilish
uchun etarli imkoniyatlarga ega emaslar, bu ularning nutq qobiliyatlarini rivojlantirishga katta
yordam beradi. Ushbu maqolada men yosh o’quvchilar va talabalar uchun ham ba'zi bilgan
tavsiyalarimni berishga harakat qilaman. Ushbu loyihani amalga oshirish uchun sinfda
kuzatishlar va simulyatsiya, jigsa (puzzle-rasmli boshqotirma) va hikoyani yakunlash kabi
og'zaki faoliyatdan foydalanish orqali ma'lumotlarni to'plash uchun sifatli metodologiya
qo'llaniladi. Ushbu tadqiqot natijalari talabalarning nutq qobiliyatlarini rivojlantirish uchun
o'zaro ta'sirni o'z ichiga olgan og'zaki faoliyatdan foydalanish ta'siri haqida qimmatli
ma'lumotlarni taqdim etishi kerak.
Kalit so’zlar:
og'zaki muloqot, o'zaro ta'sir, nutq qobiliyatlari, uslubiy cheklovlar,
simulyatsiya, hikoyani yakunlash, jigso, strategik kompetentsiya, ishlab chiqarish ko'nikmalari,
nutq turlari, shaxslararo munosabatlar.
INTRODUCTION
The development of the communicative approach caused a big impact in the analysis of
foreign language teaching goals leading to changes in language teaching worldwide within
which the attention to oral interaction of importance. Nevertheless, as ESL students with
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pedagogical experience at schools and English language academies, we have seen that learners
usually have difficulties with their speaking skills. Some of the reasons are that teachers are not
aware that the idea of classroom interaction is vital importance to second language learning
due to the opportunities it creates to improve knowledge and speaking skills. Also, students do
not have enough opportunities in the classroom to be put in real life situations in which they
can practice and express their own thoughts. As a result, students cannot develop fluency and
improve their overall levels of communication. For this reason, we considered it necessary to
incorporate classroom activities that involve interaction to help students develop their
speaking skills. Moreover, I can cite various forms as an example of the development of oral
communication.
Interaction
“Interaction is the collaborative exchange of thoughts, feelings or ideas between two or
more people, resulting in a reciprocal effect on each other”. In this sense, through the use of
interaction, students have the opportunity to express their own ideas, views, opinions, thoughts
and feelings in real communicative.
Speaking Skill
“The speaking is the productive oral skill. It consists of producing systematic verbal
utterance to convey meaning”. Speaking is the ability that enables us to communicate and to
exchange our ideas effectively.
Interpersonal skill
The success of the implementation of the jigsaw technique in the classroom depends on
students ‘social skills including leadership, decision-making, trust-building, communication,
conflict-management skills among others.
Types of speaking
Imitative: this type of speaking refers to the practice of a word regarding the intonation
in order to focus on a specific component of the language form. In other words, this is the
repetition of a word or a sentence whose principal aim is pronunciation.
Intensive:
it is used to practice phonological and grammatical aspects of language. It can
be carried out through the use of group work for instance story completion in which each
student has to give some sentences in order to complete a story.
Responsive: an important aspect of this type of speaking is interaction between teachers
and students or students using questions or comments as a way to initiate a short conversation
but the answers are very limited and do not turn into dialogues. The language that is produced
is sometimes meaningful and authentic.
Simulations
“A simulation is to act out a pretend real-life encounter between learners as though it
were actually happening”. For example, acting out a job interview, a meeting on an airplane or
a business conference. This encourage oral fluency as the learners would behave as those
characters would, probably expressing thoughts and feelings that they do not necessarily agree
with.
THE RESEARCH METHOD
In order to fulfill the objectives of this project, it is necessary to follow a set of steps which
will be developed in this chapter. This includes the design, sample, setting and validation
criteria. Besides, the instruments used to get the information will be described, as well as the
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procedure that will be developed in the research process. The objectives of this research
method are: to describe facts; to formulate hypothesis, to make a descriptive diagnosis of
specific phenomena and to comprehend the relationship and social interactions. I selected this
paradigm due to the fact that we will analyze, interpret and make a detailed description of a
situation by applying our techniques to develop learners speaking skills by facilitating
interaction.
For the development our project we will use action which belongs to the qualitative
research. Kemmis says “ Action research is a form of self-reflective enquiry undertaken by
participants in social (including educational) situations in order to improve the rationality and
the justice of (a) their own social or educational practices, (b) the understanding of these
practices and (c) the situations in which the practices are carried out. In other words, action
research is a process that involves action, reflection and observation of a social issue aimed at
improving the understanding and methods involved in education thus, contributing to the
development of the pedagogical practices. In addition, Parsons and Brown state that action
research is designed especially for teachers as a way to obtain information with the purpose of
improving teaching practices or giving solution to different problems that can appear in the
classroom. It can be carried out through the use of observations and the collection of
information that can be useful for the researcher to reflect and decide what strategies are more
suitable to apply in the classroom so students have a good experience in their learning process.
Through the use of observations and activities used to gather the information we might
find problems related to the lack of interest and reluctance on the part of the students and
teachers to collaborate with us, which can make it difficult to obtain satisfying results when
analyzing the information.
We think that the techniques that we are going to apply will be useful to determine if the
activities that we will develop with the students will have an effect and will show an
improvement and progress in their performance when using the foreign language.
Therefore, this type of research will be used to address the problem identified, design a
plan to improve our teaching practices by facilitating and fostering interaction to develop the
speaking skills, observe the process which will provide new insights and reflect upon the
possible constraints and benefits concerning the goals of the teaching and learning
environment.
Significance of the study
According to my experience learning English as a foreign language, I have realized that
students do indeed have difficulties communicating and they struggle when it comes to
expressing their thoughts and opinions in the foreign language.
This project has a methodological and practical importance. In terms of methodological
importance, we propose to implement communicative activities that involve interaction in
order to foster students’ speaking skill. In terms of practical importance, we intend to
contribute to the solution of the problem that students experience since they do not have
enough opportunities to interact in the language they are learning.
In addition, this research has a relevant importance for teachers and students. For
teachers because it can provide them with new techniques, strategies and communicative
activities that involve social interaction to facilitate the teaching and learning process.
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Furthermore, my research can help students produce and understand language more
effectively.
Speaking in a second language has always had an important place through the history of
the language teaching and learning and in the last decades it has become the focus of the
teaching process leaving aside the conventional methods that only had a structural focus. In
addition, a lot has been written about the speaking skill, and several authors have provided
different definitions about it.
According to Chaney, the speaking is a mechanism of constructing and sharing meaning
by using verbal and non-verbal symbols in different situations.
In relation to Chaney states that, “speaking is an interactive process of constructing
meaning that involves producing and receiving and processing information”. In this sense,
speaking is a way to interact with each other people exchanging information and alternating
the role as listener as well as speaker in order to express ideas and transmit meaning.
Using group work and pair work
Pair work and group work activities can be used during the process of learning in order
to increase the amount of time that learners get to practice the target language. Teachers should
limit the amount of time they talk and act as facilitators asking questions and offering
clarification so students have more time to interact themselves using the language.
Today is widely known that the most important goal to be reached in the EFL teaching
and learning process is communication and interaction plays an essential role in it.
In this sense, some theories support the idea that interaction enables the development of
first and second language acquisition. Therefore, in order to reach a meaningful learning
outcome, students need to be provided with opportunities to interact in the classroom and
teachers must encourage them to share ideas, opinions and thoughts because it is a good way
to make them active rather than passive participants.
In this section, we will analyze the information collected during the research process
through the application of classroom observation, recordings and the use of oral activities such
as simulations and the interactions. The techniques used to gather the information will be also
described, analyzed and interpreted.
I think that my work is a valid since the techniques I selected will measure the factor that
I intend to measure that is the effect of interaction to develop the speaking skill.
In addition, I consider that my work will be reliable because we will use the pilot study
which will give a consistent support to the effectiveness of our instruments.
My techniques will be proved with 10 learners through the pilot study which will help us
realize possible difficulties we will face in the development of my investigation in order to
overcome them.
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In the above table, I have tried to show the education of students studying in countries
where English is the main language. This indicator was about 180 people in the United States
in 2004, and by 2012, these numbers were close to 250 people. In the United Kingdom, around
130 students have increased to 200 by 2012. In Australia, however, the numbers start at the
same level as the UK, with a share of around 200 foreign students in 2012. In Canada, you can
see that these numbers are much lower.
Through these statistics, mainly I want to improve the English speaking capacity among
young people and teenagers, because most of the young people today, continue their studies
abroad, and in addition, their careers in a great way strive to build with all their might.
Naturally, among the countries they want to visit, the fact that English is at the level of the
national language is also a priority for them to learn and speak English at a high level.
DISCUSSION
In many vernacular medium schools, teacher gives the important questions and answers
to the students for their examination purpose. And for this section, it becomes negligible, since
it has been with sets of rules. Even though there are new methods in English language and
teaching, still vernacular medium students are getting struggled to get accuracy and fluency in
English language. Moreover, there are singular and plural forms that the students have to
distinguish and still many forms that have to be learned. If the students do not have grammar
mastery, of course they will not be able to produce sentences that grammatically right. Realizing
that the grammar, their students have is very weak, so they feel embarrased when they want to
produce English sentences orally. Now, English is an international language. Even technology
and working world use English. It is believed that the students want to be the winner in working
world competition that is getting tight day by day. This skill will be their plus point in facing the
working world. From now on, the students have to try hard to overcome their difficulties to
speak English fluently.
RESEARCH RESULT
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In this section, we will analyze the information collected during the research process
through the application of classroom observation, recordings and the use of oral activities such
as simulations, jigsaw, story completion and reporting activities. The techniques used to gather
the information will be also described, analyzed and interpreted.
Moreover, we have described in detail the research method. We explained the methods
that we will apply for my research, the type of research we selected and the techniques we will
use.
CONCLUSION
In the level of school itself, one must know the basic international English four skills. Only
then, they can flourish the field they are in. it would be help to one when one enters college or
university. Because, school is a place where good thing can be taught and teacher and the
management of the regional medium schools have to focus on all the four skills, are important,
especially “the speaking skill”. Therefore, a student can focus on all the four skills and a little
more concentration can be put on the speaking skill. Whatever points we discussed in the above
paragraphs could be followed to get fluent in English Speaking skill.
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