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Methodological analysis of speaking activities in secondary
school textbooks
Nigora BAKHODIROVA
1
Namangan State University
ARTICLE INFO
ABSTRACT
Article history:
Received January 2021
Received in revised form
15 January 2021
Accepted 20 February 2021
Available online
7 March 2021
Today, in a competitive world knowing foreign languages is
becoming more and more important. Due to lack of
communication skills, learners of today are facing numerous
problems in expressing their thoughts and ideas properly in
English even if they know and express the same in their mother
tongue. Now the responsibility mainly is on the shoulders of the
English language teachers to train the EFL/ESL learners properly
and systematically in applying these skills for their bright career
by adopting innovative and novel techniques and strategies in
the classroom. This article aims to analyze various types of
activities and techniques in textbooks at secondary schools.
2181-
1415/© 202
1 in Science LLC.
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
Technique
Speaking activities
Drilling
Information gap activities
Discussion
Umumiy o'rta ta'lim maktabi darsliklarida nutqga oid
mashqlarning metodologik tahlili
АННОТАЦИЯ
Калит сўзлар:
Texnika
Nutq faoliyati
Burg'ulash
Axborot bo'shliqlari faoliyati
Munozara
Bugungi kunda raqobatdosh dunyoda chet tillarini bilish
tobora muhim ahamiyat kasb etmoqda. Kommunikativ
qobiliyatining yetishmasligi sababli, bugungi kunda o'quvchilar
o'zlarining fikrlarini va g'oyalarini o'z ona tillarida bilsalar ham
va ifoda etsalar ham ingliz tilida to'g'ri ifoda etishda ko'plab
muammolarga duch kelmoqdalar. Endilikda mas'uliyat asosan
ingliz tili o'qituvchilarining zimmasiga sinfda innovatsion va
yangi uslublar va strategiyalarni qo'llash orqali o'quvchilariga
ushbu ko'nikmalarni amaliyotda qo'llashda to'g'ri va tizimli
ravishda o'rgatishdir. Ushbu maqola umumta'lim maktablaridagi
darsliklardagi turli xil nutq faoliyati turlari va usullarini tahlil
qilishga qaratilgan.
1
Master’s student, Namangan State
University, Namangan, Uzbekistan
E-mail:
Жамият
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270
Методологический анализ голосовой деятельности в
средней школе учебники
АННОТАЦИЯ
Ключевые слова:
Техника
Разговорная деятельность
Бурение
Информационные
пробелы
Дискуссия
Сегодня в конкурентном мире знание иностранных
языков становится все более важным. Из
-
за отсутствия
коммуникативных
навыков
современные
учащиеся
сталкиваются с многочисленными проблемами при
правильном выражении своих мыслей и идей на
английском языке, даже если они знают и выражают то же
самое на своем родном языке. Теперь на плечах учителей
английского языка лежит ответственность за правильное и
систематическое обучение учащихся EFL / ESL применению
этих навыков для их успешной карьеры путем внедрения
инновационных и новаторских методов и стратегий в
классе. В данной статье анализируются различные виды
деятельности и приемы в учебниках средней школы.
.
Language learning is a constant process that begins at birth and continues till the
end of life. Language learning is an important part of life through which people are able to
communicate and share thoughts, opinions, information, experiences and feelings and
learn to understand themselves and understand others. They even establish their
relationships with the members of their family, friends and others. According to Oxford
English Dictionary, “Speaking is the action of conveying information or expressing
one’s
feelings in speech”. We need to communicate well with others in order to fulfill our goals
or life ambitions.
The English language teachers need to implement various innovative activities in
the classroom in the process of teaching speaking skills. These activities enhance the
speaking skills of learners and help them in their personal as well as professional
development. Let us discuss these activities in a detailed way for a clear understanding for
the English teachers to implement them successfully in order to achieve communicative
competence among the learners. It is almost impossible to teach speaking separately. To
reach our goals we need at least to integrate listening skill and sub skills like grammar and
vocabulary with speaking. In Uzbekistan English textbooks are being created focusing on
learner-centered methodology and Communicative language teaching is the main
character of course books.
According to Brown's (2001) classification of six distinctive categories of classroom
speaking performances as the framework of analysis, the following explanation elaborates
on each kind of them.
IMITATIVE
It focuses of this category is pure in phonetic level of oral production. It has nothing
to do with pupil's comprehension (Brown 2004). The only role of them is to repeat what
they listen from a human tape recorder, like practice an intonation contour or pronounce
a certain vowel sound correctly. The activity is called drilling. Brown (2003) stated about
drills as follows: Drills offer students an opportunity to listen and to orally repeat certain
strings of language that may pose some linguistics difficulty- either phonological or
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grammatical. Drills are commonly used in Audio-Lingual Method. The goal of this method
is to use the target language communicatively. Larsen-Freeman (2000) states that the goal
of teachers who use the Audio-Lingual method is they want their students to be able to use
the target language communicatively. 271At schools drilling is really helpful to emphasize
a new rule or some difficult part. Chain drill itself gets its name from the chain of
conversation that forms around the room as students, one-by-one, ask and answer
questions of each other (Larsen-Freeman, 2000). This kind of activities is widely used
especially while teaching young learners. Because, they learn more by memorizing. Drilling
is one of the best ways to memorize. Drilling and Chain drill activities are widely used in
the classrooms of secondary schools.
INTENSIVE
This category leads the students to produce the language by themselves. The
language production is in the form of responding to teachers' question or interacting with
others at minimal length of utterance. This technique focuses on a small range of
grammatical, phrasal, lexical, or phonological competences. Here, the teacher controls the
answers so the answers are fixed. This technique is realized in in activities like Directed
Response, Read-Aloud, Sentence/Dialogue Completion, Oral Questionnaire, Picture-Cued,
and Translation (of limited stretches of discourse) ect.
RESPONSIVE
This technique means learners respond to teacher or other learners' questions. The
respond is usually short, meaningful, and authentic. Here, pupil's comprehension is taken
into account. The activities are: Question and Answer, Giving instruction/direction,
Paraphrasing.
Question and Answer is one of the most encountered activities in English textbooks.
This kind of activity can be used in greeting the pupils reviewing previous lessons, telling
stories, discussing group results, attracting their attention.
INTERACTIVE:
Transactional (dialogue): The purpose of this technique is to make pupils to enable
to covey and exchange facts, information and opinions with others. Interview, Discussion
and Games are the activities of this technique.
Another spoken interaction activity that takes place in the English language
classroom is ‘Information Gap Activities’. Harmer (2002) says, “Where two speakers have
different parts of information making up a whole, because they have different information,
there is a gap between them”. Gap activities are the most useful activities to promote a
foreign language or second language acquisition. According to Hedge (2000), These
provide negotiation of meaning and the conversational adjustment which push students to
more accurate output”. He further says, “These involve each learner in pair or group
processing information which the other learners do not have. These activities have
requirements for information exchange”. Information gap activities are useful for various
reasons. They provide an opportunity for speaking practice and real communication. The
English language teachers can motivate the learners to acquire different skills such as
clarifying meaning and rephrasing. 271
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In the English classrooms also, the language teachers have to train the learners to
face the interview with positive attitude and self-confidence. Interviews can maximize the
amount of communicative and interactional practice between pupils.
‘Discussions’ or ‘Group Discussions’ are one among the best ways of speech
presentation and it is considered as an interesting form of oral practice in the English
classroom. According to the Cambridge English Dictionary, the definition of 'discussion' is,
"The activity in which people talk about something and tell each other their ideas or
opinions". In textbooks, especially in high grades they are common.
Interactive: Interpersonal (dialogue)
The purpose of this technique is for maintaining social relationships. The examples
of specific activities are Conversation and Role Plays.
Role plays are used to refer to all sorts of activities where learners imagine
themselves in a situation outside the classroom, sometimes playing the role of someone
other than themselves, and using the language appropriate to this new context. Through
role play activities, learners develop their problem-solving and decision-making skills that
lead them to gain more experience in cooperative learning and independent learning.
Extensive (monologue)
In this technique, language production is planned. The activities: Oral presentation,
Picture cued storytelling, Retelling a story, News event ect.
King (2002) states, “Oral presentations have been shown to help bridge the gap
between language study and language use; that presentations require students to use all
four language skills in a naturally integrated way; and that presentations have been shown
to encourage students to become active and autonomous learners”.
Presentations are used
even in teaching speaking to young learners as it makes a learner to produce even a
sentence confidently.
It can be concluded that using different teaching techniques and activities is a key
for a successful result. In order to teach speaking skills effectively, the teachers should go
through the recent trends in the English language teaching and undergo training to acquire
the latest techniques and approaches and introduce various activities in their classrooms
in order to make the learners more proficient and skillful in their speaking skills.
References:
1. Brown, H.D. (2001). Teaching by Principles: An Interactive Approach to Language
Pedagogy. Singapore: Longman.
2. Brown, H. Douglas. (2003). Language Assessment Principles and Classroom
Practices. New York: Longman.272p 272
3. Brown, H.D. (2004) Language Assessment: Principles and Classroom Practices.
New York: Pearson Longman.
4.Harmer, J. (2002). The Practice of English Language Teaching. Harlow: Longman
Press. P.88
5. Hedge, T (2000). Teaching and learning in the language Classroom. Oxford
University Press, USA. P. 281
6. King, J. (2002). Preparing EFL learners for oral presentations. Dong Hwa Journal
of Humanistic Studies, 4, 401-418272
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7. Larsen-Freeman, Diane. (2000) Techniques and Principles in Language
Teaching// New York: Oxford University Press. p.45
8. Oxford English Dictionary Online Edition (2ndEd.) Oxford University Press
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9. Sarimsakova, D. (2020, December). THE MODELS OF COMMUNICATIVE
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