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Role of a communicative approach the to correcting mistakes
made in oral speech in teaching english
Fakhriddin YAKUBOV
1
, Utkir AKHMEDOV
2
Kattakurgan branch of Samarkand state university
Samarkand state institute of foreign languages
ARTICLE INFO
ABSTRACT
Article history:
Received October 2021
Received in revised form
15 November 2021
Accepted 20 December 2021
Available online
15 January 2022
In this article, a communicative approach to correcting errors
in oral speech, in English classes, is considered.
2181-
1415/© 202
1 in Science LLC.
https://doi.org/10.47689/2181-1415-vol2-iss11/S-pp
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:
communicative approach,
oral speech,
phonetic errors,
intonation,
pausation,
intensive teaching,
grammatical and lexical
errors.
Ingliz tilini o
‘
qitishda og
‘
zaki nutqda yo
‘
l qo
‘
yilgan xatolarni
tuzatishda kommunikativ yondashuvning o
‘
rni
ANNOTATSIYA
Kalit so
‘
zlar:
kommunikativ yondashuv,
og‘zaki nutq,
fonetik xatolar,
intonatsiya,
pauza,
tezkor o‘qitish,
grammatik va leksik xatolar.
Maqolada ingliz tili
darslarida og‘zaki nutqdagi xatolarni
tuzatishga kommunikativ yondashuv muhokama qilinadi.
1
Lecturer, Kattakurgan branch of Samarkand state university. Samarkand, Uzbekistan.
2
Lecturer, Samarkand state institute of foreign languages. Samarkand, Uzbekistan.
Жамият
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Society and innovations
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94
Роль коммуникативного подхода к исправлению ошибок,
допущенных в устной речи, при обучении английскому
языку
АННОТАЦИЯ
Ключевые слова:
коммуникативный подход,
устная речь,
фонетические ошибки,
интонация,
пауза,
интенсивное обучение,
грамматические и
лексические ошибки
.
В данной статье, рассматривается коммуникативный
подход по исправлению ошибок в устной речи, на занятиях
английского языка.
The concept of “communicative ability of a language learner” requires special
attention when teaching communication in a foreign language. The opinion that it is
enough for the student to know the vocabulary clichés in teaching communi
cation is not
justified (1). Even an adult student is much more difficult to teach a clichéd speech at the
elementary level. Because the desire to express one
’
s own thoughts does not correspond
to the linguistic capabilities of the reader. As soon as he enters into extensive
communication, he inadvertently violates the phonetic, grammatical or lexical norms of
the language. Within the framework of intensive education, a revision of the existing
concept of error in the methodology is required.
The act of communication is determined by the reaction of the listener, the ability of
him to understand or not to understand the received verbal message. In the process of
communication, it is not necessary to pay special attention to the withdrawal from the
norms of language. The teacher must admit that the speech should not be without errors.
Mistakes are also inherent in the native language. It is enough to go far in search of an
example and listen to the radio without sitting or watching the TV. Mistakes that are made
by language owners, selected and classified by linguists, constitute huge roofs. Error
–
free
speech is a more aesthetic feature than functional demand. As L. Yakubovits fundamentally
pointed out, “even with much more syntactic and phonetic errors, effe
ctive communication
can take place. (Jakubovits 1976:124).
In the process of communication, students often encounter the problem of whether
they should pay attention to the importance of speech, or whether it is meaningful. We
have seen that the second factor is more significant for adult students. Observation of the
process of formation of children
’
s speech shows that usually adults only correct mistakes
in the meaning of the sentence. As an example, let
’
s pay attention to the fact that Rodgers
Brown watched his daughter
’
s speech at the age of three or four:
Daughter: Walt Disney comes on Wednesday.
Mother: Not Tuesday, Eve, but on Thursday.
Although the girl incorrectly used the verb in her speech in the past tense, her
mother did not pay attention to the grammatical error and continued to communicate.
Because the error in this sentence did not interfere to the understanding of the sentence.
Therefore, K.A. Michurina pointed out two types of errors that could occur in
communication:
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1. Mistakes that make communication difficult.
2. Errors that destroy communication.
(K.A. Michurina 2001:77)
All traditional classes of errors (phonetic, grammatical, lexical) can be included in
one of these types or, if the message is correctly understood, cannot be considered an error
at all. The communicative approach requires changing the attitude towards correcting
mistakes. At the phonetic level, logical stress, intonation, pausing are more important than
individual sounds. Grammatical errors in subject
–
verb agreement
(She has a large flat)
or incorrect selection of the verb form
(She didn
’
t become famous)
or errors in the degrees
of comparison of adjectives
(I want a bigger salary)
often do not interfere with the
understanding of the utterance expressed. But incorrect use of the article completely
changes the contents of the phrase
(I don
’
t like the fish)
. At the lexical level, for example,
the incorrect use of the preposition makes it difficult to understand the meaning of the
sentence
(The cat jumped on/upon the bed)
.
Let
’
s give an example of the first kind of error:
He is interested in chemistry.
If the
beginning of the sentence means that he is an interesting person, then it will have a
different meaning at the end. Or errors in selecting the verb forms in tenses:
“
The alarm
clock is ringing. I
’
m jumping out of the bed and I
’
m running into the bathroom
”
. It is hard
to believe that three actions occur continuously at the same time. Or incorrect use of
passive voice leads to the opposite location of the phrase
–
“
The episode was written about
in the newspaper
”
.
In the examples below, the listener is forced to confirm his correct understanding.
–
It was a small shop ... in every street.
–
I see, there were shops everywhere
But sometimes it is difficult to understand what the teacher or another listener has
heard. For example, the meaning of the phrase
“
The h
ero is the louds keeper of the author”
is obvious only after the clarifying questions are asked, that is, the speaker refers to”
the
mouthpiece of the author”
.
In correcting mistakes, the teacher and the group should be equally involved.
Because every participant in the team is an equal participant in communication. For
example, when referring to England, students say
‘I like this country’
. The teacher turns to
the group, then asks a question
‘Does Mr. X Like Britain?’
Having received the answer
Yes
,
develops the situation:
How do you know
?
He has never mentioned this. He says he likes
Uzbekistan
. With these sentences he gives explanations. In the process of correction it is
natural to ask questions in the style
Do (did) you mean to say ...
. This will help the listener
to determine what the student understands correctly, and the teacher-to say the right
option. The help of the teacher should also be of a communicative nature. For example, the
reader tries to express an unfamiliar word to himself:
“
Queen and her relatives
”
. Here he
willingly accepts the teacher
’
s replica as a help
“Oh, you are talking about the royal family”.
Urgent intervention of the teacher in the correction of communicative errors is not
necessary. It is necessary to allow the speaker to say his opinion in other ways. Sometimes
this can happen through two or three attempts. In the communicative approach, the
corrective step is
“
adjusted
”
. When the error occurred, the method of immediate
correction did not justify itself. The listener must wait for the end of the sentence or the
text of the sentence. And of course, after that it is important to give the material correctly
and conduct a speech exercise.
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Based on the opinions above, we can draw the following conclusions:
1. Errors can be divided into communicative significant and communicative
insignificant types.
2. It is necessary to abandon the correction of communicative insignificant errors.
3. Errors that are difficult to understand or violate the content must necessarily be
corrected.
4. Correction of the error in the communicative approach should be carried out after
the end of the text (thought).
5. The teacher must formulate skills on the methods of checking the comprehension
of the thought expressed in the students, since the answer of the listener is the main
condition for communication.
In our opinion, a communicative approach to the correction of errors requires
further research.
REFERENCES:
1.
Yakubovits L.A. Izuchenie inostrannogo yazyka. / Metodika prepodavaniya
inostrannix yazykov za rubezhom. M., 1976.
2.
Kitaygorodskaya G.A. Intensivnoe obuchenie inostrannym yazikam: teoriya i
praktika. M.: Russkiy yazik, 1992.
3.
Michurina G. The A. Kommunikativniy podhod k ispravleniyu oshibok. //
Intensivnoe obuchenie inostrannym yazikam segodnya. M.: 2001.
4.
Shubin E.P. Yazikovaya kommunikatsiya i obuchenie inostrannim yazikam. M.,
1972.
5.
Frumpki V. Speech errors as linguistic evidence. New York, 1973.
6.
Salama-Kazaku T. Metodika psycholingvisticheskogo issledovaniya pri
kontrastivnom analize. Korpus yazikovikh faktorov, poluchennie v prosesse obucheniya
yaziku: Corps oshibok I IX hierarchy. Psycholinguistika. M.: 1984.
