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Society and innovations
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Theoretical approach of oral communication competency
Dilnoza ALAUDINOVA
1
Termez state university
ARTICLE INFO
ABSTRACT
Article history:
Received February 2021
Received in revised form
28 February 2022
Accepted 20 March 2022
Available online
15 April 2022
This article deals with the one of the main language skill oral
communication. As we know oral communication is very
important for every language learner. So far a lot of methods
and ways have been researched by scientists around the world.
For the purposes of the general education competency
assessment, the oral communication competency involves the
ability to ethically and responsibly use verbal and nonverbal
communication.
2181-
1415/©
2022 in Science LLC.
https://doi.org/10.47689/2181-1415-vol3-iss3/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:
oral communication,
criteria,
basis,
approach,
active listening,
competency assessment,
responsibility,
expression
O
g‘
zaki muloqot kompetensiyasiga nazariy yondashuv
ANNOTATSIYA
Kalit so‘zlar
:
o
g‘
zaki muloqot,
mezonlar,
asos,
yondashuv,
faol tinglash,
malakani baholash,
mas
’
uliyat,
ifoda
Ushbu maqolada o
g‘
zaki muloqotning asosiy til qobiliyat-
laridan biri haqida gap boradi. Ma’lumki, og‘
zaki muloqot har
bir til
o‘
rganuvchi uchun juda muhimdir. Hozirgacha dunyo
olimlari tomonidan k
o‘
plab usullar va metodlar tadqiq qilingan.
Umumiy ta
’
lim kompetensiyasini baholash maqsadida o
g‘
zaki
muloqot kompetensiyasi o
g‘
zaki va o
g‘
zaki b
o‘
lmagan muloqot-
dan axloqiy va mas
’
uliyatli foydalanish qobiliyatini
o‘
z ichiga
oladi.
1
Lecturer, Termez state university.
Жамият
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инновациялар
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Общество
и
инновации
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Society and innovations
Special Issue
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02 (2022) / ISSN 2181-1415
148
Теоретический подход к компетенции устного
общения
АННОТАЦИЯ
Ключевые слова:
устное общение,
критерии,
основа,
подход,
активное слушание,
оценка компетентности,
ответственность,
выражение.
В данной статье рассматривается один из основных
языковых навыков устного общения. Как мы знаем, устное
общение очень важно для каждого изучающего язык. На
сегодняшний день учеными всего мира исследовано
множество методов и способов. Для целей оценки
общеобразовательной компетенции компетенция устного
общения включает в себя способность этично и
ответственно использовать вербальное и невербальное
общение.
INTRODUCTION
For clear expression of ideas and collaborative processes; engage in active
listening; build, express, and justify a claim; and adapt messages to varying situations and
contexts. This competency can be further defined with the following criteria:
•
Use verbal and nonverbal communication for clear expression of ideas;
•
Provides clear central idea(s);
•
Uses organizational pattern that enhances central idea(s);
•
Demonstrates confident, composed delivery (eye contact, gestures, vocal variety)
that enhances the central message (rather than distracting from it);
•
Use verbal and nonverbal communication within collaborative processes2
•
Recognizes shared aim (using inclusive/communal language);
•
Uses confirmatory responses;
•
Demonstrates engagement;
Build, express and justify an informed position:
•
Communicates clear position;
•
Explains rationale for position;
•
Articulates evidence that supports position;
•
Recognizes counter-arguments;
•
Adapt messages to varying situations and contexts
•
Uses language that is appropriate to audience;
•
Manages disruptions and distractions appropriately;
•
Demonstrates a range of linguistic and delivery styles relevant to situation.
Classroom behavior is a source of anxiety, stress, and distraction for many teachers
and is a key reason teachers give for leaving the profession. This often raises questions
regarding the extent to which teacher preparation programs and initial teaching
placements prepare pre-service teachers for working with students who display
challenging behavior, regardless of its basis. In fact, teachers have a broad range of
widely applicable strategies they may use in the classroom, such as moving toward a
misbehaving student or positively reinforcing appropriate behaviors.
Strategies such as these are an essential part of a teacher
’
s toolkit, but some
students require more specific, tiered interventions. One of the more dangerous myths
about teaching is that if teachers plan lessons that are engaging enough, students will
Жамият
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инновациялар
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Общество
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инновации
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Society and innovations
Special Issue
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02 (2022) / ISSN 2181-1415
149
behave well. This leads to teachers blaming themselves for student misbehavior and
ignores all the other influences that affect a child, such as conflict at home, poor nutrition,
and previous school experiences. It also neglects the fact that some children have a
specific developmental disorder that affects their processing of information, and hence
their learning and behavior.
Some developmental disorders, such as attention deficit hyperactivity disorder
(ADHD), are widely known, albeit possibly overdiagnosed and subject to ongoing debate
regarding optimal management strategies. Less widely known and understood, however,
is the impact of developmental language disorder (DLD) on behavior and learning. Based
on the statistics, the odds are good that this is an issue that at least a few students are
dealing with
in Ms. Turner’s eighth
-grade science class.3 The good news is that
knowledge of difficulties associated with DLD may help teachers not only better deal with
challenging behaviors but also improve learning outcomes for students with language
disorders, as well as those outside the clinical range who nevertheless display difficulties
processing and using oral language. Before considering DLD more closely, however, we
need to consider what language skills are and why they are relevant to school success.
The Importance of Oral Language Skills
DISCUSSION AND RESULT
Oral language skills refer to the ability to understand the spoken language of
others and the ability to express oneself verbally by putting words and ideas into
sentences and engaging appropriately in different social situations. One of the most
important
roles of adults in children’s lives is to teach them the all
-important yet
unwritten rules of how to behave in a range of social, educational, vocational, and
recreational contexts. This work is in equal parts demanding, time-consuming,
challenging, amusing, frustrating, repetitive, and (in the long run at least) rewarding. It
involves parents and other adults taking the reins in infancy and the preschool years to
provide high levels of support, scaffolding, explicit instruction, timely feedback, and
repea
ted opportunities for mastery regarding children’s emergent use of language.
As children enter toddlerhood and interact with a wider range of peers and adults,
the unpredictability of their social world increases exponentially, and it is impossible for
parents or teachers to preempt or intervene in every possible interaction a child will take
part in. Instead, they provide this support across many interactions in a day, while over
time tapering their level of direct oversight and stepping in when the child or adolescent
stumbles.
Fitting in socially at school is crucial to making and keeping friends and to
succeeding academically. Being socially competent is generally more difficult for young
people with certain disabilities, as social competence is highly sensitive both to
developmental level and to disabilities, some of which (such as DLD and mild forms of
autism spectrum disorder) are not always formally diagnosed.
Speech-
language pathologists use the term “pragmatic language competence” to
refer to a spea
ker’s ability to get it right when interacting with others, and they study
both the emergence of this skill across childhood and adolescence, and the ways it is
compromised by a range of clinical conditions across a person’s lifetime. “Getting it right”
refers to the ability to draw on executive functions such as planning, attention and
concentration, and self-monitoring; to use core language skills (especially vocabulary and
syntax) and social cognition skills that allow inferencing (i.e., drawing conclusions from
incomplete or ambiguous information); and to resolve mismatches between verbal and
nonverbal communication.
Жамият
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Imagine the child who, on being introduced to a distant relative for the first time,
asks, “Why have you got hair growing out of your nose?” Most families have amusing, if
sometimes excruciating, stories to tell of toddlers whose still coarse pragmatic language
abilities meant that an alarming level of candor was used in a social situation. Such blunt
honesty can often be laughed off when it comes from a 3-year-old, but it can cause
serious social consequences if the speaker is 9 or even only 6 years old. Under typical
circumstances, all aspects of pragmatic language ability strengthen with development,
though there are generally a lot of stumbles and teachable moments along the way. The
inner workings of the ways that we interact with each other as functioning adults are
complex and often not obvious. A comment that is perfectly acceptable in one context
may draw a hostile or indifferent reaction in another. This reflects the difficulty children
and adolescents have in understanding social situations, considering the perspective of
the other speaker, and learning subtle rules about when and why it is acceptable to
communicate in a particular way.
Most of us have, at some point, misread a social cue, had a lapse in attention, or let
our guard down in such a way that we inadvertently tore the social fabric. This might
occur in the form of what we think is a witty retort that is actually received as offensive,
or when we misunderstand the information a communication partner is seeking and we
“answer” a question that was not the one asked. Happily, most of us are equipped to
recognize such instances and swiftly repair the exchange to reduce the risk that anyone
loses face or is confused, misled, or offended.
Researchers have learned in recent years that a much larger than previously
realized number of children and adolescents have difficulties processing and using
spoken language and reading social and linguistic cues, and that they are prone to having
their pragmatic language difficulties misunderstood and mischaracterized by adults.
These children have what is now referred to as developmental language disorder. DLD
refers to listening and/or speaking abilities that fall significantly below those expected on
the basis of age. This disorder may occur on its own or alongside another impairment or
disability, such as autism, intellectual disability, or an acquired brain injury. Knowing
about DLD is important for teachers, because its presence is sometimes masked by other
difficulties, especially behaviors that appear inattentive and noncompliant. At the
extreme end of the spectrum, there is a substantial div of literature showing high rates
of previously undiagnosed language disorder in young people who are in contact with the
criminal justice system. Although reported rates of such difficulties vary across nations,
they are typically in the range of 50
–
60 percent,6 far outstripping estimates that place
the prevalence of language disorders in the community at 7
–
10 percent. disorder in
young people who are in contact with the criminal justice system. Although reported
rates of such difficulties vary across nations, they are typically in the range of
50
–
60 percent, far outstripping estimates that place the prevalence of language disorders
in the community at 7
–
10 percent.
Considered in the context of the school-to-prison pipeline, these findings call
attention to the close association between language difficulties and disruptive behavior,
particularly in the context of other risks, such as living in a disadvantaged community.
Schools can work to keep such young people engaged with education as a means of
countering antisocial influences. When language and behavior difficulties occur together,
it is the behavior difficulties that are likely to be a focus for parents and teachers, because
Жамият
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151
these cause the greatest level of day-to-day disruption for everyone
—
the affected
students, their peers, and the adults in their world. Intervening solely at the level of
behavior may not, however, address the root causes, such as difficulties understanding
teacher requests.
CONCLUSION
Knowing that young people who come into contact with the criminal justice system
are much more likely than their typically developing peers to have difficulties using and
understanding everyday language helps us to understand two key issues for such
students: why they struggle with verbal interactions, and why their reading, writing, and
spelling skills are typically so poor. Reading is fundamentally a linguistic activity, and
students with poor language skills struggle with the transition from the spoken word to
the written word in the early years of school. Those who do not successfully transition
from learning to read to reading to learn often also display inattentive and disruptive
behavior in the classroom. In conclusion I want to say that these effects have been
validated by a large number of controlled experiments. And there is strong evidence that
applying these principles may also aid motivation, as students experience a sense of
achievement rather than a sense of frustration.
REFERENCES:
1.
See I. Prilleltensky et al., “Teacher Stress: What It Is, Why It’s Important, How It
Can Be Alle
viated”
, Theory Into Practice 55, no. 2 (2016): 104
–
111.
2.
See G. Ashman, The Truth about Teaching: An Evidence-Informed Guide for New
Teachers (London: SAGE, 2018); and R.J. Marzano et al., Classroom Management That
Works: Research-Based Strategies for Every Teacher (Alexandria, VA: ASCD, 2003).
3.
C. F. Norbury et al., “The Impact of Nonverbal Ability on Prevalence and Clinical
Presentation of Language Disorder: Evidence from a Population Study”,
Journal of Child
Psychology and Psychiatry 57, no. 11 (2016): 1247
–
1257.
4.
Norbury et al., “The Impact of Nonverbal Ability”
.
5.
P. Snow, “Speech
-Language Pathology and the Youth Offender: Epidemiological
Overview and Roadmap for Future Speech-Language Pathology Research and Scope of
Practice,” Language, Speech, and Hearin
g Services in Schools (2019): 1
–
16.
6.
Snow, “Speech
-
Language Pathology”
.
