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THE METHODS OF TEACHING SPEAKING TO B2 LEVELS
Rustamova Sugdiyona Ali kizi
A student at Chirchik State Pedagogical University
mail: sugdiyonarustamova2@gmail.com
Scientific supervisor
PhD, associate professor
Yusupova Mukhabbat Anatolevna
https://doi.org/10.5281/zenodo.15266932
Abstract:
The current paper attempts to examine the various aspects of the discussion
and debate methods of teaching at university and its role in enhancing students’ linguistic and
academic skills. The discussion and debate methods allow establishing a rapport with
students, stimulating their critical thinking and articulating ideas clearly,to heighten
collaborative learning skills as well as amiliorating their speaking skills to the higher step
than they are (from B2 to C1).The findings showed that majority of respondents indicated that
a good opportunity to interact is provided during the discussion , debate and that the lecturer
is not the sole authority in class. The implications of this research could be reflected on
students’ learning through their participation in discussion and debate
Key words:
Debates, discussion, teaching, critical thinking, collaborative learning,
method, speaking skills, B2 levels, strategies, imitation, WebQuest technology.
INTRODUCTION
Speaking is one of the important skills in language learning besides listening, writing
and reading. Speaking is activity in giving and asking information as if dialoguing by two or
more people.
Based on the result of interview with English teacher of SMA Negeri 1 Lasusua on
March 2015 , it found kinds of student problem in learning English, especially in speaking. The
teacher said that his students cannot express their idea, they were afraid to make mistake and
did not have enough vocabulary. He should prepare a good technique in conducting their
teaching to motivate the students to speak English.
Based on the explanation above, the researcher is interested in conducting the research
entitled “Improving students’ speaking skill through debate technique…” [2].
The discussion method could be one of the available teaching methods utilised by
university lecturers to promote learning. However, the dynamics of the discussion technique
may not be realized by most of these lecturers . Research on the efficiency of group discussion
methods has shown that team learning and student-led discussions produce favorable student
performance outcomes, and foster greater participation, self-confidence and leadership ability
[1].
Debate.
Debate is a teaching strategy to improve verbal communication and critical thinking
skills. Debate is presented as a valuable learning activity for teaching critical thinking and
improving communication skills. Debating is an effective pedagogical strategy because of the
level of responsibility for learning and active involvement required by all student debaters.
Debate can motivate students’ thinking, moreover if they must defend their stand or opinion
which is in contradiction with them. This strategy can involve all students to be active, not
only debate performer.
Oros says debates can be integrated into course design and assessment and introduced
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to students from the beginning of a module. For these academics, debates can be used to
complement other teaching strategies and provide a variety of teaching styles to keep
students actively engaged in content.
Most students in Goodwin’s research appeared to be happy to participate in debates.
Students appear to value the development of skills such as communication and collaborative
and critical thinking skills. However, previous research also highlights design concerns that
need to be considered such as whether students feel comfortable in defending their position
in debates in an argumentative environment; whether students value debates over traditional
teaching methods as a teaching strategy; whether all students gain from the debate process
and whether the assessment process is effective for the students and the module. Despite
critical reflections on the use of debates Kennedy found that around 85% of students would
consider participating in future debate opportunities.
Jackson emphasises that lecturers need to seek experiences for students that will
increase their critical thinking and problem solving skills, as well as the art of communication
in teaching sessions. The use of debates can enhance critical thinking skills such as defining
the problem, assessing the credibility of sources, identifying and challenging assumptions,
recognising inconsistencies and prioritizing the relevance and salience of various points with
the overall argument and enables students to develop their knowledge of social issues,
consider multiple viewpoints and accept that, as individuals, there will be differing
perspectives on any topic area. Importantly, students need to engage in research to develop
their understanding of evidence that aligns with either the for or the against perspective in
the debates [2].
Debate was proven one of the best method from my experience. While the time I
studied college, I turned to the habit going to the National libraray called Alisher Navai for
participating debate in speking club.In that time I completed all grammer rules in English, but
I couldn’t use them, even I couldn’t speak well.When I started to speak, I always thought about
grammer, organizing the sentences as well as I was a kind of person who was shy to
communicate in English.Because I had a concept ”When I do mistake while my speech, other
participants laugh on me and I feel myself in discomfort zone”.However when I started taking
part in debate, everything changed in a good way.I gave so many questions to myself like
“Look, they are speaking as much as they can”, ”You are person like them”, “They are doing , so
you can do”, “Don’t shy,shying is your enemy”, “If you don’t do it right now, you have no
chance again to do it anymore” after observing speking club members.To be honest their
determination motivated me a lot.First time I wrote my ideas on a paper and read it.Next time
I read pretty and I spoke without looking at my written version.Then I commenced to express
my opinions without thinking grammer.Debating method not only helped me improving
speaking skills but also it caused extending my horizons.That is why I find debate is the one of
the best way to ameliorate speking skills whose level is B2 as well as critical thinking and
general English.
Imitation.
Imitating is one of the great way amilioriating speaking abilities as native speakers. You
feel that you have a growth in your speaking when you turned imitation to your everday
exercises as well as you start to speak automatically.Imitation (material is not changed or
changed pretty) and showing attitude using information resources (pictures,cinema and
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diafilms…) as well as based on learnt topic [3].
WebQuest technology.
WebQuest technology is one of the sample for improving comminication skills. Living
modern world, this method is more appropriate because of a lot of things is by internet”.At the
initial stage of experimental work , various resources for the development of speaking skills in
the upper grades were also studied and topics for practice were analyzed as well as was
selected.In addition, since WebQuest technology is closely related to the Internet, Internet
sources were also studied.So, at this stage,2 WebQuest tasks were prepared based on the
students’ interests and were divided into 2 topics.Then, within the selected WebQuest topics,
various Internet sources were searched and studied, tasks were prepared in Word program in
advence.The main purpose of these tasks was to develop speaking skills in students and be
able to express their thoughts freely, and the tasks were adapted to their interests” [4].
Discussion.
Generally speaking, ‘discussion’ could be considered an activity which involves written
or oral expression of different points of view in a given situation. Also, Brookfield and Preskill
define it as an alternately serious and playful effort by a group of two or more to share views
and engage in mutual and reciprocal critique. Proper discussion would assist learner
participants to reach a critically informed understanding of the topic, self-awareness and
capacity for self-critique, appreciation of diversity, and informed action.
The discussion process is not merely controlled by one individual presentation as the
case in the lecture. The lecturer as the discussion leader may try to strike a balance between
controlling the group and letting students air their views with no restrictions. Participation in
a class discussion can be voluntary to avoid embarrassment of shy or introvert participants
and would be achieved by creating a supportive climate.
In a university class, discussion could be among the common strategies which would be
used by lecturers to stimulate active learning. It can offer the lecturer an opportunity to check
students’ understandings of the material and comprehending ideas thoroughly through
expressing their own viewpoints and questions. Sybing reports that discussions provide
students with a platform to participate in their learning process. When students are actively
involved in using the relevant material, learning would be more interesting for them and
students would be more motivated.
Han emphasizes that a sufficient knowledge base established prior to discussion tasks is
essential to learner participation. When students gain confidence in their knowledge, then
they are more motivated to participate freely in the oral discussion.
Discussion approaches are appropriate to a number of objectives which include
providing the lecturer feedback about students’ learning; meeting higher-order cognitive
objectives, such as application, analysis, synthesis, and evaluation. These approaches also help
students develop their interests and values and change attitudes as well as allowing students
to become more active contributors to their own learning.
Lecturers' performance also declines over an hour. Lecturing may be less effective than
discussion or individual work in class as there is a lack of concentration on the part of
students.
The discussion method could be one of the available teaching methods utilised by
university lecturers to promote learning. However, the dynamics of the discussion technique
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may not be realized by most of these lecturers. Research on the efficiency of group discussion
methods has shown that team learning and student-led discussions produce favorable student
performance outcomes, and foster greater participation, self-confidence and leadership ability
[1].
Conclusion
The study indicated that the discussion and debate methods improve students' ability to
think and could be more tempting to learning than mere listening to a lecture. It may also
assist in fostering intellectual growth, individual expression and character development. It
offers students opportunities to exchange thoughts and views with each other and heightens
language proficiency through constant reinforcement and use.
References:
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