technologies of teaching speaking(grades 5-9)

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teaching young children effective listening skills technologies of teaching speaking (grades 5-9) lecture outline 1.teaching speaking within a communicative competence framework. 2. fluency vs accuracy appropriacy authenticity classroom applications 3.activities for a2 level students used literature celce-murcia, m., brinton, d. m., & snow, m. a. (2014). teaching english as a second or foreign language. national geographic learning, heinle cengage learning. richards, j. c., & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice (cambridge professional learning) (1st ed.). cambridge university press. j.j.jalolov, g.t.makhkamova, sh.s.ashurov. english language teaching methodology. - т.: «fan va texnologiya», 2015. speaking is a skill, just like swimming, driving a car, or playing ping-pong. too often, in the traditional classroom, the learning of english has been relegated to linguistic knowledge only, e.g. knowledge of vocabulary and grammar rules, with little or no attention paid to practising language skill. many language learners regard speaking …

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petence, but also of sociolinguistic and discursive competences. components of communicative/ speaking competence components of the communicative competence linguistic or grammatical competence – being able to apply grammatical, lexical, syntactical, stylistic rules. sociolinguistic or intercultural competence – being aware of how culture affects the way we describe things. pragmatic competence – the ability to interpret and convey meaning in (social) context. strategic competence – in having deficiencies in knowledge, being aware of how one is able to compensate deficiencies to communicate effectively. grammar competence "grammatical competence includes increasing expertise in grammar (morphology, syntax), vocabulary, and sounds of letters and syllables, pronunciation of words, intonation, and stress" as stated by scarcella & oxford (1992, p. 141). to understand meaning, learners need to have enough knowledge of words and sentences: that is, they must figure out how words are segmented into various sounds, and how sentences are stressed in particular ways. sociacultural …

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, 2002, p.217). in communication, both the production and comprehension of a language require one's ability to perceive and process stretches of discourse and to formulate representations of meaning from referents in both previous sentences and following sentences (richards & renandya, 2002, p. 217). discourse competence hymes (1971) believes that second language learners need to know not only the linguistic knowledge, but also the culturally acceptable ways of interacting with others in different situations and relationships. thus, effective speakers should acquire a large repertoire of structures and discourse makers to express idea; show relationships of time, and indicate cause, contrast, and emphasis (scarcella & oxford, 1992, p.141). discourse analysis or competence produces distinction between interactional and transactional function of the language. 1. transactional function the information-transferring function is called transactional. transactional function of the language is message-oriented. the purpose is to get things done. examples are science reports, news stories, …

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elp their students to produce grammatically correct written and spoken english, ideally aiming towards the accuracy of a native speaker of similar age and background. the emphasis in the classroom will be on grammar presentations and exercises, reading comprehension‏‎ and suchlike. fluency a fluent speaker, on the other hand, may well make grammatical errors but will speak or write efficiently (without pauses). they will be able to converse freely and talk with native-speakers about many different subjects. fluency generally increases as learners progress and become more comfortable using the language. language teachers who concentrate on fluency help their students to express themselves in english. they pay more attention to meaning and context and are less concerned with grammatical errors. typical fluency activities are role playing and more communicative activities where english is used as a medium of communication rather than an end in itself. accuracy vs fluency a fluent speaker, …

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x of accuracy and fluency is used, with the focus shifting to fluency as students advance. appropriacy appropriacy means suitable words of the languages. appropriacy can help us in spoken and written languages. if all words are suitable as a grammar system and use the correct sentences in a appropriate languages, it makes us proper use of languages. in spoken and, appropriacy is must. there are many words which should have appropriate manner. if we will write or speak in the english language, its arise many different meanings of different words. importance of appropriacy in appropriacy the words & phrases are important suitable learning. the words should have suitable for sentences for sentences. when we speak, the words should put at the right place. if you have good command on grammar, it will be helpful in language learning. basically appropriacy depends upon when you say and how you say it. …

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teaching young children effective listening skills technologies of teaching speaking (grades 5-9) lecture outline 1.teaching speaking within a communicative competence framework. 2. fluency vs accuracy appropriacy authenticity classroom applications 3.activities for a2 level students used literature celce-murcia, m., brinton, d. m., & snow, m. a. (2014). teaching english as a second or foreign language. national geographic learning, heinle cengage learning. richards, j. c., & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice (cambridge professional learning) (1st ed.). cambridge university press. j.j.jalolov, g.t.makhkamova, sh.s.ashurov. english language teaching methodology. - т.: «fan va texnologiya», 2015. speaking is a skill, just like swimming...

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