difficulties in teaching spoken language to secondary school students

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o‘zbekiston respublikasi oliy va o‘rta maxsus ta’lim vazirligi ingliz filologiyasi va tarjimashunoslik fakulteti ingliz filologiyasi kafedrasi difficulties in teaching spoken language to secondary school students kurs ishi mutaxassislik: 5120100 – filologiya va tillarni o‘qitish (ingliz tili) “himoyaga tavsiya etildi” ingliz filologiyasi kafedrasi mudiri ______________ “____” _____________ 2023 “ilmiy rahbar” ________________ “____” ___________2023 samarqand – 2023 contents introduction………………………………………………………………...2 chapter i the difficulties in teaching and learning spoken language ……………………………….....................................…4 1.1 patterns of difficulty in spoken language………..………..............................…4 1.2 teaching spoken language to secondary school students: effective methodologies.……………………………………………………………………..9 conclusion on chapter i………………..……………………………16 chapter ii methodological approaches to teaching spoken languages……………………….…………………………….....18 2.1. key strategies in teaching language……………………………….…………18 2.2. ways of determining the speaking comprehension and remembering………..23 conclusion on chapter ii…………………………………………..…26 conclusion…………………………………………………………………..27 list of used literature…………………………………………….…..28 introduction this work is devoted to the topic "difficulties in teaching spoken language to secondary school students " this topic is relevant and covers a wide range of issues. …

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s "schizophrenic, defined on the one hand by a furious rejection of english tyranny as it was understood by american revolutionaries and on the other hand by a nostalgia for their english culture." american and british cultures differ significantly from one another in terms of their respective histories, economics, environments, and social structures. despite the fact that spoken american and british english are mutually understandable in most cases, there are enough distinctions between the two to lead to misunderstandings or even total communication breakdown. many nations around the world, notably east asia (japan, south korea, taiwan, philippines, and china), the americas (with the exception of the former british possessions of canada, jamaica, and the bahamas), and liberia, africa, utilise american english as a lingua franca or second language. former british colonies like africa (including south africa and egypt), the indian subcontinent (pakistan, india, and bangladesh); malta; australia; new zealand; and …

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ependence and prominence of the united states, the difference between the two cultures is not complete. the subject and object of the course work. british and american english have some spelling differences. they also have different words. some everyday objects have different names depending on which version of english you use. the task of investigation: there are certain grammatical differences between british and american english. for example, in american english, collective nouns are considered singular. this course work, to a certain extent, served the fulfillment of tasks provided by a number of normative-legal acts such as the decree of the president of the republic of uzbekistan up-4947 "on the strategy of actions for further development of the republic of uzbekistan" dated february 7, 2017. decree of the president of the republic of uzbekistan pp-2909 of measures for further development of the system of higher education" of april 20, 2017, decree …

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chapter ii, conclusion and a list of references and consists of 30 pages. chapter i the difficulties in teaching and learning spoken language 1.1 patterns of difficulty in spoken language some kids might not be able to comprehend what is being said to them or the grammar rules that govern sentence structure. therefore, students could find it difficult to understand what is being stated when their teacher instructs the class on what to do or presents a novel notion or concept. having the right vocabulary is crucial for learning, but for some kids, learning it presents one of the biggest challenges, making it impossible for them to understand much of what their teachers are saying. one essential talent for inspiring and guiding fresh thought is the capacity and assurance to ask questions. the primary strategy acknowledges the value of language for thought and promotes student conversation in pairs and group …

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result, they are unable to distinguish between the sounds that start words or separate words into their constituent pieces. these abilities are crucial for kids beginning in primary school as they learn to read and spell, which entails connecting letter sounds to sounds in words and breaking words down so that they can read efficiently. children who have trouble understanding speech sounds are more likely to have trouble reading. a child's ability to communicate effectively, which can include their ability to participate in class discussions, communicate their needs, share personal information, respond to questions, and engage in conversations with peers, can be significantly impacted by their ability to produce speech sounds appropriately. the primary school setting is dominated by spoken language, which is also how most learning is accomplished. it is essential for primary school students' growth. children are expected to listen to language from adults and peers when they …

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О "difficulties in teaching spoken language to secondary school students"

o‘zbekiston respublikasi oliy va o‘rta maxsus ta’lim vazirligi ingliz filologiyasi va tarjimashunoslik fakulteti ingliz filologiyasi kafedrasi difficulties in teaching spoken language to secondary school students kurs ishi mutaxassislik: 5120100 – filologiya va tillarni o‘qitish (ingliz tili) “himoyaga tavsiya etildi” ingliz filologiyasi kafedrasi mudiri ______________ “____” _____________ 2023 “ilmiy rahbar” ________________ “____” ___________2023 samarqand – 2023 contents introduction………………………………………………………………...2 chapter i the difficulties in teaching and learning spoken language ……………………………….....................................…4 1.1 patterns of difficulty in spoken language………..………..............................…4 1.2 teaching spoken language to secondary school students: effective metho...

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