modern technologies in teaching speaking

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$lecture-6 modern technologies in teaching speaking lecture-6 modern technologies in teaching speaking plan 1. teaching speaking and its role in foreign language from practical point of view. 2. the system of exercises in teaching speaking. 3. modern technologies in teaching speaking. dialogic speech is one of the forms of speaking in which two or more persons take part in. this type of speech also has its specific features and it is important that teachers should take them into consideration in organizing teaching. here are its psychological features: 1. existents of two or more persons in the communication; 2. address to the listener; 3. situative conditionality; 4. spontaneous character of speech. 5. communicative motivation; 6. emotional character of speech; the linguistic features include the following: 1. dependences on the interlocutor’s cue; 2. existence of unfinished cues; 3. extra linguistic conditionality of speech; 4. presence of extra linguistic\ paralinguistic factors. 5. presence …$

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h the interlocuters are dependent on each others cue. besides this during the talk auding skills are also important and this depends on the way how the speaker speaks. in other words our understanding depends on the tempo, clearness, intonation of the speech and adequate use of mimes, gestures by the speakers. dialogic speech is spontaneous speech and is always dependent on the speech situation. teacher should be able to create speech situations which are specially worked out for teaching purposes and differentiate from natural speech situations. like monologic speech dialogic speech also has two functions: it is one of the forms of speech which can be used in getting and giving information; it is also one of the means of teaching english. there are different point of views in organizing teaching to monologic speech in the methodological literature. m. ya.demyanenko suggests to begin teaching to dialogic speech with questions …

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ay oh, where did you see him? (how is he?, what was be doing? is he ok? etc) 3 .information-information. a pupil gives information. listening to this information the other pupil adds some more facts about it. look, i have a book. oh, i have read this book. it is very interesting. 4. invitation-agreement. here one pupil invites the other one to do something or to go somewhere and the listener agrees with the invitation? -dilshod, let's go to the library. all right come on. - sherzod, let i go to the dining room. ok, i’d like to go there too. 5 .invitation-refusal. a pupil invites his friends to do something or to go somewhere and the other politely refuses by telling the reasons of his refusal. 6. ouestion-question. but this cue is used in very rare cases. here one pupil asks a question and the other one instead answering …

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$on tasks\ role playing games can be included into such supplementary materials in teaching to dialogic speech. some problems which keep the learners from active participation in the dialogic speech. 1. lack of confidence. 2. fear of making mistakes. 3. the feeling of having nothing to say. 4. lack of language material (words, phrases\ grammatic skills of expressing the idea in the sentences). 1.lack of practice in conversational interaction. recommendations and advised for teacher. 1. create motivation for conversational interaction. 2. pre-teach key vocabulary. 3. create favorable atmosphere for discussion by brainstorming. 4. organize a pair work and group work activities. 5. try to involve all the learners into discussion. 6. encourage the learners in organizing conversation. 7. let your pupils watch a video or listen to tape of native speakers involved in discussion and ask the learners to pay attention to the speech, facial expressions, body movements and gestures …$

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logue. three kinds of reproduction: a) immediate. pupils reproduce the dialogue in imitation of the speech just after they have heard it. the pupils are asked to learn the dialogue by heart for their homework b) delayed. they enact the dialogue on persons. before calling on pupils it is recommended that they should listen to the dialogue recorded again to remind them of how it sounds. c) modified. pupils enact the dialogue with some modifications in its contents. they change some elements in it. pupils use their own experience while selecting the words for substitutions. 1.creative: pupils make up dialogues of their own. they are given a picture or a verbal situation to talk about. to make the act of communication easier for the pupils the teacher helps them with “props”. the pupil needs props of two kinds: props in content or what to speak about, what to say, and …

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lecture-6 modern technologies in teaching speaking lecture-6 modern technologies in teaching speaking plan 1. teaching speaking and its role in foreign language from practical point of view. 2. the system of exercises in teaching speaking. 3. modern technologies in teaching speaking. dialogic speech is one of the forms of speaking in which two or more persons take part in. this type of speech also has its specific features and it is important that teachers should take them into consideration in organizing teaching. here are its psychological features: 1. existents of two or more persons in the communication; 2. address to the listener; 3. situative conditionality; 4. spontaneous character of speech. 5. communicative motivation; 6. emotional character of speech; the linguistic …

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