developing speaking skills in foreign language teaching

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1624950302.docx course work theme: developing speaking skills in foreign language teaching done by: ergasheva manzura scientific adviser: to’rayeva dilbar karshi 2019 table of contents introduction……………………………………………………………3 chapter і .theoritical foundation of teaching speaking skills 1.1. what is ‘teaching speaking skills’?......................................................5 1.2. disorganized nature of speaking……………………………………….7 1.3. classroom implications: teachers’ expectations………………………11 1.4. classroom implications: teaching materials…………………………...11 15. the types of communicative exchanges………………………………..16 1.6. classroom implications: communicative tasks use…………………….17 1.7. characteristics of conversation…………………………………………20 1.8. communicative competence………………………………………………22 1.9. individual aspects of teaching speaking skills: fluency and accuracy……29 chapter іі.the significance of classroom activities to promote teaching speaking 2.1. activities to promote speaking…………………………………………………………….38 2.2. the role of the teachers in conducting activities……………………………………………………45 references……………………………………………………………………..58 bibliography…………………………………………………………………...60 introduction it’s commonly known that cefr is being gradually implemented in our faculty right after the adoption of the presidential decree number 1875 which was signed on december 10, 2012. it has been more than a year that all educational places …

carrying out the lessons, namely lessons where students develop speaking at the ksu. it is undisputable that “face-to-face communication is the most fundamental mode of human language”( givon 1997: 92) and its training is naturally sought out by learners for a number of obvious reasons. on the other hand, this does not explain why so many learners frequently feel there is alack of speaking skills practice in schools and courses. as it has been mentioned previously, on december 10, 2012 the presidential decree “on measures to further improvement of the learning of foreign languages” was issued. it was issued because there is a need of language usage rather than form, as some of the graduates from secondary schools, colleges and universities have the poor vocabulary and formal knowledge of grammar, it makes them unable to translate a foreign language text into their mother tongue without a dictionary; their communicative abilities …

not very useful if it is not practiced through speaking. by analogy, it can be argued that teaching speaking if the data used comes from written genres cannot bring much of a result in terms of progress in spoken fluency either. therefore teaching the spoken form of a language using samples of spoken texts should be part of teaching speaking. on the same subject, the researcher believes that rebecca hughes’s statement that teachers may incline toward the written form of a language when teaching speaking is consistent with my main line of argument. thatis, that one of the problems with teaching speaking skills in the traditional classroom setting is that it is not the spoken but the written form of language and its characteristics that are taught. as a result, teachers do not meet their students’ needs when it comes to speaking skills training because in the end it is …

and sound patterns · use word and sentence stress, intonation patterns and the rhythm of the second language. · select appropriate words and sentences according to the proper social setting, audience, situation and subject matter. · organize their thoughts in a meaningful and logical sequence. · use language as a means of expressing values and judgments. · use the language quickly and confidently with few unnatural pauses, which is called as fluency.(nunan 2003) therefore, whenever the terms speaking skills and teaching speaking skills are mentioned in this paper, they refer to all the above-listed aspects. it needs to be pointed out, however, that the scope of this paper does not allow a special focus on teaching phonetics and phonology. since this topic can easily be singled out and treated in a separate paper, the first two above-mentioned points will be excluded from further discussion. nevertheless, it is clear that teaching …

1979: 87). consequently, ‘instances of disfluency’ (thornbury and slade 2007) like hesitations, word repetitions, false starts, unfinished utterances and repairs make speaking look less neat and tidy than writing when transcribed. therefore one might assume that speaking is disorganized or even inferior to writing. but this is not true in reality. as holliday explains “the formlessness of speech is a fact of the transcription”. if judged from the perspective of written texts, spoken language will always look chaotic on paper because first and foremost, “it wasn’t meant to be written down”. (holliday 1989: 77) burns and joyce also state that “[...] speech, far from being disorganized, has its own systematic patterns and structures – they are just somewhat different from those in written language” (burnsand joyce 1997: 7). for this reason, judging speech through the measures of writing means to deny to basic characteristics and the purpose for which it …

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1624950302.docx course work theme: developing speaking skills in foreign language teaching done by: ergasheva manzura scientific adviser: to’rayeva dilbar karshi 2019 table of contents introduction……………………………………………………………3 chapter і .theoritical foundation of teaching speaking skills 1.1. what is ‘teaching speaking skills’?......................................................5 1.2. disorganized nature of speaking……………………………………….7 1.3. classroom implications: teachers’ expectations………………………11 1.4. classroom implications: teaching materials…………………………...11 15. the types of communicative exchanges………………………………..16 1.6. classroom implications: communicative tasks use…………………….17 1.7. characteristics of conversation…………………………………………20 1.8. communicative competence………………………………………………22 1.9. individua...

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