2 The role speech recognition software teaching and learning

The disadvantage of using computer in language teaching and learning
There are some problems in using the computer for language teaching. Some of these stems from the nature of the computer itself, while others relate to the present state of CALL. The easiest way to start with CALL is to buy materials off-the-shelf or to borrow materials developed by colleagues. In the early days, computer programs are seldom ‘compatible’. Unless the computer is the same as the one on which the materials were produced, they will probably not run without modification. Although such problem is reduced more than that of the past, it still exists. Another problem is the quality of CALL programs. If such CALL packages can be borrowed or bought, the quality of a lot of CALL material leaves much to be desired. Like any other educational materials, CALL programs need to be evaluated.
In addition, there is the question of the range of activities to which to computer can contribute. The material which can usefully be handled by a computer represents at best a tiny fraction of the linguistic knowledge which a teacher brings to bear in a language class. What computers really can do is present text to the student; accept the responses from specific input such as keyboard, mouse; given the right equipment; provide graphics, video and audio. In question-and-answer learning, the variety of responses which a question can evoke from the student must therefore be carefully anticipated by the CALL author.⁶
1.2. Technology in Teaching Speaking Skill
Basing on the methodological literature on the discussed matter we can suppose that in the modern stage considering the effect of the native (Uzbek) language has been admitted as essential methodological principle of teaching English as foreign language, and the importance of implication of this principle in practice is conditioned by the following factors:
1) inexistence of the link between two languages, thinking and surrounding reality, that is reflected in forming world language picture;
2) presence of already developed speech skills in native (Uzbek) language by the moment of learning foreign (English) language;
3) presence of language components, that are typical to language systems of absolute most world languages, i.e. language universals.
It is obvious that learning a foreign language occurs not through the mechanical assimilation of specific grammar elements, but through the correction of the existing language competence, when students rely on the native language knowledge and use those grammar categories, through which objective reality refracted in their consciousness. As E.A.Vertogradskaya noted «each unit of a foreign language seems to fall into the ready signified «cell» and is placed conveniently in it due to the fundamental corporation of signified sign systems of different languages of the world» [7: 122].
The characteristics of the grammar system are unique in every language, and the linguistic structure of the native language is very stable in human thinking, as they are formed at an early age and experience the influence of foreign language
elements much later. In order to predict interference, rules are considered to be very important of establishing regular relations to interlingual correspondence. There are two main aspects of grammar interference: the interaction of systems of contacting languages and the destruction of individual grammar models [6:237].
Interference occurs very often in teaching foreign language and the teacher should be guided by the actualization regularities of linguistic systems in the students’ minds. The way of overcoming interfering effect of the native language lies through the deep awareness of all native and learned language features in comparative plan. And the following positions have been selected for analysis of language facts:
- term of expression (content of language elements for actualization of one or another grammar meaning);
- term of content (the lack of grammar categories or forms in one of the languages because of the differences in their semantics);
- term of functioning (using units with an identical meaning in various ways).
On the base of grammar interference, as a rule, there are differences in term of expression, when existing in both languages’ meanings are delivered through different language means. But the semantics of the languages units and their functions cause the inadequacy of foreign language norms (word order, sequence of time, specific meanings of verb forms and others).
Since typical or persistent mistakes of students in their speech in English are in most cases a consequence of typological differences in the grammatical and lexical structure of their native and learned languages, a comparative analysis method is a very effective method of working to prevent such mistakes. It is very appropriate in our context since our study is carried out on the example of mistakes of students of the philological direction and the students are supposed to assimilate the comparative language material relatively easy.⁷
It should also be noted that misspeaking mistakes, individual mistakes in words and phrases included in the vocabulary minimum of the first and second years are made by students when they come across with mismatch structural features in words that are semantically close.
It is known in foreign language teaching methodology the teacher should never interrupt the students while speaking to correct his/her mistakes, since interruption can lead to demotivation, in the result the student is disappointed in learning a foreign language. For this reason the foreign language teacher has to ignore the students’ mistakes that were transferred from his/her native language, but in the written speech, for example in writing letters, essays or reports, the language teacher can’t ignore them, although he/she understands the students’ messages contents.
We have conditionally created typology of most common grammar mistakes in students written speech that were reflected in their written control work tasks basing on the classifications of Abdullaeva M. [1] and others. Having studied the other methodologists’ experiences and conclusions and basing on our own experiences and observations we divided the mistakes in the English speech of the students into two main types:
Table 1.
type of mistake Example Feature Example
1 Mistakes, that declare the lack of skill I like she. Are you know? can be corrected by the learner him/herself as he/she knows how
to say/use correctly I like her.
Do you know?
2 mistakes, caused by misunderstanding or confusing the meaning and usage of the definite language
phenomenon Tashkent city
– centre of Uzbekistan.
Much funny stories. although it has been worked out before Tashkent city is the centre of Tashkent.
Many funny stories.
The difficulty of mastering foreign language vocabulary is reflected in their difference in forms, volume of meaning and usage in speech in the learned language and in comparison of Uzbek language. Some methodologists define the vocabulary difficulty basing on forms and meanings, others on the assumption of usage in speech. We offer typology of vocabulary mistakes basing on two interferences: I –intralingual and II –interlingual interferences.
Intralingual vocabulary mistakes are caused by:
1) discrepancies due to the analogy with already learned phenomena of a foreign language: misusing of words with similar meaning, for instance adjective and adverb and misusing of prepositions after motion verbs.
2)different meanings of synonyms and their usage;
3)differences in vocabulary and grammar word combinations, and
4)different usage of transitive and intransitive verbs.
Intralingual interferences in vocabulary
1.Mistakes caused by discrepancies due to the analogy with already
learned phenomena of a foreign language
again- also She again likes watching comedy.
else-also I ate a hamburger. I else ate a banana.
hard-hardly We usually revise hard before our exams.
to-for to run to the station- to start for the station
2.Mistakes caused by different meanings of synonyms and their
usage high-tall
3.Mistakes caused by differences in vocabulary and grammar word
combinations quite – at all
4.Mistakes caused by different usage of transitive and intransitive verbs raise-rise
Table 2.
Although in the Uzbek language adjective and adverb have the same form, students know that the adverb in English is formedby the suffix –ly, but some English adverbs in form coincide with adjectives, and when suffix –ly is added their meaning change.
The mistakes caused by interlingual interference require a special attention that appears in the result of counteraction of rather old and more stable native language skills and it’s harder to overcome it than intralingual. The first and the biggest group of mistakes are caused by counteractions in semantic volume and compatibility of some Uzbek and English words. In this situation we can note the students’ mistakes in using prepositions. The reason is obvious, there is no
―preposition‖ in the Uzbek language and the students do not find attachment to their native language. The mistakes connected with preposition appear because of:
Table 3
1.differences in the usage of prepositions
In the Uzbek context In English
speak with somebody on the street
write with ink speak to somebody in the street
write in ink
2 existence of the preposition in Uzbek and absence in English
In the Uzbek context In English
I asked from him I asked him
3 absence of preposition in Uzbek and existence in English
In the Uzbek context In English
example
a cup tea home for example
a cup of tea at home

There are also some other very common mistakes observed by English teachers among Uzbek students, such as:

1) omitting of the subject in the subordinate clause if it coincides with the subject of the main sentence or omission of the subject in incomplete answers;
2) skipping the verb – to be;
3) using double negatives;
4) confusing the adverb with adjective in compound nominal predicate;
5) confusing the place of the predicate (simple, nominal compound and verb compound);
6) confusing the place of object and case in the sentences;
7) confusing the word order in subordinate clauses;
8) misusing agreement of a subject expressed by two nouns with a predicate;
9) misusing agreement of the subject expressed by collective nouns with the predicate;
10) misusing syntactical agreement in mismatch of singular and plural forms in interacting language systems.
Non-personal forms of the verb also require special attention, although they are studied in grammar classes, but they are components of speech patterns studied
in the third year. Gerund presents special difficulties for students, since there is no such a grammatical phenomenon in Uzbek.
Besides there is one more not less important phenomenon that was suggested by U.K.Yusupov, which is often observed in the form of silence. For instance, silent interlingual interference appears in the English speech by Uzbek students in making up impersonal complex sentences, such as:
―The more you read, the more you know‖, and some other types of interrogative and interjectional sentences.
Although English sentences like “It’s raining; it’s windy” is hard for Uzbek students to understand as in the context of the Uzbek language the rain is used as a subject and they usually say: The rain is falling.
Big differences in the structures of two languages could be so deep, that the Uzbek student without enough skill of making up the specified type of English sentences is not able to proceed to the English language after phonation the subject. The speaker tries to transfer the Uzbek language skill to English, but the mentioned deep differences make it impossible.
The above examples make it possible to find and study cases of interlanguage morphological and syntactic interference arising as a result of discrepancies in the grammatical structure of the English and Uzbek language.
Since typical or persistent speech mistakes of students in English are in most cases are the consequence of typological differences in the grammatical and lexical structure of their native and studied languages, a comparative analysis method is a very effective method of working to prevent such mistakes. The more the students are introduced with a large number of typical word combinations, the more imagination they have about the word as well as familiarization with the new grammar phenomenon meaning and usage in different contexts facilitate the process of mastering the language.
When developing exercises aimed at preventing interference, an important point is the identification of discrepancies in the form and functioning of similar linguistic phenomena in the native and studied languages and the demonstration of these discrepancies, which contributes to the recognition of differences in the systems of two languages.
Useful is a special exercise to correct and improve sentences like ―Spot the mistakes‖. It is important to develop students’ ability to notice and correct mistakes. At first, it can be the correction of a certain category of mistakes, for example, ask students to track whether active vocabulary has been correctly used, whether the design is chosen correctly from the point of view of a foreign language.