Еducаtiоn оf thе rеpublic оf uzbеkistаn chirchik state pedagogical institute

ЕDUCАTIОN ОF THЕ RЕPUBLIC ОF UZBЕKISTАN
CHIRCHIK STATE PEDAGOGICAL INSTITUTE
FACULTY OF TOURISM
FROM THE SUBJECT: METHODOLOGY OF TEACHING FOREIGN LANGUAGES”
CОURSЕ WОRK
5111400 – The English language department

THЕMЕ:TYPES OF SPEECH ACTIVITY

Prepared by:URINBEKOV ALMAZ
Scientific supervisor: PhD.,MUKHABBAT YUSUPOVA

CHIRCHIK-2022

CONTENT
INTRODUCTION ……………………………………………………
CHAPTER I .Teaching types of speech activity according to the school curriculum ……….
1.1.Learning to listen …………………………………………………………….
1.2.Global perception of the text ……………………………………………………..
1.3. Detailed perception of the work………………………………………………………..
1.4. Critical listening……………………………………………………………
CHAPTER II .Activities which are necessary for teaching speech
2.1. Differences between language and speech……………….
2.2.Speech functions……………………..
2.3.Types of speech ……………………………
2.4.Speech Therapy………………………………………………………………………
CONCLUSION ………………………………………………………………….
REFERENCES ………………………………………………………………………

INTRODUCTION

It is known that approximately 70-80% of the time when a person is awake, he listens, speaks, reads, writes, in other words, is engaged in speech activity associated with the semantic perception of speech and its creation.

It is difficult to overestimate the importance of speech in the life of a person and society as a whole as a means of transferring knowledge and experience accumulated by mankind, as a means of spiritual development, upbringing, education, as a means of establishing interpersonal and group contact, a means of influencing and influencing each other friend. The importance of speech has always been recognized by society, and therefore the development of children's speech has invariably been given great attention in all known systems of preschool and school education. So, M. V. Lomonosov wrote: “The bliss of the human race, since it depends a lot on the word, everyone can see enough. It would be possible for scattered peoples to gather in hostels, build cities, build temples and ships, take up arms against the enemy and other necessary, allied forces requiring deeds, as if it were possible if they did not have a way to communicate their thoughts to each other "[6:28].
In gymnasiums and lyceums in the first half of the 19th century. rhetoric was studied, which was then replaced by the theory of literature. If rhetoric often aroused fair criticism) due to the fact that it contained many scholastic instructions about folding, deploying and building various kinds of “figures” according to certain schemes (i.e., fragments of texts and texts) on very abstract and far from experience of the children of the topic, then in the theory of literature, the study of figurative and expressive means (epithets, metaphors, hyperbole, etc.) came to the fore, which, of course, did not solve the problem of developing coherent speech.
In the first years of Soviet power and in the 1920s, during the formation of a new school, when the task was put forward - to prepare cultured, educated and active builders of a socialist society, the development of oral and written speech of students was pivotal, the main one for the compilers of programs and Russian language textbooks. Sections like “Work on the development of speech ...” appear in the programs, special textbooks on the development of speech are published. In the next 30-50s. this section is shortened and moved to the literature program. Only in the programs of the 60s. the section “Connected Speech” appears again - common for the lessons of the Russian language and literature, which indicates the types of work (statements and essays) that should be carried out in grades V-X. In the 70s. this section of the program is significantly modified: for the first time, communicative skills are indicated (the ability to reveal the topic, the main idea of ​​the statement, the ability to build it in a certain form, the ability to edit the essay, etc.), which should be formed purposefully, using various types of presentations and essays in the lessons of the Russian language and literature.
Currently, according to the Russian language program for grades 5-12, 2005, the section "Coherent speech" provides for teaching various types of speech activity [7: 6]. The development of questions of the development of coherent speech is based on the achievements of linguistic science in the field of text syntax, speech culture, stylistics, modern rhetoric, as well as on the achievements of the psychology of speech (communication), psycholinguistics (in particular, on the theory of speech activity), sociolinguistics, communication theory etc. - and most importantly - on their own data on the level of development of coherent speech of schoolchildren, on the dynamics of the formation of certain communicative skills with a certain teaching methodology, on the comparative effectiveness of certain methods of work and teaching aids. Data from related sciences, in particular linguistics and psychology, make it possible to substantiate and clarify the content and methods of work on the development of coherent speech and are of great importance for interpreting the process of forming communicative skills in schoolchildren.
The school does not train professional journalists, writers, orators, etc., but each graduate must be able to perceive and convey information, defend his convictions and convince others, make suggestions, advice and criticism at a meeting, write to a newspaper, etc. .d. Therefore, when determining the tasks of work on the development of coherent speech, it is necessary to take into account the requirements of life, the “social order”.
The purpose of the course work is to study the teaching types of speech activity of students at the present stage. To achieve this goal, it is necessary to solve the following tasks:
1) study the necessary scientific literature on this topic;
2) determine the types of speech activity;
3) describe the methods of work and draw the necessary generalizations and conclusions.
The object of the study was teaching the types of speech activity.
The structure and scope of the course work. The work consists of an introduction, Two chapters, conclusions and a list of references.

CHAPTER I. Teaching types of speech activity according to the school curriculum.

The main goal of the course is to provide the basics of knowledge about the language, allowing to provide a sufficiently high level of verbal communication and literate writing, which is necessary for successful individual and social activities, as well as for understanding the dialogue between Russian and Ukrainian cultures.
Realization of this goal requires the solution of tasks that are to help students:
1) to realize the richness of the Russian language and its expressive possibilities;
2) master all types of speech activity (listening, reading, speaking, writing) necessary in areas of communication that are important for a person;
3) work with text: extract and transform the necessary information; comprehend the structure, content and linguistic features of texts of different genres and styles and create such texts on their own;
4) correctly express one's thoughts, develop the ability for speech interaction and mutual understanding, organize one's own and others' speech activity;
5) to acquire knowledge of speech behavior strategies that contribute to successful communication [7:3].
The specified goal and tasks are dictated by the main methodological principle of the program - communicativeness: the Russian language is studied, on the one hand, as an object of knowledge, and on the other, as a means of communication and humanitarian development. The communicative function of the language comes to the fore, and this makes it easier to obtain systemic knowledge about the units of the language, as well as to combine conscious and automatic word usage as efficiently as possible.
The methodological principle of the program on this topic is the conditionality of speech activity by a predetermined theme of textbooks of texts and situations.
The principle of conditionality of speech activity by a predetermined topic of educational texts and situations contributes to the effective integration of speech, language, socio-cultural and strategic educational lines. Working with text or within a learning situation lays the foundation for creative learning and teacher-student collaboration.
In order to form communicative competence - the key to educating a socially active person - in the first place in the program is the speech line, the task of which is to teach listening, speaking, reading and writing. The formation and improvement of skills and abilities in these types of speech activity determines the content of the language component. This is done on the material of texts sufficient for the development of speech skills. Speech communication is nothing more than the exchange of texts, therefore, learning to speak communication is learning to create and perceive texts. The selection of texts is based on the systematic nature of topics, expanding and deepening from class to class, taking into account age capabilities and needs.
On the basis of the indicated topics of the texts, learning situations are created using typical forms of speech communication - oral dialogue, oral and written monologue.
- language line;
- sociocultural line;
- activity (strategic) line [7:6].