Education of the republic of uzbekistan kokand state pedagogical institute named after mukumi the faculty of foreign languages

Chapter III. Activities as a way of good communication ......………….28-36

3.1 The role of activities in developing speaking skills……………………28-30

3.2 Activities to promote speaking………………………………………...31-36

Conclusion….………………………………………………………….......37-38

The list of used literature…………………………………………………….39

INTRODUCTION

Speaking is one of the difficult skills in second language teaching and learning process. Teaching speaking is a productive skill that is generally considered to be difficult to learn, as it needs rigorous practice and strong determination to achieve high proficiency. During an interaction, a speaker has to pay attention to planning, editing, re-correcting and simplifying the utterances so as to achieve the speaking ability. Speaking also involves pronunciation, intonation; stress patterns and mastering these prosodic features can be a difficult task for non-native speakers of English. According to scientists speaking involves producing systematic verbal utterances to convey meaning. In spoken language, speaking must have ability to be listened by others. It has temporary and immediate reception. It has an intermediate feedback from the listener during the conversation with others.

Teaching English as a second language to beginners is full of challenges. What is more challenging is teaching the language to very young learners whose command of the first language is still very tender. A more daunting task is to enable them to use the language orally and also in writing. Since the English language is taught only as a subject in school, exposure to the language for many children is very limited. The low proficiency exhibited by many students in secondary schools and in some cases at the tertiary level may be caused by the weak development of the language at the primary school level.

There are many challenges in the assessment of oral skills in a second-language including defining language proficiency, avoiding cultural biases, and attaining validity. Several factors also contribute to the low quality speaking assessment, as some studies show that teachers are lacking of knowledge on how to assess their students due to the poor training. If the teacher doesn’t know how to check their students speaking performance, their competence in teaching are also far from effective. Therefore, they need to know criteria to assess speaking performance.

The English teachers have to adopt several techniques to develop the speaking skills of their learners because some EFL/ESL learners have a deep fear of making mistakes and some others have just plain shy and this is observed even in the native learners. At this juncture, English teachers can introduce some fun activities in the form of language games to get the learners to speak in English classrooms. Generally, most of the learners are interested in playing games in the classrooms and it is quite common that they ask for more and more games as they make them happy. When the learners practice these games in a fun environment, it is sure that they really improve their speaking skills enormously. At the preliminary stage, the teachers have to introduce fun games like guessing the item that is held in their wrists. In this connection, the teachers hold something in their wrists and keep the item as a secret one and the learners have to go on guessing it. Indeed, such types of activities certainly improve ELLS' speaking skills. As the learners have to just guess the unseen object and they have their own choice and freedom to express their opinions, they come out with more options and produce innumerable sentences in a learner-friendly environment. Therefore, the teachers should introduce such activities in their regular classrooms in order to involve the ELLS more and improve their speaking skills.