Education of the republic of uzbekistan samarkand state institute of foreign

The structure of the research. It consists of the following parts: Introduction, three chapters, Conclusion and References.


CHAPTER 1. SPEAKING SKILL AS A TYPE OF SPEECH ACTIVITY
1.1 Speaking skill
Possession of the amount of knowledge in a foreign language does not mean the ability to speak this language. Appropriate practice is necessary to develop the skill of oral speech. The student knows only the language code, with the help of which he must improve the speed and fluency of speech. The most suitable conditions for this are practice in the country of the language being studied. .
However, for most students this is not feasible. Not everyone has the opportunity to also communicate with native speakers within their own country. However, the skill of speaking should be so developed during the learning process that students can communicate in a foreign language as soon as the need arises.
If the teacher intends to promote, and not hinder the development of the skill of oral speech, then he must take into account some psychological patterns that contribute to the development of this skill.
If the teacher intends to promote, and not hinder the development of the skill of oral speech, then he must take into account some psychological patterns that contribute to the development of this skill.
The communication process is determined by the purpose of the message and the conditions in which it is carried out. When reporting something, we always assume the reaction of the interlocutor. Based on this, we build our message accordingly, selecting certain linguistic elements.
Thus, we construct the same message differently depending on whether we are conveying it to a child to a friend, an official, or a stranger. We also select different language elements depending on how friendly our interlocutor is. Through words, we influence the interlocutor who somehow interprets the content of our message. If, when transmitting a message, we do not carry out a careful selection of words, do not take into account the reaction of the interlocutor, then the received message in this case may differ significantly from the supplied one. We very often encounter a similar phenomenon in the process of communication in our native language. If two people receive a message sent by the same source, then, as a rule, they 'interpret it in completely different ways. Distortion when receiving messages also occurs when the language is native for one of the interlocutors, and foreign for the other. Misunderstanding arises due to the use of various language models in speech, due to the originality of intonation, tone and timbre of the voice of facial expressions.
Combining the elements of the statement, we determine the form and content of the message (goodwill, sarcasm, irony). The interlocutor's reaction (facial expression, pause tension) makes it possible to judge whether the content of the message is understood correctly. Depending on this, we can stop the statement, reduce or repeat, achieving the desired reaction. Being the source of the message, we, in turn, ourselves react to the information given to us. In this case, the selection of elements for our message can be infinite. However, at the same time, we still always take into account the individual characteristics of the one who receives our message [1, p. 27]. Combining the elements of the statement, we determine the form and content of the message (goodwill, sarcasm, irony). The interlocutor's reaction (facial expression, pause tension) makes it possible to judge whether the content of the message is understood correctly. Depending on this, we can stop the statement, reduce or repeat, achieving the desired reaction. Being the source of the message, we, in turn, ourselves react to the information given to us. In this case, the selection of elements for our message can be infinite. However, at the same time, we still always take into account the individual characteristics of the one who receives our message [1, p. 27].
Foreign language learners are accustomed to quick reactions due to numerous training exercises.
By insisting on the use of precise grammatical forms, on a too careful selection of lexical units, the teacher sometimes demands from students a much more perfect expression in a foreign language than in their native language.
Because the message is received, causing a certain reaction, the likelihood of its repetition increases. The phrases memorized as a result of repetition of the model will obviously occur in training exercises. The situation in which the desired response should be sought from the student should correspond to the real conditions of communication.
In the process of communication, many structures and phrases are correlated and repeated. In this regard, what is heard, for example, in a question can be used in an answer and vice versa.
The skill of oral speech in a foreign language develops only if the constant practice of speaking in this language is carried out.
Psychological factors of the communication process. The process of communication in a foreign language in the classroom largely depends on a number of psychological factors. The student should have a need to say something. Very often the silent student simply has nothing to say at the moment. It is possible that the teacher chooses a topic for conversation that is unfamiliar to him. As a result, he cannot discuss it either in his native or in a foreign language. It is necessary not only to know what to talk about, but also to have a desire to talk with someone. In any communication process, understanding is as important as speaking.
It is possible that the student has sufficiently mastered the skill of speaking the new language code, but this does not mean that in the process of oral communication he will quickly understand his interlocutor.
By failing to understand many of the essential elements of the message, he is effectively unable to answer questions and continue the conversation. Thus, an attempt to speak a foreign language ends in failure. In this regard, before starting to speak, it is necessary to have a long practice of listening to foreign speech. In the process of listening, it is necessary to highlight the main ideas of the message, to predict the further statement of the interlocutor [2, p. 68].
The teacher needs to know the individual characteristics of students, which largely determine the course of the conversation. Some students are talkative, while others are too silent. It is on this that their participation in the oral work of the class depends. Numerous observations show that lively and talkative children master the language much faster than quiet and silent ones
Some students are very cautious, scrupulous, shy; they are afraid to make a mistake or remain misunderstood, in connection with which they prefer to remain silent, especially since they are very limited in the choice of words and expressions.
At the age when most children begin to learn a foreign language, they already know how to express their thoughts in their native language quite deeply and reasonably. Therefore, too primitive speech in a foreign language sometimes annoys them. The teacher must take into account this psychological factor, and also always remember his advantage in the process of oral communication.
He needs to show his students his desire to have a conversation, show maximum patience at a time when students master a new tool of communication, take into account the primitiveness of their speech in a foreign language, without correlating this with their intellectual development.
Students should not be offered to speak a foreign language until they have mastered a certain amount of knowledge. As a psychological experiment shows, people tend to have a conversation when there is mutual understanding and mutual agreement.

Very often in society, people prefer to remain silent if they know that their speech will cause a negative reaction from the interlocutors. Similarly, a student whose every mistake is corrected by the teacher not only loses the main idea of ​​the statement, but also the desire to continue the conversation. It is necessary to correct the mistakes of students in the process of their fluent speech as little as possible. It is advisable to note one or two repeated phonetic errors that lead to distortion of the content, draw the attention of the class to them and work out the correct pronunciation [3, p. 32].