Education of the republic of uzbekistan samarkand state institute of foreign

1.2 Advanced stage of learning
The practice of oral speech should be constantly carried out at an advanced stage of learning. However, sometimes in the class they try to discuss issues that students have a very vague idea of ​​even in their native language (for example, the analysis of various literary movements). The result is a period of silence in a class that used to be very active. In complete confusion, the teacher begins to lecture in a foreign language, believing that in this way he will achieve the goal of teaching at an advanced stage. However, the main task of this stage is to develop the fluency of spontaneous speech, which no teacher should refuse.
Some of the requirements we have developed may be the basis for further improvement of such an important skill as speaking.
First of all, the role of listening in the process of developing the skill of oral speech cannot be underestimated. In the country of the language being studied, the student will inevitably hear foreign speech around him. Various phrases, intonations, tempo and rhythm of speech - all this is involuntarily remembered in a natural language environment. Everything that is heard gradually begins to be used in one's own speech. As a result, the level of speaking characteristic of native speakers is achieved.
During classes, of course, it is not always possible to constantly listen to a foreign language. However, without listening practice, students speak very uncertainly, slowly, using, as a rule, the laws of their native language. It is absolutely necessary to create all the conditions for regular listening to the relevant records in the laboratory, since if the student has an auditory image of speech, which his own should correspond to, then he will be able to listen to the text with a greater probability approaching the model of foreign language speech [1, p. 67].
For the development of fluent speech, it is very useful to repeat models of various language difficulties after the speaker. If the student does not have such an opportunity, then he himself can read aloud excerpts from contemporary stories or plays. It is useful to pronounce the most common patterns out loud until they can be easily used in speech. Repeating after the speaker and reading aloud provides the practice of saying longer phrases.
At an early stage of training, oral practice is carried out on the material that has just been worked out. At an advanced stage, oral speech is the ability to use a variety of structures and lexical units, the ability to select the necessary material to express the content of the message. Such a skill should be developed on the basis of repeated exercises that allow you to select from long-term memory the material that was put there. This process is not difficult if the student speaks on simple topics close to him, without thinking too much about their content.
If in the future he is presented with a rich oral practice, then he can talk about deeper, more serious things. The question involuntarily begs: are we not too much to diminish the mental development of students? In all likelihood, no, since it is impossible to simultaneously develop the skill of fluent speech and carry out a complex mental operation. However, the process of selecting linguistic elements in oral speech requires careful experimental study.
At an advanced stage of learning, students must use new combinations of language elements in speech. It is this skill that will be required of them in the country of the language being studied. They certainly use all the means of language known to them to express their thoughts. And the longer they stay in the language environment, the sooner they will achieve success in oral speech. With the passage of time, the student becomes more and more independent of the teacher.
Therefore, as far as possible, he should improve his speaking skills by himself, trying to think in a foreign language. For example, you can describe to yourself everything that occurs on the way to school, list everything that has been done during the day or is supposed to be done. Thus, an opportunity is created for language practice, which will inevitably come in handy in the country of the language being studied [4, p. 98].
Due to the fact that the development of skills of all types of speech activity is closely interconnected and interdependent, improving the speaking skill will contribute to mastering the processes of reading and writing. And due to the fact that the student will be able to read more, his vocabulary used in oral speech will increase. The material read and written gives a deeper understanding of many linguistic phenomena. In order to promote the development of all skills, it is necessary to actively discuss everything that is heard, read or written down.
At an advanced stage of training, more intensive oral practice can be carried out at meetings of a circle of colloquial speech. We hope that students will gladly take advantage of this opportunity. If the school has a laboratory, the organization of circles will be less difficult.
In this case, the more prepared part of the class can be sent to the laboratory to listen to stories, poems, plays previously studied in the class, to comment on films or radio programs, and to work on pronunciation on their own. At this time, the second half of the class can talk with the teacher on a particular topic. The organization of colloquial speech circles requires careful preparation on the part of the teacher and a specially developed methodology.
The teacher should not hope that good results can be achieved on mere enthusiasm. Limited vocabulary, lack of imagination can make the work boring and monotonous. To avoid this, the teacher must carefully plan all the work, coordinate the choice of topics. The topics can cover a wide range of topics, can change if the need arises, but in any case, each of them should teach. Some teachers give material in advance so that students can prepare for the circle session.
In all likelihood, the list of words available to the students would be sufficient for work in the circle. If the teacher has films that tell about the customs of the people of the country of the language being studied, then, of course, they can be used during the class. The chosen topic can change, expand, contract during the lesson, depending on the students' questions, their answers, the opinions expressed, etc. [5, p. 108].
The topic should determine the direction of the conversation, suggest some thoughts. The teacher constantly supports the conversation, especially if he feels that interest in it is weakening. In all likelihood, the list of words available to the students would be sufficient for work in the circle. If the teacher has films that tell about the customs of the people of the country of the language being studied, then, of course, they can be used during the class. The chosen topic can change, expand, contract during the lesson, depending on the students' questions, their answers, the opinions expressed, etc. [5, p. 108].
The topic should determine the direction of the conversation, suggest some thoughts. The teacher constantly supports the conversation, especially if he feels that interest in it is weakening. Not a single meeting of the circle should be held formally, the atmosphere should always be relaxed, friendly, in which all students feel free, neither the teacher nor their comrades are embarrassed, they actively ask questions and discuss the answers. Students should come to class with the firm intention of using all the opportunities for practice in oral speech [6, p. 32-33].
What are the allowable limits for correcting errors in the classroom? Naturally, continuous correction of errors will upset and confuse the speaker, lead to the loss of the main idea of ​​the statement, and deprive him of the opportunity to speak fluently and freely. Therefore, the teacher should fix errors, not slips of the tongue. Correction should be done very delicately, quietly, without interrupting the student's speech. If it is necessary to draw the attention of several students to a typical mistake, then it is more expedient to do this at the end of the lesson, while the rest continue to conduct a conversation under the guidance of the best student.
Oral speech skills can also be improved in the club, whose meetings are held in a foreign language in a friendly, relaxed atmosphere. In the conditions of the club, you can activate the lexical and grammatical material that was previously worked out in the classroom. The club should implement the activities of students in which they show interest in their native language, namely: staging plays, sketches, holding games, competitions, talking over a cup of coffee, watching films, meeting with foreign guests, celebrating significant dates. Despite the fact that the work of the club is led by a teacher, the students themselves must make the work interesting, exciting, supporting the mores and customs of the country of the language being studied. For example, you should choose modern songs that are sung by young people, since more serious music can only be designed for those who are specially engaged in it. We must not forget that the main goal of the club, and therefore the songs, is language practice.
The teacher must ensure the purposeful work of the club, involve all the participants in the meeting. When selecting plays, special attention should be paid to the modernity of the language, as well as the number of characters. It is desirable that all members of the club work on the same play.
The success of the club depends largely on the variety of activities, as well as on the atmosphere at the meetings.
If we want our students to speak a foreign language, we must create conditions for them to develop spontaneous speech. This type of activity should be skillfully combined with all others [7, p. 54].
The teacher should strive for fluency and fluency in students' speech. At the same time, one must always remember that, due to individual characteristics, students achieve an unequal level of speaking. The same pattern is manifested in the study of the native language. Some students speak vividly, figuratively, using all the richness of the language, while others speak boringly, banally, with difficulty choosing words to express their thoughts.
It should be thought that the number of words that can be learned is infinite. However, it is difficult to guess what kind of words the student will need in the future; perhaps those that have the least frequency of use. Without knowing the conditions under which students will use a foreign language, it is impossible to accurately determine the active vocabulary in the learning process.
In real conditions of communication, they will not have to talk about many things and objects, the names of which they have learned in foreign language lessons. Words that are of interest from the point of view of knowledge of a particular subject are remembered much faster.
Intensive memorization of words gives students the impression of their great significance.
It should be thought that the number of words that can be learned is infinite. However, it is difficult to guess what kind of words the student will need in the future; perhaps those that have the least frequency of use. Without knowing the conditions under which students will use a foreign language, it is impossible to accurately determine the active vocabulary in the learning process.
In real conditions of communication, they will not have to talk about many things and objects, the names of which they have learned in foreign language lessons. Words that are of interest from the point of view of knowledge of a particular subject are remembered much faster.
Intensive memorization of words gives students the impression of their great significance. They do not understand that the meaning of an utterance is sometimes determined by a group of words, and not by individual words that are difficult to understand out of context, out of connection with other words. Therefore, as soon as students master a certain vocabulary, they must become familiar with their ambiguity, which is very important for all types of speech activity. You should use familiar words as much as possible, working out the structure that students must quickly and accurately understand [8, p. 94].
Uncertainty that arises in the process of speaking, reading or writing occurs due to poor knowledge of words. This is inevitable when students are asked to memorize too many words. Oral forms of learning involve the memorization of words through numerous trainings, which contributes to their longer retention in memory. New words are learned in context with the help of special exercises. Using the same word in different meanings, students memorize it much faster and easier [9, p. 38].
A small child rather slowly masters the vocabulary of his native language, using only the most necessary words in his speech. However, during this period, due to the fact that he constantly hears speech, his passive vocabulary increases, which is constantly replenished in the future.
In the learning process, such conditions, of course, do not arise. Replenishment of the vocabulary of students occurs at a time when they begin to read. And the more they read, the richer their passive vocabulary becomes, which turns into an active one if it is used in oral and written speech. Of course, as in the native language, it is impossible to use in oral speech all the words that are recognized in the text.