Международный научно-образовательный электронный журнал

 

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ФИО автора:
 S.P.Yusupova,
Academic lyceum of Karakalpak State University

Название публикации:
«METHODS OF FORMING SPEECH SKILLS» 
Annotation: The article deals with a productive type of speech activity-speaking. 
Speaking is the expression of one's thoughts in order to solve communication problems. 
This is the activity of one person, although it is included in communication and is 
unthinkable outside of it, because communication is always interaction with other 
people. 
Key words: Speech skill, productive view, speaking, micro dialog, monological speech. 
 
Speaking is a productive type of speech activity, through which (together with 
listening) oral verbal communication is carried out. 
The content of speaking is the expression of thoughts in oral form. Speaking is 
based on pronouncing, lexical, and grammatical skills. According to the greater or 
lesser role of programming utterances, there is a distinction between proactive (active) 
speech, reactive (responsive) speech , and reproductive (stochastic) speech
[9, 9].
The 
structure of the speaking process itself includes four phases: 
1) incentive-motivational, in which a person's need for communication is 
manifested under the influence of a certain motive and in the presence of a certain 
purpose of utterance; 
2) analytical-synthetic, presented in the form of convoluted mental actions for 
programming and formulating thoughts (here the mechanism of internal design of the 
utterance functions, providing word selection and grammatical prediction); 
3) executive-sound and intonation design of the thought (at the initial stage of 
training, the transition of the program of utterance to its execution occurs through the 
native language; 
4) a control group, whose task is to signal possible errors and assist in their 
correction [3,58]. 

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Special exercises are designed for teaching speaking, which are divided into 
preparatory and speech exercises. Skills and abilities of untrained speech, its reactivity, 
spontaneity, the topic is developed in a dialogue; skills and abilities of prepared speech 
with its initiative, logic, consistency – in a monologue. 
Dialogic speech is a form of speech in which statements are directly exchanged 
between two or more people. The conditions in which dialogic speech takes place are 
determined by a number of its features, which include: brevity of the utterance, 
extensive use of non-verbal means of communication (facial expressions, gestures), a 
large role of intonation, a variety of special sentences of incomplete composition, 
syntactic design of the utterance free from strict norms of book speech, and the 
predominance of simple sentences. 
The unit of teaching dialogical speech is dialogical unity (microdialog) – several 
replicas connected by content and form. Dialogic speech training is based on a sample 
given in the form of a dialogic text related to the situation in which communication 
takes place. The main stages of teaching dialogic speech in the classroom are: 
1)presentation of the situation by means of a verbal explanation or technical 
training tools; 
2) presentation of the dialog in audio and graphic form; 
3) mastering the language material of the dialog; 
4) learning how to connect lines in a dialog; 
5) playing the dialog. 
6) expanding the capabilities of the sample dialog by changing the components 
of the situation [1,301]. 
When teaching dialogic speech, it is recommended to vary different types of 
dialogues and the forms of working with them: dialogue-conversation, dialogue-
dramatization, conversation of students among themselves and with the teacher, pair 
and group. Exercises are the main means of teaching dialogical speech. In the process 
of their implementation, skills are formed: to request information, to respond 
adequately to the interlocutor's remark, to use clichés of dialogic speech, to combine 
replicas when building a dialogue, and so on. 

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Monologue speech is a form of speech addressed to one or a group of listeners 
(interlocutors), sometimes to oneself; in contrast to dialogic speech, it is characterized 
by its expansion, which is associated with the desire to cover the topic of utterance 
widely, the presence of common constructions, and their grammatical design [4,119]. 
Training of monologue speech takes place in three stages. At the first stage, language 
automatisms are developed. The development of skills for rapid and unmistakable use 
of phonetic, lexical, and grammatical material is based on associative speech, speech 
and utterance, choral and communicative speech. At the second stage, they teach the 
selection of language tools that correspond to the purpose of communication. The focus 
is on expressing the content using adequate lexical and structural material. Here you 
develop the ability to curtail someone else's utterance and use mostly speech material 
in a ready-made form. The third stage is aimed at developing the skills of initiative 
speech. The speaker's consciousness concentrates on the content of the utterance. 
Among the features of monologue speech, there are also continuity (the utterance is 
not limited to one phrase, but represents a super phrasal unity), consistency, logical 
speech, relative semantic completeness, and communicative orientation of the 
utterance.
Monologue speech is used for various communicative purposes: to communicate 
information, to influence listeners through persuasion, to encourage or prevent action. 
When determining the types of monologue speech for educational purposes, they 
proceed from the content of speech (description, message, story), the degree of 
independence (reproduction of memorized, retelling and independent utterance); the 
degree of preparation (prepared, partially prepared and untrained speech). A story is 
the most difficult type of monologue speech. It is characterized by a certain sequence 
of events that reflects the causal relationships between them. If the description develops 
both in one plane and the sequence of phenomena described in it is not of fundamental 
importance, then in the story, compliance with the chronological sequence is 
mandatory, otherwise the storyline of the narrative is violated. The main types of 
prepared monologue - lecture, speech, message, as a rule, are prepared in advance.

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Conclusion: the language teaching methodology should provide training in all 
types of speaking so that students can logically build their speech, which should be a 
complete sphere of phrasal unity, as well as so that foreign language learners can 
express their thoughts orally in order to solve communication problems. 
References 
1. Zimnyaya I. A.Linguopsychology of speech activity, Moscow, 2001, 299-301 p. 
2. Kolker Ya. M. Practical methods of teaching a foreign language, Moscow, 2000, 6-
13p.. 
3. Shcherba L. V. Language system and speech activity.
4. Yakubinsky L.P. About dialogical speech / / Russkaya rech / Under the editorship 
of L.V. Shcherba — - P., 1923– - 118-120p.

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