The innovative methods in teaching foreign languages: the role of skill and translation in teaching namangan, uzbekistan

a) linguistic,
b) psychological,
c) methodic and
d) student performance factors which are subdivided into small parts.
They consider all the peculiarities of developing language skills of English as a 
foreign language. Furthermore, communicative motivation is facilitated by factors 
such as the friendly atmosphere in the lesson, a positive emotional climate, and 
trusting relationships between the teacher and the students, as well as between the 

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students themselves.An important factor in ensuring communicative motivation is 
“role-play”. It develops interest in foreign language communication, expands its 
subject matter, giving students the opportunity to go beyond their context of activity, 
and allows to anticipate the future personal experience of students by playing the 
roles of people of different professions and characters. 
Along with communicative motivation, the successful formation of oral 
competence of university students is facilitated by the intensification of the 
educational process. One of such ways is the use of compaction techniques for 
studying a foreign language, which makes it possible to increase the share of 
individual participation of each student in foreign language communication. It is clear 
that in the process of listening, reading, writing, all students can simultaneously 
participate. It is more difficult to organize the simultaneous speaking of students in 
the lesson. The practice of intensive teaching a foreign language according to the 
method of activating the individual and the collective such as the use of interactive 
forms has proved the possibility of simultaneous participation of students in foreign 
language communication. 
Conclusion.Unlike an individual skill or skill that can be trained each on its 
own, the development of oral competency requires the inclusion of 
everythingcomplex of abilities and skills at once. You cannot learn individual skills, 
gain specific skills, acquire some knowledge, then put everything together and gain 
competence. Any competence is acquired in the process of implementation, of any 
meaningful activity, where it is necessary to set goals and determine results, solve 
problems rather than tasks, look for solutions, rather than get them ready-made, etc. 
Moreover, if we are talking about oral speech competence, it must be set in mind that 
communication is always built into any activity and is conditioned by it. 
REFERENCES
1.Bailey K. M., (2005) “Practical English Language Teaching: Speaking”, New 
York: McGraw-Hill.
2.GohC., (2007) “Teaching speaking in the language classroom”, Singapore: 
SEAMEO Regional Language Centre.
3.Osborn S., Osborn M., & Osborn R., (2008) “Public speaking guidebook”, 
Boston: Pearson.
4.Passov E.I., (2011) Kommunikativnyy metody obucheniya inoyazychnomu 
govoreniyu. M.,
5.Trent, J., (2009). Enhancing oral participation across the curriculum: Some 
lessons from the EAP classroom. (p.p. 256-270). AsianEFLJournal, 11(1).