Republic of uzbekistan fergana state university

Speaking defined as an ability to develop through classroom activities. On the other hand, the importance of speaking and the subsequent necessity of language courses including enough speaking opportunities is, in his turn, presented by Ur (1996) who explains that speaking is the most important ability to develop through classroom activities and where speech is seemed as an important component of a language course. Culturally, Ur (1996) exposes, the word "Speaker" is used to designate people who knows a language. It seem that speaking is including all other types of knowledge or skills. In addition, people who are keen on learning a foreign language is basically interested in learning to speak (Ur, 1996). This "holistic" concept of speaking in the popular belief can be seen as one of the reason that explains the generalized but inexact idea about the advantages of having native speakers highly fluent and proficient in the language classrooms. Speaking defined as an interaction process of meaning construction. Another interesting definition of speaking regarding its interactive and meaning construction nature was proposed by Brown (1994) and Burns & Joyce (1997) who affirmed that speaking could be defined as an interaction process where meaning is constructed throughout the production, reception and processing of information. In this sense, the contexts in which speaking happens, the interlocutors themselves, their collective knowledge, the physical environment and the purposes of speaking can influence its form and meaning (Burns & Joyce, 1997). Authors analyze the decreasing predominance of writing / translation-centered methods of teaching. The place of traditional methods focused specially on form is being taken by speaking - centered methods with no emphasis on mechanical repetition and accuracy but particularly on meaning and the ways and circumstances in which it can be expressed. Speaking defined as a particular communication skill. The analysis of differences between speaking and writing and their processing skills involved was the base for the Bygate (2002) definition of speaking as a particular kind of communication skill with typical grammatical, lexical and discourse patterns that are very different to those of written language. According to this author, speaking requires processing skills such as conceptualization, formulation, articulation and self-monitoring. The conceptualization is related to planning the content of the message and considering the background knowledge, knowledge of the topic, the specific speech situation and patterns of discourse. The formulation includes finding the words and phrases to express the meaning. Articulation involves the motor control of the organs of articulation. Finally, self-monitoring is the process of distinguish and self-correct own errors. This 4 processes to be fast and successful need automation - to some extent in conceptualization, to a considerable extend in formulation and almost entirely in articulation - because humans do not pay enough attention capacity consciously to control the three types of process. Besides, automation is crucial for an elementary L2 speaker to control fluency and accuracy in speech (Bygate, 2002). This interesting findings around speaking can be interpreted, as it was previously mentioned, as important steps in the way to understand and describe the particularities of this discursive skill. To sum up, speaking as the most important and culturally appreciated discursive skill has been conceptually expanded breaking the traditional simplistic definition of one out of the four communicative skills to develop in the foreign language. The possibilities opened by the emphasis on meaning and the wealth of findings that discourse analysis can provide in the context of real communication, represent even a more profitable aspect to inquire in the search of a more and more complete and under consensus definition of what speaking is.