Republic of uzbekistan fergana state university

Speaking sub- skills:

Many people believe that informal everyday conversation is random.

Moreover, unfortunately, most ELT course books do not deal with speaking by

breaking it down into micro- skills. Instead, they often have the vague aim of

"promoting learner's fluency" (Sayer, 2005: 14).

5.Students’ speaking performance

Students’ target needs and contextual factors. In an attempt to determine in a more reliable way the different interests, motivations and purposes of the students having an influence in their learning of the target language, questions about the usefulness and presence of English in their context are justified. The hard and challenging reality of a social monolingual context with few places and opportunities to use English had been declared by students. As Figure 1 shows, according to them, the English classes at school were indeed the only context or place where opportunities to practice and use the foreign language are provided. Speaking defined as a human communicative act. Under the same conception and in similar way, speaking, as a human communicative act, has been defined by Mauranen (2006) like the principal and natural source used by children to acquire and modify language. "Speaking is the first mode in which children acquire language, it constitutes the bulk of most people`s daily engagement in linguistic activity, and it is the prime motor of language change" (Mauranen, 2006, p. 144). Mauranen (2006) also explains that speech is used to satisfy the communication as an essential human necessity and claims that speaking mechanism such as code-switching, code mixing and borrowing, appears in speaking earlier and can extend to a higher level than in writing. A clear implication that can be observed with this is the necessary change of emphasis from writing - centered models of teaching traditionally adopted to speaking -centered models that, as previously mentioned, redefine the stablished limits of linguistic, pragmatic and semantic for a more interactional and discursive analysis and use of this skill in particular communicative contexts. "For the last two or three decades or so, attention to language in use has expanded the linguist`s domain of interest far beyond the clause, into text and context of situation" (Mauranen, 2006, p.p. 144 - 145). The effective teaching of speaking has to go beyond the rigurosity in the use of correct and full structured patterns of written sentences to the contextualized use of speaking as an oral vehicle for the interchange of meanings in real communicative interactions.