Stry of higher and secondary specialized education of the republic of uzbekistan ferghana state university

III. Conclusion

The development of oral skills in students is a task that in the recent past proved difficult to address because of the backwash effect of Uzbekistan’s National Exam in English. Now that the situation has changed after the oral part of the exam has been reinstated in its examination status again, the methodology of teaching speaking is back in the focus of attention. The research has shown that the speech situation as the key technique in teaching oral communication skills can be implemented through the organizational pedagogical technologies of “cognitive dissonance”, “information gap” and “logical impasse”. These pedagogical devices serve the purpose of activating thought and speech processes in students. Paradoxically, these techniques boost communication by turning the process of oral communication into a metaphorical “hurdle race” and enhancing the efficiency of teaching speaking.

We have provided a methodological organization of the listening comprehension process and we have discussed the principles of developing receptive skills of the learner. All subtypes of listening provide a natural progression from activities that entail minimal verbal interaction to those that involve a maximum of interaction. The goal of any activity is to provide the optimal challenge for the students. Since learners’ listening abilities vary, teachers should note how the activities could be adapted to the learners’ capabilities.

Communicative Language Teaching is best considered an approach rather than a method. It has been developed in the 1960s as a replacement to the earlier structural method, called "Situational Language Teaching”. Language Teaching was no longer felt to reflect a methodology appropriate for the seventies and beyond. CLT appealed to those who sought a more humanistic approach to teaching, one in which the interactive processes of communication received priority. The rapid adoption and implementation of the communicative approach also resulted from the fact that it received the sanction and support of leading British applied linguists, language specialists, publishers, as well as institutions, such as the British Council features of CLT is the emphasis on learning to communicate through interaction in the target language, the introduction of authentic texts into the learning situation, etc.

In showing a considerable variety of listening activities we have explored some of the many ways to help students acquire the confidence to use their skills for self-expression in language situations. Different activities and procedures provide the development of the listening for communicative tasks and for extracting general or certain specific points in the discourse.