The effective strategies in teaching english speaking skill to uzbek students as a foreign language

D. Limitation of the research
Based on the problem description above, my goal is to find and analysis the teachers’ method for teaching speaking at Turtkul Agro-Industry Vocational College.
E. The significance of the study
The significance of this research is that I assumed that the findings will gain in the success of College teaching and learning process. Especially, I have a chance to select the most effective method for conquering the challenge and the learner is able to grasp it quickly. I claim that the study's findings should theoretically be beneficial on teaching approaches for any scholars who are interested in furthering their research on English language instruction. The research also informs students about instructional techniques that might be used to help them learn English speaking skill more effectively.
CHAPTER II
REVIEW OF LITERATURE

1. 
   English teacher’s strategy
   

In this chapter, I provided my thesis with clear arguments and full information by dividing four main parts and I introduced these parts with their proven data one by one. First of all I want to give definition to the phrase "strategy". We use the word “Strategy” to describe the plan of action designed to achieve a long-term or overall time. The word also refers to a company or organization's incompetence or failure to deal with either internal and external pressures or challenges. A strategy is a set of acts or steps followed in order to win a conflict. A strategy can also be defined as an attempt to achieve a successful aim.
B. Strategies of Various. Next, I will describe the type of strategies mostly used by educators. As we know, any language education approach is founded on a theoretical understanding of what language is and how it may be learnt. Methods of teaching language are derived from an approach and include classroom activities or procedures.
Following that I used a variety of learning tactics as well as supporting references while teaching my students:
The first strategy is called “learning strategy”. In this process, I tried to share verbal delivery of knowledge to students so that they can learn the subject easily.
The second is “quantum learning”. This learning strategy suggests accelerated learning, and quantum learning such as theories, beliefs, and a specific methodology, as well as learning approaches of the subject including all concepts.
The third is “cooperative learning strategies”. I revealed that this method referred to the learning activities used by students in small groups of varied abilities using effective learning goals.
The fourth one is “inquiry learning strategy”. In this part of my teaching style, I gained to evoke students’ maximum capacity and potential in resolving challenges in the learning process.
The next strategy named “strategy-based on problem-solving” is oriented on genuine, relevant, and contextual tasks or issues, can be met. I shared some handouts including activities related to the problem solving activities that the starting from point for learning, until the group learning is determined by these obstacles.
“A contextual learning” strategy is the next strategy. This is used to show the process of student involvement in order to locate the material being studied and relate it to real-life circumstances, allowing them to use it in their lives.
Last one is “active learning strategy”. Students were the ones who carried out the learning activities in active learning activities; they were the ones who had to locate and answer problems on their own, find examples, practice skills, and complete learning assignments.