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

References: 
1.Senchenko - Senchenko, I. V., Angliyskiyyazikdlyarebyatdoshkolyat. 
2014- S.18. 
2.SoxinF.A. Osoznanierechidoshkolnikami i podgotovka k obucheniyu gramote // 
Vopr. psixologii. 1974. - № 1. - S. 138-142. 
3.Zimnyaya - Zimnyaya, I. A., Psixologiya obucheniya inostrannim yazikam v 
shkole.. — M.: Prosveshenie, 1991- S. 14. 
4.Kataeva, Strebeleva - Kataeva, A. A., Strebeleva, Ye. A., Didakticheskie igri i 
uprajneniya v obuchenii umstvenno otstalix doshkolnikov: Kn. dlya uchitelya - M.: 
«BUK-MASTER», 1993 -S. 4. 

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5./6.Galskova, Nikitenko - Galskova, N. D ,Nikitenko, Z. N., Teoriya i praktika 
obucheniya inostrannim yazikam. Nachalnaya shkola: Metodicheskoe posobie. - M. 
Ayris - press, 2004 -S. 86. S.57-58. 
7.Derevyanko, Komina - Derevyanko, Ye. A., Komina, Ye. M., Rannee obuchenie 
angliyskomu yaziku v detskom sadu, Internet-jurnal "Talantliviy pedagog" 5 (2014) 
8.Richards, J. C., & Rodgers, T. S. (1986). Approaches and Methods in
Language Teaching. Cambridge: CUP Cambridge.p.23. 
Baxriddinov Azizbek, 
Student of NamSU.
 
DIFFICULTIES IN TEACHING SPEAKING SKILLS IN PRIMARY 
CLASSES 
As we know, nowadays good teachers need to change some ways of teaching English 
language under school conditions as the old-approaches and longer meet the 
requirements of the last year. The historic changes took place in Uzbekistan, since 
there have been obtained.In analyzing the views and different approaches of foreign 
linguists involved in the study of teaching speaking I’ve tried to give the clearer 
explanation about difficulties in teaching speaking skills in primary classes and 
learning speaking, identify key species to analyses the ways of teaching speaking and 
how to teach speaking in primary schools.English is now an increasingly relevant and 
integral part of primary school education for children. In this regard, much attention 
is paid to the problem of forming students' communicative competence within the 
framework of modern European requirements.Therefore, the issues related to the 
formation of language skills and the development of speech skills are considered, 
existing methods and approaches to teaching a foreign language are studied and 
compared.To effectively teach speaking, it is necessary to define the main goals and 
objectives [1.p.185]."Speaking, or expressive speech , is a complex multi-faceted 
process that allows you to carry out oral verbal communication along with 
listening»[2.p.232]. Speaking as a type of speech activity is primarily based on 
language as a means of communication. Language provides communication between 
people who communicate, because it is understood both by the one who 
communicates information, encoding it in the meanings of words selected for this 
purpose, and by the one who accepts this information, decoding it, i.e. decoding these 
meanings and changing their behavior based on this information.[3.p.185]. 
One of the most important tasks in primary school is the development of students ' 
speech. This task has a broad social significance: the child's developed speech will 
allow him to communicate freely with the people around him, which is important for 
the successful formation of a socially active language personality of a primary school 
student.A modern school should prepare a person who thinks and feels, who not only 
has knowledge, but also knows how to use this knowledge in life, who knows how to 
communicate, and has an internal culture.The goal is for the student to be able to act 
and solve problems in any situation, using priority means-the culture of speech and 
the culture of communication. 

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A child comes to school with a certain stock of words and phrases for expressing 
thoughts and feelings. Many children have a poor vocabulary, General 
underdevelopment of speech with defects in sound reproduction. They do not know 
how to build a coherent story on their own, and the same words are often repeated in 
sentences. Everyone needs to learn to express their thoughts well and correctly, to be 
able to speak convincingly and vividly. The quality of further education and 
upbringing depends on the success of speech development in primary school 
children.
The teacher's knowledge of methods and techniques for developing oral 
speech in primary school lessons, individual psychological characteristics of younger 
students, allows him to correctly organize the educational process for speech 
development: selection of exercises that contribute to the speech development of 
younger students; extensive use of various methodological materials; modeling 
differentiated tasks for students.
The diverse nature of difficulties suggests that they 
may be associated with different factors, which means that they can be classified 
differently, according to different criteria. So, you can divide the difficulties in 
learning to speak into subjective, that is, concerning the student himself, and 
objective, depending on external circumstances. In this case, the criterion for such 
classification is the dependence of possible problems on the subject of training, in 
other words, on the student.Subjective difficulties are manifested in:Psychological 
and emotional state of the student;in the amount of linguistic, cultural, regional and 
other knowledge that they possess.In other words, subjective difficulties can arise in 
any conditions, regardless of the conditions of the external learning environment. As 
a rule, solving the problems of this group is particularly difficult, since the teacher 
must fully possess a wide range of knowledge in different areas: social, age, 
educational psychology, methods of teaching a foreign language, and knowledge of 
the language being taught directly. In addition, solving problems of this nature 
involves close interaction of the teacher with the class and with the students 
separately, in order to be aware of the student's feelings about the educational 
process. Ideally, the teacher should also take into account the situation in the family 
of each individual student, since the emotional climate in the family has a direct 
impact on the student's self-perception, level of self-esteem, motivation to learn, as 
well as the achievement of the goal and objectives of learning in General.Objective 
difficulties, on the contrary, reflect an external state of Affairs that is independent of 
the student. This may include:insufficient material and technical support for the 
classroom;large class size;incompetence of the teacher;lack of study time allocated 
for learning to speak;inconsistency of the educational and methodological complex 
with the goals and objectives of teaching speaking.The peculiarity of this class of 
difficulties is the fact that the resolution of some of them is often beyond the control 
of the teacher, since these issues are under the supervision of higher authorities. In 
this situation, the teacher has to adapt to the existing conditions and use their own 
pedagogical skills to fill in the gaps in the educational process. 
The problems listed above are not exceptional, of course, and the teacher may face 
many unforeseen difficulties in the process of learning to speak, which arise due to 
the age, psychological and other characteristics of students. In addition, difficult 
situations are interrelated, and difficulties in one plan may provoke others. Thus, the 

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task of the teacher is to prevent possible problems in teaching oral foreign language 
speech, as well as to develop solutions to existing ones. The presence of clear 
classifications will help the teacher to most accurately determine the specifics of a 
particular difficulty and in a short time to determine the system of educational actions 
to eliminate it.Many students equate being able to speak a language as knowing the 
language and therefore view learning the language as learning how to speak the 
language, or as Nunan wrote, "success is measured in terms of the ability to carry out 
a conversation in the (target) language."[4.p.141] Therefore, if students do not learn 
how to speak or do not get any opportunity to speak in the language classroom they 
may soon get de-motivated and lose interest in learning. On the other hand, if the 
right activities are taught in the right way, speaking in class can be a lot of fun, 
raising general learner motivation and making the English language classroom a fun 
and dynamic place to be.One way to tackle this problem is to find the root of the 
problem and start from there.
One way to do this is to distinguish your classroom from other classrooms in your 
school by arranging the classroom desks differently, in groups instead of lines etc. or 
by decorating the walls in English language and culture posters. From day one teach 
your students classroom language and keep on teaching it and encourage your 
students to ask for things and to ask questions in English. Giving positive feedback 
also helps to encourage and relax shy students to speak more. Another way to get 
students motivated to speak more is to allocate a percentage of their final grade to 
speaking skills and let the students know they are being assessed continually on their 
speaking practice in class throughout the term.A completely different reason for 
student silence may simply be that the class activities are boring or are pitched at the 
wrong level. Very often our interesting communicative speaking activities are not 
quite as interesting or as communicative as we think they are and all the students are 
really required to do is answer 'yes' or 'no' which they do quickly and then just sit in 
silence or worse talking noisily in their L1. So maybe you need to take a closer look 
at the type of speaking activities you are using and see if they really capture student 
interest and create a real need for communication.Another way to encourage your 
students to speak in English is simply to speak in English yourself as much as 
possible in class. If you are shy about speaking in English, how can you expect your 
students to overcome their fears about speaking English? Don't worry if you are not 
completely fluent or don't have that elusive perfect native accent, as Swain wrote 
"We learn to speak by speaking" and that goes for teachers as well as students. The 
more you practise the more you will improve your own oral skills as well as help 
your students improve theirs.[6.pp. 132-134.] Another way to discourage students 
speaking in their L1 is to walk around the classroom monitoring their participation 
and giving support and help to students as they need it. If certain students persist in 
speaking in the L1 then perhaps you should ask them to stay behind after class and 
speak to them individually and explain to them the importance of speaking English 
and ask them why they don't feel comfortable speaking in English in the class. Maybe 
they just need some extra reassurance or they don't like working with certain students 
or there is some other problem that you can help them to resolve. 

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In general, student-student interaction is the dominant pattern of communication in 
learner-centred classrooms, since it expands student talking time and fosters student 
use of language for learning, as opposed to only demonstrating what they have learnt. 
Working in groups on cooperative learning tasks produces many constructive 
student-student interactions which, in turn, enhance learners’ educational 
achievement, aspirations, motivation, self-esteem, positive attitudes to learning and 
helps develop social skills.[6. pp.421–445.]. 
To conclude, it must be remembered that each speaking task needs to be productive, 
purposeful, interactive, challenging, safe and authentic if it is intended to ensure 
optimal conditions for effective and autonomous language use.[7. p.88]
So, EFL teachers should create a classroom environment where students have real-
life communications, authentic activities, and meaningful tasks that promote the oral 
language. This can occur when students collaborate in groups to achieve a goal or to 
complete a task. 
In conclusion, we can say, that,these are just some of the problems that teachers 
with classes face when teaching speaking activities in the classroom.