Uzbekistan state university of world languages khamidova feruza abdujambulqizi the importance of media materials in teaching students to speak in a continuing

Using grammar appropriately in speech entails being able to construct the language's particular grammatical structures and effectively employing them in communication while taking into account the features of spoken grammar. For example, rather than whole sentences, spoken phrases are frequently combined
with coordinators such as "and" or "but," or are simply uttered next to each other, maybe with a brief gap in between. As a result, great proficiency can often be identified by simple phrasal form and purposeful repetition (Hughes, 2002: 61 and Luoma, 2004: 6).
Using adequate vocabulary is being able to recognize and use words in the same way that native speakers do. It entails making use of popular word and phrase collocations. This also includes the use of ambiguous terminology (Luoma , 2004: 24).
Pronunciation,according to Morely¹², 1996: 2; Florez, 1998: 2 and Cornbleet
&Carter, 2001: 18, includes elements such as:
Sounds: Consonants, vowels, and consonant clusters;
Intonation: The pattern of pitch shifts. Rising and falling are the two primary patterns;
Rhythm: It is formed by the position of stress inside a single word or a collection of words. When sounds are linked in spoken language, changes occur due to the effect of nearby sounds;
Linking and assimilation: When sounds are linked in spoken language, changes occur due to the influence of neighboring sounds.
Discourse competence: in terms of transactional speech, Dornyei and Thurrell (1994: 40) claim that discourse competence entails the ability to apply diverse information routines, both evaluative and expository, in conversation, including their sequential stages. It also contains the option to employ the standard rituals for initiating and ending a conversation, as well as changing the topic.
Discourse competency, in a nutshell, is the ability of a learner to:

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  organize discourse coherently so that listeners can readily follow the sequence of what is stated. This necessitates a sufficient level of information and procedures of interaction (Louwerse & Mitchel, 2003)
  
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  correctly refer to persons using grammatical and lexical references Foster (2001) says that it's important to keep track of people and items so that listeners can keep track of them.
  
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  Make use of discourse markers to indicate coherence relationships. These are separated into two categories: those that indicate informational relationships and those that indicate conversational relationships. Conversational discourse markers are discourse particles (at least for the time being) that participants utilize to maintain conversational coherence. The introduction of a topic, a shift to a new topic, and a summary of the topic are all examples of informational markers. Inter-sentential connectors such as indicators signaling causal relationships, concessive relationships, and so on are also included (Young, 2002).
  
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  maintain a conversation (ensuring that people will listen, showing interest, and gently interrupting to clarify or question what someone has said) (Yoshida, 2003: 14);
  
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  handle turn-taking (taking a turn of talk, holding a turn, and releasing a turn) (House, 1996: 229).