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

Pragmatic Competenceis quite linked to “appropriateness” suggested by scienties¹³. It is affected by the context, purpose and interlocutors in the conversation. Functional competence and sociolinguistic competence are two sub-competences of pragmatic competence (Pohl, 2004).
The ability to accomplish communication goals in a language is referred to as functional competence. It encompasses the usage of speech acts as well as the sentences that go with them. As a result, some shapes are considered appropriate for achieving a specific function, while others are not. The classification of language functions is based on a list of the primary functions for which the language is employed (Dornyei & Thurrell, 1994: 41 & Rose, 1994: 53).
The main language functions suggested according to (Rose, 1994: 53
and Tsui, 1995: 192) are:
Greeting, introducing people, complaining, thanking, and apologizing are examples of social functions.
Functions such as (asking for factual information, providing personal information, describing, and narrating) fall under the category of information.
Asking for an opinion, providing an opinion, agreeing, disagreeing, and predicting are all functions of giving an opinion.
Requesting,asking for favors, and accepting or declining a request are all functions included in Requesting.
Encouraging, persuading, recommending, advising, lecturing, and threatening are some of the roles of directing.
Sociolinguistic competence, on the other hand, is characterized as the ability to communicate effectively in a variety of contexts and to a variety of persons, with differing degrees of formality. The emphasis is on politeness techniques, which means that the more remote the social relationship between the speaker and the listener, the more politeness indicators we should expect to be necessary.¹⁴
Strategic Competence: effective speakers utilize compensatory and accomplishment methods, like as gestures, circumlocution, topic selection, and so on, in addition to the other three competencies, to help them when they don't know all the words to say. Strategic training, according to Scarcella and Oxford (1992: 156), assists students in managing output through the use of skills such as interrupting, asking for clarification, asking for an explanation, and changing the topic.
Fluency is used in the current investigation, despite the fact that it is not a major component of either communicative competence or conversational competence models. Fluency is defined as the ability to use all of one's speaking skills within the constraints of time. It relies on the speaker's ability to cope with continual quick communication by using facilitation skills (fillers, lexical phrases, ellipsis, etc.) and compensating skills (self-correction, rephrasing, or repeating).¹⁵
Speaking is the most essential skill in learning and teaching English when compared other subskills such as reading, writing and listening because it is considered the way of communication between teachers and pupils during the lesson. Moreover, speaking and listening are connected with each other, that’s why English teachers should teach pupils to both skills together by giving audio and video materials. There are four subskills in learning English which are mentioned above, speaking is considered the most important one among them. However, teaching to speak is poor in our schools because teachers cannot separate their time for speaking activities due to doing lesson plans that is signed by the government of education minister. So the teacher should speak only target language during the lesson, then pupils begin to be accustomed to understanding and replying English language step by step. Moreover, it helps to create English atmosphere in the classroom such as introducing the topic, explaining the main meaning of the theme or carrying out class activities, and this also helps pupils to admire speaking in English.