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

1.3. Methods of teaching to improve speaking skills in teaching process
In this section, we clarified the methods of improving speaking skills in teaching foreign languages. Before clarifying them, we should know about what method is itself, method is considered procedure, technique, or way of doing something, especially in accordance with a definite plan. Moreover, we use the term that is called technique instead of method is a particular trick, strategy, or contrivance used to accomplish an immediate objective. Technique must be consistent with a method, and therefore in harmony with an approach as well” (Anthonys in Fauziati, 2009: 17). There are some definitions of method and technique which are given linguistics, according to Asher and James (1982), “Methods are the combination of techniques that are used and plasticized by the teachers in the classrooms to teach their students and approaches are the philosophies of teachers about language teaching that can be applied in the classrooms by using different techniques of language teaching.” There are a lot of methods of teaching English. As we know that there are four skills which are speaking, listening, writing, reading, they are connected with each other. We find out the techniques for developing speaking skills in teaching students.
According to Anuradha et al (2014), following are the principles of teaching speaking skills: - Encourage students to speak right from the first day. If not, as early as possible and not to wait till she teaches them a stock of words, phrases or sentences. - Tolerate the students if some of them simply repeat what they say.
- If a student gives one-word answer to any question, bear it for the time being. - Let the learners speak actively with whatever English knowledge they have.
- Propose structures/phrases/words and let the learners use it in different situation and drill as much as possible.
- Encourage back-chaining or tail-forwarding technique to make long sentences by combining more than ten sentences.
- Organize role play and pair-work as much as possible and supervise the learners to correct the active ones and activate the passive ones.
- Be well prepared in advance in terms of lesson planning, activities and tasks. - Let the learners commit errors and mistakes at the primary stage. Interruption and correction hinder fluency and discourage the learner.
There are many techniques for teaching speaking. When we are teaching pupils to speak, firstly we should pay attention the levels of pupils. According to their levels, we choose suitable methods for them to improve learners’ speech. Teaching speaking to young learners is very rewarding since they are less-conscious than older learners (Phillips, 1993). However, the teachers find it difficult since the learners have to master vocabularies, pronunciation, structure, function in order to say what they want. Cameron (2001) holds an assumption that the major part of teaching and learning to young learners will be oral. Furthermore, she proposes two guiding principles in teaching speaking to young learners:
Meaning must come first: if children do not understand the spoken language, they cannot learn it;
To learn discourse skill, children need both to participate in discourse and to build up knowledge and skill for participation. It means that the young learners should be involved in a situation where they will practice speaking with real people for real purposes.
Gudu studies (2015) found that there was variation in use of classroom activities for example discussion was the most used classroom activity while oral drill was the least used, during classroom discussions, students code switched to Kiswahili or Sheng due to low oral skills and teachers did not integrate various classroom activities in one lesson thus denied learners chances of using authentic language in context. The study recommends that:
1) students should be given chances to practice using authentic English language in context; 2) teachers should integrate various activities in a lesson to meet learners’ needs;
3) Curriculum to acknowledge learners’ cultural backgrounds in order to enhance their learning outcomes;
Furthermore, Arafah studies (2016) found that role-play makes the student speak as if they were in real situation. The class is dynamic and life. They become active in learning because not only speaking skill developed but also nursing skill developed. The results also reveal that there is a significance difference of students’ achievement in speaking performance as indicated by their score in pre-test and post-test. Students who learn speaking through role play show a significant improvement in post-test. So Role-play is considered as an appropriate method for developing English-speaking skill for nursing students.
The activities such as simple games, sing songs, showing pictures which are considered oral are very suitable for children who are taught in the kindergarten because teachers teach pupils to speak who are from six to seven years old and these pupils do not know how to write in English , causing to learn their mother language’s alphabet.
As for the pupils of elementary school will be taught several techniques so as to improve speaking skills. The first technique is considered utilizing game. Nunan [2003] mentioned that game is purposively activity and games are a part of playing. According to Wright [2002] when the students join in a game, they must understand what the teacher and friends saying so they can speak in expressing their feeling and information. There are some benefits of using games in a classroom. Nguyen and Khuat [2003] stated that games always creates friendly competition and they keep learners interested. The motivation for EFL pupils to get involved and participate actively in the learning activities are created by the help of using games. The second method is using realia that means to utilize concrete items in order to teach pupils and it helps to show easier rather than explain the meaning. According to Milone [2003] realia include all objects, actions, concrete materials that can have an importance in establishing a closer relationship between the concept of idea and the word or word phrases. Realia is considered one of the appropriate teaching methods because pupils would like to see and touch the objects which they are learning during the lesson, Coatney[2007] The third method is called utilizing pictures. Wright [2007] mentioned that pictures as a visual representation of mind and it affects in learning language process. Using pictures in the lesson has several advantages according to Wright’s view [ibid]. Firstly, pupils can take motivation from pictures and they cause learners to give pay attention want to take a part to the lesson. Secondly, pictures contribute to the context in which the language is being used. Thirdly, the object that teachers want to introduce is also described with the picture. Fourthly, picture can support and stimulate information in a conversation and discussion. The reason in utilizing pictures in language lesson because pictures can be used in many ways by different teachers for various lessons, they are not tied to any particular teaching method, class size or proficiency level, Balley [2001].
The fourth technique is considered utilizing repetition drill. There is an opportunity to create the pupils’ ability to produce the language more efficiently by the help of repetition drill and also it can make comprehension easier. This is in line with Larsen-Freeman [2000] that students are asked to repeat the teacher’s model as accurately and as quickly as possible. Using role play is the fifth method. According to Balley [2005] explained that a role play is a speaking activity in which the pupils take the part of other people and interact using the characteristics of those people such as age, gender, occupation. The last method of teaching pupils to speak is using dialog. According to Alexander [2004], dialog is indicated by teacher-pupil interaction in which children have the confidence to make mistakes, and understand that mistakes are viewed as something to learn from, not be ashamed of. Besides, dialog is indicated by pupil-pupil interaction in which children listens carefully to each other, Moreover encourage each other to participate and share ideas and also build on their own and each other’s contributions.
According to Cunningworth [1995] the role of instructional material in language teaching namely:
(1) A source for presentation materials (spoken and written),
(2) A source of actively for learner practice and communicative interaction,
(3) A reference source for learners on grammar, vocabulary, pronunciation and so on (4) A source of stimulation and ideas for classroom activities,
(5) A syllabus (where they are reflected) learning objectives that have already been determined, (6) A support for less experienced teachers who have to gain in confidence.
The next step in a continuing education system is called secondary school and the pupils in this school are taught to speak with different methods by English teachers.