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

1.2 The importance of speaking skills in teaching foreign language
Reading, writing, listening, and speaking are the four basic language skills. It is the means through which students can communicate with one another to achieve certain objectives or to communicate their thoughts, plans, and hopes views. Furthermore, learners who are fluent in a language are referred to as 'speakers’ of that dialect. Furthermore, communicating is the most important skill in practically any situation. According to Rivers (1981) stated that speaking is used twice as much as reading and writing in our communication. When compared other subskills such as writing, reading, listening with speaking, it is much more essential for communication to people [students, teachers, friends and others]. There are several definitions of speaking. Speaking and writing are sometimes equated since they are both "productive skills," as opposed to the "receptive skills" of reading and listening. As two interrelated techniques of conducting communication, speaking is likewise intimately related to listening. Every speaker is also a listener, and every listener has the capacity to become a speaker⁶. As Brown and Yule [1983] mentioned that speaking can fulfill one of two purposes: transactional (information transfer) or interactional (social relationship maintenance). Monologue and dialogue are considered the two types of speaking. The former is more concerned with making an interrupted oral presentation, whereas the latter is more concerned with communicating with other speakers (Nunan.1989: 27). Speaking training is vital because it aids students in developing EFL speaking abilities, allowing them to talk naturally and spontaneously with native speakers. Speaking may also increase general learners' motivation and make the English language classroom an exciting and dynamic place to be provided the correct speaking exercises are taught in the classroom (Nunan, 1999 & Celce-Murcia , 2001). Speaking can also help with other language abilities. Recent study has identified oral engagement as a critical aspect in the development of a learner's language (Gass & Varionis, 1994). For example, it has been demonstrated that learning to speak can aid in the development of reading skills (Hilferty, 2005), writing skills (Trachsel & Severino, 2004), and listening skills (Hilferty, 2005). (Regina, 1997). It was previously considered that the interactional aspect of spoken language necessitated the speaker's capacity to employ both motor-perceptive and interactional abilities, which are concerned with correctly using the language's sounds and structures. This means that EFL students should learn how native speakers use language in structured interpersonal interactions involving a variety of circumstances (Bygate, 1987& Brown, 2001). Speaking also necessitates learners' understanding of when, why, and how to generate language ("sociolinguistic competence")⁷. To succeed in a specific speech act, a competent speaker combines this diverse set of abilities and knowledge.
Florez (1999) identifies the following skills as being fundamental to speaking:

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  Attaining a high level of accuracy in grammatical structures.
  
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  Evaluating the target audience's features, such as common knowledge, status and power relationships, or variations in opinions.
  
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  Choosing terminology that is both understandable and acceptable for the listener, the issue being discussed, and the context in which the speech act takes place.
  
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  Using comprehensibility tactics such as highlighting key words, rephrasing, and testing for listener comprehension.
  
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  Paying attention to the success of the engagement and modifying speech components including vocabulary, rate of speech, and grammar structure complexity to enhance listener comprehension and involvement.
  

Considering the current perspective of speaking as a complicated skill and a multi-faceted cognitive process, it is critical to evaluate the characteristics of effective instruction that can help SL/ FL learners acquire these skills and processes.
Effective instruction, according to Oprandy (1994) and Nunan (1999), should include the following characteristics:

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  The whole should take precedence over the pieces. This implies that both synthetic and analytical techniques for teaching speaking should focus on the whole rather than the parts.
  
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  Learners should be able to actively reflect on their own processes and strategies as well as those of others.
  
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  There should be plenty of opportunities to communicate in order to broaden one's repertoire of experiences with the target language's many ideational, interpersonal, and textual functions.
  
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  Learners should have opportunity to practice both linguistic and communication skills.
  

Despite the importance of developing speaking skills in ESL/ EFL students, speaking skills instruction has received the least attention, with many English teachers still devoting the majority of class time to reading and writing practice, almost completely ignoring speaking skills⁸.
When it comes to teaching speaking, there are a few issues to consider. Internal and external factors contribute to the issues. Native language, age, exposure, intrinsic phonetic talent, identity and linguistic ego, motivation and concern for effective speaking are all internal issues. The institutional structure that places English as a second or foreign language in a country is an external challenge. Each issue is linked to the question of which method to use in teaching speaking.
According to Badrawi[1997] there are some problems that teachers face in teaching process. These are followings

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  It's difficult to give each student enough time to speak within the limits of the lesson, especially when many teachers have big classes of pupils to manage.
  
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  Teaching speaking necessitates a focus on each individual student, who may have unique phonological and language issues. As a result, teaching people how to talk takes a long time.
  
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  Speaking, unlike other skills, does not lend itself to the concrete evidence that is so important for feedback⁹. As a result, evaluating speaking takes time and is not practical (Miller, 2001: 25).
  
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  In contrast to written language, spoken language is made up of brief, frequently fragmented utterances. It is distinguished by the use of non-specific words and phrases, fillers, repetition, a disorganized syntax, and a speaker-to-speaker overlap. As a result, instruction appears to be less systematic (Nunan, 1989: 26; Hall, 1993 and Nunan, 2005).
  

Learner issues include psychological, social, and language issues. Obstacles can be examined in detail. The cites are the following¹⁰:

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  The contradiction between fluency and accuracy: If a learner is allowed to use the new language without being corrected, his language will remain inaccurate and erroneous.
  
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  Lack of confidence: It appears that some students are uneasy while making their first tentative attempts at speaking in the second language.
  
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  Pronunciation; there are problems during pronunciation. Phonetic misunderstanding, interference from the written form, interference from the mother tongue, and failure to use the weak forms are the most common issues.
  

'Nonetheless, supporting students in developing their oral communication skills is essential, and it is not something that can be overlooked simply because it is tough (Miller, 2001: 25). In order to solve these problems, teachers and students have to work with together and learn more.
It was stated that speaking can have either a transactional or an interactive purpose. There appear to be some distinctions in the spoken language used in transactional and interactive dialogue. Language is largely employed to communicate information in transactional dialogue. The language used for this purpose is focused on the 'message' rather than the 'listener' (Nunan, 1989: 27). Clearly, accurate and consistent conveyance of the information, as well as confirmation that the message has been comprehended, are vital in this type of contact. News broadcasts, descriptions, narrations, and directions are examples of language that is predominantly employed for transactional purposes (Richards, 1990: 54- 55).
Some discussions, on the other hand, are interactive with the goal of building or maintaining a relationship. Interpersonal language use is a term used to describe the later type. It has a significant social role to play in lubricating the wheels of social interaction (Yule, 1989: 169). Greets, small conversation, and compliments are examples of interactional language use.The language employed in the interactional mode appears to be focused on the listener. In this case, speakers' remarks are usually confined to a few brief turns¹¹.
In order to more clearly analyze speaking purposes, Kingen (2000: 218) groups both transactional and interpersonal reasons of speaking into the following twelve categories:
1-Personal - expressing one's own feelings, thoughts, and beliefs.
2. Descriptive—describes someone or something, whether actual or imaginary.
3. Creating and narrating stories or events in a chronological order.
4. Instructive-giving instructions or guidance with the goal of achieving a specific result.
5.Questioning is the process of gathering knowledge by asking questions.
6.Comparative-making judgments about two or more objects, persons, ideas, or opinions by comparing them.
7. Mental representations of persons, places, events, and objects that are creatively expressed.
8.Predictive: forecasting what might happen in the future.
9.Interpretative—exploring meanings, making hypothetical conclusions, and thinking about implications.
10.Persuasive-altering others' beliefs, attitudes, or points of view, or in some way influencing others' actions.
11.Explanatory—explaining, clarifying, and defending concepts and points of view.
12.Informative—exchanging knowledge with others.
This list roughly resembles Halliday's explanation of language functions (1975).
According to the genre theory, different speech occurrences produce diverse sorts of texts, each with its own overall structure and set of grammatical elements (Hughes, 2002: 83). According to Carter and McCarthy (1997) Speaking passages are divided into genres as followings;

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  Narrative: A collection of daily anecdotes recounted with active participation from the audience.
  
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  Identifying: Excerpts in which people discuss themselves, their biographies, where they reside, what they do for a living, and their likes and dislikes.
  
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  Data collected when people are doing tasks like cooking, packing, moving furniture, and so forth.
  
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  People providing informal opinions and commenting on things, other people, events, and so forth.
  
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  Debate and argument: Information in which people take sides, explore arguments, and elaborate on their viewpoints.
  
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  Decision-making and negotiation outcomes: Data indicating how people arrive at decisions/consensus or negotiate solutions to challenges.
  

It is acknowledged that no speech genre can be completely separated; narratives, for example, can be found within other key generic groups.
Furthermore, speaking genres overlap with the previously discussed linguistic functions.
Canale (1984) established a communicative competence framework based on Canale and Swain's prior version (1980). He identified four components of
communication competence such as grammatical competence, sociolinguistic competence, discourse competence and strategic competence.

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  Language norms such as vocabulary, word or sentence structure, and pronunciation are all part of grammatical competence.
  
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  Sociolinguistic competence covers appropriateness in terms of both meaning and form, which might change depending on the status of participants, communication aims, and norms.
  
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  Discourse Competence is concerned with the cohesion and coherence of utterances and includes a comprehension of how spoken texts are ordered.
  
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  Strategic Competence is a compensating skill that is used when the second/foreign language learner's growing language system is weak in some way. It refers to the ability to communicate effectively using both verbal and nonverbal means.
  

The main critique leveled at this paradigm was that it lacked operational definitions of how these sub-competencies function when people use language. To put it another way, it focuses on language skills; and it says nothing about the ability to use words (Yoshida, 2003: 3). These four competencies are not mutually exclusive, but they do overlap, and the current research defines the subskills under each competence as follows;
Correct grammar, pronunciation, and a sufficient vocabulary are all examples of grammatical competence (Riggenbach, 998, 55).