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330Role playing develops mainly the student's oral skills. It emphasizes the process of communicating, develops more fluency than accuracy and promotes enthusiasm in the classroom, which makes the students speak up, one of the biggest challenges for teachers today.
References
1. Ladousse Gillian Porter. Role Play: Resource Books for Teachers. Oxford, Oxford Press, 1987.
2. Maurice Keith. Laugh While Learning Another Language: Techniques That are Functional and Funny, 1988.
3. Via A. Richard. English Through Drama. English Teaching Forum. Washington. Jul., Aug., 1972.
ADVANTAGES OF ROLE PLAY TECHNIQUE IN TEACHING SPEAKING
IN EFL CLASSES Khaydarova N.A.
Khaydarova Nodirabegim Akhtamovna — Teacher, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: the article analyses importance and advantages of role-play technique in teaching speaking skills as a main skill in EFL classes and its useful impact on learners' acquiring language. Keywords: role-play, fluency, teaching technique, social context.
English becomes the most essential language in the world. Almost all the people from many different countries around the world use it to communicate. It's because of the importance of English in any field of our lives. Speaking is a language skill of oral communication to express human idea, feeling, option, and thought or information which helps people to communicate one other. Learning language does not mean just learning about structure or vocabulary but the important thing is learning how we use language for communication to one or the other person, how we speak and make the people understand what we talk. Furthermore, in developing speaking activity, the students need a good condition to increase their speaking frequency such as learner's language environment.
Some teachers are unaware of the possibilities of role-play. They may feel that such an activity is not appropriate for classes which cause discipline problems and that conducting role-play would create chaos. In addition, they claim that students may be reluctant to be someone else, or, that their level of language is too low.
Role play is very important technique in teaching speaking because it gives students an opportunity to practice communicating in different social contexts and in different social roles. In addition, it also allows students to be creative and to put themselves in another person's place for a while. The role play would seem to be the ideal activity in which students could use their English creatively and it aims to stimulate a conversation situation in which students might find themselves and give them an opportunity to practice and develop their communication skill.
Role-playing develops learners' fluency in speaking. The wide range of language functions, for example apologising, greetings, etc., is exercised more than in any other activities. Learners' focus is put on the communication of meaning rather than on the appropriate use of language [1, 113]. Therefore, through role-playing teachers may train students' speaking skills in any social situations. It means that learners are put in conditions which require speech that is used to communicate socially more than the language necessitated by teaching syllabuses [2, 6]. The author takes the view that thanks to role-playing learners have the possibility to develop the language which is necessary in social relationships, but which is neglected in teaching syllabuses. He also notices that a lot of students believe that the language in foreign language classes is only used to pass on particular information from one person to another.
The next reason for incorporating role-playing in EFL classes is that some people learn for specific roles in life. They may want to work or travel in worldwide context. It is very advantageous for these students to have tried out in pleasant and safe environment of a classroom with the language they will presumably use. For such learners, role-play is a helpful rehearsal and what is more, it allows them not just to acquire phrases, but to learn how to interact in a variety of circumstances.
We can take into consideration following features of role play technique in teaching speaking skills:
> Role play as a teaching technique has a positive effect on students' speaking as students feel self confident and speak without fear.
> Role play reduces anxiety and humiliation when speaking up in front of classmates and it helps the students to develop the micro and the macro skills of language.
> Adopting Role play as a teaching technique in the teaching and learning process of English learners encourages these students to learn, achieve, explore and simulate their creativity, imagination and personal likes.
Another advantage of role-playing is that learners are given a chance to pretend someone else. Such a technique may help timid students to overcome their shyness of speaking. Reticent students often have difficulty talking about their experiences or about themselves. The fact that they are someone else makes them feel that their own personality is not implicated [2, 7].
As a conclusion one can say, role play as a communicative technique is used to promote students' speaking skill. It provides the students with opportunities to learn and practice the foreign language. Furthermore, it allows students to learn new attitudes and perspectives in different situations.
References
1. Kowalska Barbara, 1991. Let them talk in English. Varshava: Izdatel'stvo shkoly i pedagogiki.
2. Porter-Ladousse Gillian, 1987. Role play. Oxford: Oxford University Press.
PECULIAR FEATURES OF ALTERNATIVE ASSESSMENT IN TEACHING ENGLISH AS A FOREIGN LANGUAGE Khaydarova N.A.1, Khaydarova H.A.2
'Khaydarova Nodirabegim Ahtamjonovna — Teacher, ENGLISH LANGUAGE DEPARTMENT;
BUKHARA ENGINEERING TECHNOLOGICAL INSTITUTE;
2Khaydarova Hulkar Ahtamjonovna — Student, NATURAL SCIENCES FACULTY, BUKHARA STATE UNIVERSITY, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: in all academic settings, assessment is viewed as closely related to instruction. Assessment is needed to help teachers and administrators make decisions about students' linguistic abilities, their placement in appropriate levels, and their achievement. The article analyses importance and benefits of alternative assessment in teaching English as a foreign language.
Keywords: alternative assessment, achievement, summative evaluation, anxiety, communicative fluency.
Consequently, the assessment of students' progress and achievement in
EFL/ESL classes should be carried out in a manner that does not cause anxiety in the students. The success of any assessment depends on the effective selection and use of appropriate tools and procedures as well as on the proper interpretation of students' performance. Assessment tools and procedures, in addition to being essential for evaluating students' progress and achievement, also help in evaluating the suitability and effectiveness of the curriculum, the teaching methodology, and the instructional materials.
Alternative assessment is defined as "any method of finding out what a student knows or can do that is intended to show growth and inform instruction and is not a standardized or traditional test" [1, 2]. Specifically, alternative ways of assessing students take into consideration differences in students' needs, interests, and learning styles; and they attempt to integrate assessment and learning activities. Also, they indicate successful performance, highlight positive traits, and provide formative rather than summative evaluation.
Until recently the assessment scene in EFL/ESL classes has been dominated by summative evaluation of learner achievement, focusing on mastery of discrete language points and linguistic accuracy, rather than on communicative competence, with test items typically consisting of matching
