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PECULIARITIES OF EXERCISES ORIENTED TO TEACHING
SPEAKING
Khodjieva RA. Email: Khodjieva684@scientifictext.ru
Khodjieva Ranokhon Akmalovna — Teacher, ENGLISH PHONETICS DEPARTMENT UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article discusses the goal of learning speaking with the help of exercises oriented to the development of oral communication. Since the knowledge of a foreign language has a level character, then with regard to different learning conditions, we are talking about a different level of speaking in the language being studied. Therefore, the following general purpose of teaching speaking is specified for each type of variant of learning a foreign language and for the stages of learning. Exercises corresponding to communication are, as a rule, reproductive and productive or reproductive-productive in nature. The following article analyzes these issues in detail.
Keywords: learning to speak, the purpose of learning to speak, reproductive and productive nature, speech act, semantic aspect of utterance.
ОСОБЕННОСТИ УПРАЖНЕНИЙ, ОРИЕНТИРОВАННЫХ НА ОБУЧЕНИЕ ГОВОРЕНИЮ Ходжиева Р.А.
Ходжиева Ранохон Акмаловна — преподаватель, кафедра фонетики английского языка, Узбекистанский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: в данной статье рассматривается цель обучения говорению при помощи упражнений, ориентированных на развитие устного общения. Поскольку владение иностранным языком имеет уровневый характер, то применительно к разным условиям обучения речь идет о разном уровне говорения на изучаемом языке. Поэтому указанная ниже общая цель обучения говорению конкретизируется для каждого типа варианта изучения иностранного языка и для этапов обучения. Упражнения, соответствующие общению, имеют, как правило, репродуктивный и продуктивный или репродуктивно-продуктивный характер. Ниже в статье анализируются эти вопросы подробно.
Ключевые слова: обучения говорению, цель обучения говорению, репродуктивный и продуктивный характер, речевой акт, смысловой аспект высказывания.
UDC И 41 Ch-42
Speaking is one way of verbal speech communication. In the process of oral communication in the closest unity are all the functions of verbal communication:
1) information and communication, which can be described as transmission - reception of information;
2) regulatory and communicative, related to the regulation of behavior in the broad sense of the word;
3) affectively-communicative, determining the emotional spheres of a person [4, p. 10]. Speaking is inseparable from the conditions in which it proceeds, namely, from the situation in the
broadest sense of the word and from the specific extra-linguistic context. The latter can include the purpose and conditions of communication, the specific content of the speech act, the characteristic originality of the participants in the conversation, i.e. their age, level of development, education, profession, social status, etc. All of the above forms a communication situation as "a set of conditions, speech and non-speech, necessary and sufficient to carry out speech action according to the plan" [3, p. 155]. Arising in certain areas of verbal communication, the communicative situation affects the choice of topics and can be monotonous (for example, in the social and domestic sphere - buying a gift in a store, buying products, etc.) and polythemic (for example, in the socio-cultural sphere - talking on birthday or away, discussion of a book read, etc.).
The purpose of teaching speaking is to develop students' ability to carry out verbal speech communication in diverse, socially determined situations in accordance with their real needs and interests [1, p. 66]. This means that at the end of any type of school, the student must be able to:
- communicate in direct communication, understand and respond (verbally and nonverbally) to the oral statements of the partner (including the native speaker of the language being studied) in communicating within the areas, topics and situations indicated by the program for each type of educational institution;
- speak coherently about oneself and the world around us, about what has been read, seen, heard, while expressing one's attitude to the perceived information or subject of the utterance.
At the end of the basic course, students should be able to carry out verbal-verbal communication in the most typical everyday situations; while in the student's speech mistakes are made that do not interfere with communication. Students of schools with in-depth study of a foreign language are given the task of mastering verbal-speech skills that provide free practical knowledge of a foreign language in most situations of verbal communication. At the same time, individual cases of inaccurate and inadequate use of language tools are also allowed, as well as insufficient fluency, which may interfere with natural communication.
In turn, graduates of linguistic schools, in addition to the aforementioned abilities, should differ in the level of proficiency in oral and speech skills, necessary and sufficient for informative activities in the field of selected professionally oriented and personal interests. Their statements are distinguished by a greater variety of linguistic means, including various formulas of verbal communication, development and complexity in both linguistic and substantive terms. A student who graduates from a linguistic school should be able to switch easily from topic to topic in conversation, but at the same time, random, inaccurate, and inadequate use of language tools and a slight loss of fluency are allowed in his statements, which, however, does not impede natural speech communication.
A different level of speaking is also characterized by a different degree of independence and initiative of the student in communication, i.e. different levels of development and the nature of compensating (adaptive) skills. The latter include the ability, in case of misunderstanding of the statement of the communication partner, to use interrogation, periphrases of the interlocutor's replica in order to confirm understanding of his replica, apologize for the uncertainty (ambiguity) of the expression of thought, etc.. As well as the ability to use, the entire arsenal available for expressing his thoughts means (both linguistic and non-verbal). The whole set of skills and abilities, including the ability to understand and accept the cultural specifics of a communication partner, is the so-called communication strategy that ensures the implementation of communicative intentions (to introduce yourself in a "familiarity" situation, to communicate about yourself, your family, etc.). And achievement of speech tasks (to notify, characterize, recommend, justify, refute, etc.) within the framework of a completed act of communication.
When organizing verbal-speech communication in a lesson, it should be borne in mind that it can imitate real speech communication (for example, composing and playing dialogs by analogy, by keywords, etc.), "simulating" communication in situations of natural communication (for example, role-playing or business game) and authentic (saying "on one's own behalf") [2, p.67].
If the laws of teaching a foreign language that we have formulated above, it is guide us quite obvious that today, teaching speaking, we should strive to reach the level of authentic communication.
To teach dialogic speech as reproductive and reproductive-productive exercises, exercises in reproduction of dialog-samples, substitution of dialogue replicas, construction of dialogs from given replicas (keywords), in questions or response replicas, stage conversations, dialogue completion, etc. can be recommended.
The development of skills in monologic speech at the reproductive and reproductive-productive levels is carried out in the process of constructing students monologic statements based on the sample: keywords, plan, logic diagram, sentences, assocagram, etc. At the same time, it is possible to recommend that most reproductive exercises be performed first in writing, then orally (especially at the initial stage of teaching a foreign language) so that students better learn the necessary material. These exercises can also be given a creative, informal character. For example, students are given the task of building dialogs in a given situation and in accordance with a communicative task. To do this, the teacher gives each group (pair) of schoolchildren cut cards containing replicas that correspond to a given situation / communication task and do not correspond. Pupils should not only establish the sequence and logic of the development of dialogue, but also choose the right options for replicas.
As for productive exercises, they are not strictly controlled by the teacher / textbook by their nature. Their goal is to teach schoolchildren a coherent statement without relying on a sample, without verbal support. In this case, we are talking about transferring the discussed problems to the student's
own experience and to his life knowledge. However, one should not assume that when performing exercises of a reproductive nature, all attention is directed exclusively to the linguistic form of utterance for the purpose of its assimilation, and productive - exclusively to the content. Although the reproductive exercises have the goal of teaching students the correct language and structure to build a monologic and dialogical statement, the attention of schoolchildren in the process of their implementation should also be directed, first of all, to the substantial side of the produced text. Here we compare two exercises in the development of dialogical speech skills at the initial stage of training: the first exercise is of a reproductive nature, the second is productive, but in both cases, the content (semantic) aspect of the statement comes to the fore.
Репродуктивное упражнение:
1. Write what you like to do (not like) / (your partner must not see what you write.) Surprise your partner.
a) I ... gladly. b) I ... don't like it. I like. I dont like.
I like. I dont like.
2. Now make an alphabetical list with the words of: a) and
b) Give this list to your partner. Your partner will give you his / her list / ask!
I imagine ... Yes, ... I suspect ... Is that true? I'm convinced ... I'm sorry ...
If what you imagine is true, you can continue to ask. If it is wrong, ask your partner.
Продуктивное упражнение:
Work in 2 or 4 groups: Context:
a) Each group has a project. They want to go on a trip together / buy a holiday home / share an apartment ...
b) One person is still missing in your group. You are looking for someone who suits you well. You are constructing a test for an interview /
c) Everyone interviews a «candidate».
d) You compare the results and choose a candidate for your project.
To complete the second task, students in groups choose a particular project, compile a questionnaire on six questions asked by the textbook (for example: What is witching for you? -friendship, money, your mom, etc.), conduct a survey of their candidates without informing at the same time, the topic of the project, and then, having collected the necessary information, discuss it in groups and each justifies its choice.
As you can see, if in the first case there is strict control by the textbook on the choice and use of language tools by students based on given patterns / patterns of expression (which, by the way, can vary in degree of difficulty). Then in the second case, students make their own tactics speech tasks with strictly defined situations and sequences of exercises. However, despite this difference, in both cases, students have the opportunity to communicate with each other, to learn new information about each other. The latter is an essential motive for their speech and non-speech actions.
References / Список литературы
1. Gez N.I. The text of the lectures on the course "Methods of teaching foreign languages in high school". M.: MSPIFL named after M. Torez, 1979. 66 p.
2. Elukhina N. V. Oral communication in the lesson, means and methods of its organization // Foreign languages at school. № 5, 1993. P. 67-70.
3. Leontiev A.A. Language, speech and speech activity. M.: Education, 1969. 211 p.
4. Lomov B.F. The problem of communication in psychology. In: The Problem of Communication in Psychology. M.: Science, 1981. P. 3-23.
