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5SOME OBSTACLES IN TEACHING SPEAKING SKILLS
N.V. Petrosyan1, M.U.Narkulova2
This article is about communicative barriers of teaching English among students of school. It reveals different kinds of barriers which students come across in learning English. All of people use language to express their feelings, ideas, opinion, and desires. It is a valuable interpersonal contact of exchanging information. So, teachers should take into account some obstacles in teaching learning speaking skills.
Key words: Process Barriers, Semantic Barrier, Physical Barrier, Psychosocial Barrier.
Specific and general didactic principles express typical, essential, that should characterize teaching a foreign language at school. The understanding of action of principles of teaching and direct use of rules will allow the teacher to carry out teaching effectively. Teaching speaking skills come across with some difficulties. So, there are four types of barriers which are common in communication: process barriers, physical barriers, semantic barriers, and psychosocial barriers.
Process Barriers. Every step in the communication process is necessary for effective and good communication. Any change or blocked step becomes barrier as fol-lowings:
• Sender barrier. Such kind of barrier occurs in situations like, for example, a person with an innovative idea fails to speak up at a meeting, chaired by the superintendent, for fear of criticism.
• Encoding barrier. It occurs when the sender cannot send the massage well.
• Medium barrier. It can be described like that a very upset staff member sends an emotionally charged letter to the leader instead of transmitting her feelings face-to-face.
• Decoding barrier. This situation can be described an example of the following situation
• Receiver barrier. A school administrator who is preoccupied with the preparation of the annual budget asks a staff member to repeat a statement, because she was not listening attentively to the conversation.
Psychosocial Barriers. Three important concepts are associated with psychological and social barriers: fields of experience, filtering, and psychological distance. Fields of experience include people's backgrounds, perceptions, values, biases, needs, and expectations. Senders can encode and receivers decode messages only in the context of their fields of experience. When the sender's field of experience overlaps very little with the receiver's, communication becomes difficult. Filtering means that more often than not we see and hear what we are emotionally tuned in to see and hear. Filtering is caused by our own needs and interests, which guide our listening. Psychosocial barriers often involve a psychological distance between people that is similar to actual physical distance. However, as discussed previously, communications do break down. Several communication theorists have focused on the major areas where failures in communication most frequently occur. The following are the major areas where communication breakdowns most frequently occur in schools:
• Sincerity. Nearly all communication theorists assert that sincerity is the foundation on which all true communication rests. Without sincerity, honesty, straightforwardness, and authenticity - all attempts at communication are destined to fail.
• Empathy. Research shows that lack of empathy is one of the major obstacles to effective communication. Empathy is the ability to put one's self into another's shoes. The empathetic person is able to see the world through the eyes of the other person.
• Self-perception. How we see ourselves affects our ability to communicate effectively. A healthy but realistic self-perception is a necessary ingredient in communicating with others.
1 Петросян Неля Валерьевна - преподаватель английского языка Самаркандского государственного института иностранных языков, Узбекистан.
2 Наркулова М.У. - магистрантка Самаркандского государственного института иностранных языков, Узбекистан.
• Role perception. Unless people know what their role is, the importance of their role, and what is expected of them, they will not know what to communicate, when to communicate, or to whom to communicate.
• Ability to communicate. Some of the ways we communicate raise barriers by inhibiting discussion or causing others to feel inferior, angry, hostile, dependent, compliant, or subservient.
• Listening ability. Frequently, people fail to appreciate the importance of listening, do not care enough to become actively involved with what others are saying, and are not sufficiently motivated to develop the skills necessary to acquire the art of listening.
• Culture. Our cultural heritage, biases, and prejudices often serve as barriers to communication. The fact that we are young or old, male or female have all proved to be obstacles in communicating effectively.
• Noise. A major barrier to communication is what communication experts call noise. Noise consists of the external factors in the channels and the internal perceptions and experiences within the source and the receiver that affect communication.
Physical Barriers. Any number of physical distractions can interfere with the effectiveness of communication, including a telephone call, drop-in visitors, distances between people, walls, and static on the radio. People often take physical barriers for granted, but sometimes they can be removed. Interruptions such as telephone calls and drop-in visitors can be removed by issuing instructions to a secretary. An appropriate choice of media can overcome distance barriers between people.
Semantic Barriers. The words we choose, how we use them, and the meaning we attach to them cause many communication barriers. The problem is semantic, or the meaning of the words we use. The same word may mean different things to different people. Words and phrases such as efficiency, increased productivity, management prerogatives, and just cause may mean one thing to a school administrator, and something entirely different to a staff member.
Most common communication barriers, being faced by learners, are denotative and connotative semantic barriers. Denotative barriers arise due to the definition or meaning of a word used differently by sender and receiver. For example, the meaning of braces which is used to define the metallic structure to adjust teeth in American English whereas it means a part of clothing in British English. Connotative barrier in communication refers to the difference of meaning according to different abstract situations, contexts, actions and feelings. Both the communicators know both meanings of the word, but use only one meaning according to the context, which might be being used differently in the context. For example, the word astonish can be used to describe surprise as well as startle. The words, when used by someone, can have any of the meaning. The context in which it is used will only let the receiver know what the sender means [2,139].
Communication noise refers to influences on effective communication that influence the interpretation of conversation. While often looked over, communication noise can have a profound impact both on our perception of interactions with others and our analysis of our own communication proficiency [3,137].
To sum up, barriers in teaching English communication can cause difficulties to learners, so teachers should pay enormous attention to obstacles preventing students' speaking skills development.
References:
1. Ahmed A. G. A. The impact of learning by teaching strategy on university students' linguistic competence. University of Bakht Alruda Scientific Journal, 9, 2013.- 266 p.
2. Antos G. Handbook of interpersonal communication. The Hague, The Netherlands: Mouton De Gruyter,2011. - 169 p.
3. Barret S. Overcoming Transactional Distance as a Barrier to Effective Communication over the Internet. International Education Journal, 3(4), Educational Research Conference, 2002, Special Issue.-175p.
© D.O. Bakhriddionova, 2022.
