Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Strategies and methods for improving speaking skill
Elyor ALAMURATOV
1
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received November 2024
Received in revised form
10 December 2024
Accepted 25 December 2024
Available online
25 January 2025
The article raises the issue of the importance of developing
and improving speaking skills when teaching English. It
considers some difficulties in mastering speaking skills that arise
in English classes. In analyzing scientific works on the problem
of developing speaking skills, the author formulates his own
vision of the main difficulties in developing speaking skills and
identifies the reasons that cause them.
2181-3701
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol3-iss1
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
speaking skills development,
English language,
competence,
linguistics,
speech communication,
communicative interaction,
monologue communication.
Nutqiy ko‘nikmalarni takomillashtirish strategiyalari va
usullari
ANNOTATSIYA
Kalit so‘zlar
:
nutq ko
‘
nikmalarini
rivojlantirish,
ingliz tili,
kompetensiya,
tilshunoslik,
nutq aloqasi,
kommunikativ o
‘
zaro ta
’
sir,
monolog aloqa.
Maqolada ingliz tilini o‘rgatishda nutq ko‘nikmalarini
rivojlantirish va takomillashtirish muhimligi masalasi
ko‘tarilgan. Ingliz tili darslarida nutq ko‘nikmalarini
o‘zlashtirishda yuzaga keladigan ba’zi qiyinchiliklar ko‘rib
chiqildi. Nutq ko‘nikmalarini rivojlantirish muammosiga
bag‘ishlangan ilmiy ishlarni tahlil qilish jarayonida muallif nutq
qobiliyatlarini
rivojlantirishdagi asosiy qiyinchiliklar haqida o‘z
nuqtai nazarini shakllantirdi va ularni keltirib chiqaradigan
sabablarni aniqladi.
1
Teacher, Department of Functional Lexicology, Faculty of Philology, Uzbekistan State World Languages University.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2025) / ISSN 2181-3701
9
Стратегии и методы улучшения навыка разговорной
речи
АННОТАЦИЯ
Ключевые слова:
развитие навыка
говорения,
английский язык,
компетенция,
лингвистика,
речевое общение,
коммуникативное
взаимодействие,
монологическая
коммуникация.
В статье рассматривается вопрос о важности развития и
совершенствования навыков устной речи при изучении
английского языка. Подробно анализируются основные
трудности, с которыми сталкиваются учащиеся при
овладении навыками говорения на уроках английского
языка. На основе изучения научных работ, посвящённых
данной проблеме, автор сформулировал своё видение
ключевых сложностей, возникающих при развитии устной
речи, и выявил основные причины их возникновения.
Speaking means bringing together various skills to communicate and make an
impact. At a bare minimum, you must find the appropriate words, put them in the proper
order, and pronounce them correctly, so that they can be understood. You might even
extend speaking skills such as div language and gestures. You will also need to be able to
listen to what other people are saying while you are at it. But now I focus on improving
speaking methods in particular. If you want to improve your English-speaking skills, you
have to practice. The teacher should create an atmosphere to speak. Studying grammar
will never improve a learner’s speaking. The audio
-lingual method itself barely improves
speaking. It is supposed to have an actual reason to speak. But if a learner does not have
someone to communicate. There should be practice and usage of learning language. Well,
there is a technique that allows a learner to speak English by himself. No speaking partner
is required. This technique can help improve many aspects of spoken English [3].
Another popular and productive, in our opinion, tool for developing speaking skills
is classroom viewing of feature films, documentaries, scientific films, and videos about
cultural heritage, historical monuments, natural anomalies, and geographical features of
the country of the language being studied. Watching films provides students with the
opportunity to become familiar with lesser-known areas described in printed educational
materials. This is a kind of informative material for a general discussion of what was
watched in the classroom, a resource for completing oral and written assignments. In
addition, students may have different views on what they saw in the films, which can
become an impetus for encouraging other, less active speakers, to discuss. The presence of
subtitles during the viewing process is also desirable, since the oral speech of a native
speaker in films is not always completely clear, especially for those students who have
difficulty with listening [1].
However, it is necessary to recognize the possible limitations that arise when using
film viewing as a tool for developing speaking skills in English classes. Firstly, films and
video materials within the lesson require the teacher to prepare for practical tasks after
viewing, significantly using his time resources, which are already limited by his daily
preparation for lectures and practical classes. In this regard, many teachers refuse to
consider the considered method of developing speaking skills.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2025) / ISSN 2181-3701
10
A popular way of developing and improving speaking skills is also considered to be
the active use of monologue and dialogic types of speech. According to the author's
position of Bredikhina I.A., "the distinction between dialogic and monologue speech should
be considered conditional" [2]. The author explains her point of view through the presence
of a listener in both monologue and dialogic speech, which makes it possible to include
monologue speech in the process of oral speech communication, in other words, in dialogic
speech. In this case, we are talking not just about the use of the dialogue method in teaching
English, but about the process of teaching students a dialogic form of communication.
This approach requires the teacher to develop and improve the students' existing
basic skills and abilities in constructing dialogic speech in English. These include:
In our opinion, the success of mastering the speaking skill is also determined by the
characteristics of students' memory. According to the well-known classification of memory
types, according to the time of storing material, instantaneous, short-term, operational,
long-term, and genetic memory are distinguished [5]. According to the predominant
analyzer in the processes of memorizing, storing, and reproducing material, motor, visual,
auditory, olfactory, tactile, emotional, and other types of memory are distinguished [2].
Thus, to memorize new vocabulary, systematic repetition is required to transfer the
received educational information into long-term storage. It should be taken into account
that students often find the method of systematic repetition of words and expressions in
the ability to construct
questions of different
types (general, special,
alternative and
disjunctive questions);
the ability to
consistently and
logically construct
answers to
questions;
the ability to use various
remarks that reflect the
interlocutor's reaction
during communication;
the ability to use
cliches and
introductory
expressions in
speech;
the ability to use
expressions of
agreement or
disagreement, doubt,
request, advice
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2025) / ISSN 2181-3701
11
training exercises boring, leading to a loss of interest and motivation necessary for learning
a foreign language. For example, N.A. Solovieva considers students' motivation for learning
"one of the important factors for mastering a foreign language masterfully" [4]. In this
regard, the mnemonic technique, which is necessary for developing speaking skills and is
actively used in modern methodological developments and recommendations, is very
popular.
Mnemonic technique is defined as the science of memorizing new information by
transforming it into images. This science abounds in various techniques, methods,
methods, associations that make the process of memorizing new foreign words more
productive [5]. This is a kind of creative approach to teaching speaking skills, which,
according to Solovieva N.A., is not aimed at facilitating the learning process, but "makes it
fast, high-quality, and completely controllable" [4]. In addition, the method has another
positive effect
–
a constant interest in a foreign language, the development of the ability to
self-educate, and an increase in interest and motivation.
A review of scientific literature on the problem of developing and improving
speaking skills in the process of teaching English allowed us to formulate some general
conclusions of the author. Thus, the communicative competencies of the teacher and
students are defined as a priority goal in teaching English, since with the competent
organization of the lesson and the use of active speech communication methods by the
teacher, the student's interest in learning depends, on the "language barrier" is overcome,
an atmosphere of trust is created in the lesson, and the degree of students' uncertainty in
speaking English is reduced.
Of course, involving students in active speech activity, and creating an environment
of natural communication in English within the framework of classes is the task of the
teacher, and it is not always solved with ease. The development of a work program for
practical training in oral English (Oral practice guide) with a detailed description of
practical tasks for developing speaking skills, and methodological recommendations
represents scientific novelty and can be compiled and implemented in the educational
process within the framework of subsequent scientific and practical developments, since
this scientific article presents a theoretical overview of the problem and the author's
attempt to assess the importance of speaking skills in learning a foreign language. Thus,
the development of the work program determines the prospects for further research in the
field of teaching speaking skills in English.
As the main difficulties in teaching speaking skills in English and the reasons that
determine them, we identified the following, representing the theoretical and practical
significance of the study:
1) psychological discomfort. Reasons: lack of confidence in one's abilities, fear of
making a mistake in front of an audience, fear of criticism;
2) lack of thoughts or the inability to express them verbally. Reasons: low
concentration, lack of composure, poor vocabulary;
3) speaking in Russian. Reasons: lack of active vocabulary on a specific topic,
emotional tension due to an unnatural communication environment;
4) unequal degree of participation in the speaking process and different levels of
students' preparation. Reasons: some students are well prepared and speak English
fluently, while others experience difficulties, speak little or prefer to "sit out unnoticed"
because they cannot cope with long-term communication in English, as a result of which
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2025) / ISSN 2181-3701
12
they get less language practice, are not involved in collective speech communication, and
lose motivation.
It is obvious that the smaller the group, the closer the students are in their level of
preparation and development of speaking skills, the more productive and successful the
process of teaching it is. In conclusion of the conducted theoretical study, the author
expresses his position regarding the obligatory possession by the teacher of not only good
methodological and technological resources when teaching speaking skills, but also the
ability to actively use his psychological and pedagogical knowledge to take into account
the individual age characteristics of students, their level of motivation for learning, etc.
Speaking skill, like any other, is not formed independently, it is necessary to teach it
purposefully, have good preparation and competently build the educational process,
organizing active communicative interaction of all participants in this process, taking into
account all modern methods for developing speaking skills. Based on the general
conclusions of the article, the author noted the achievement of the set goal, which consisted
in studying the theoretical aspect, covering the problems of developing and improving
speaking skills in teaching English.
REFERENCES:
1.
Bratt Paulston, C. and H. R. Selekman (1976). ‘Interaction activities in the foreign
classroom, or how to grow a tulip-
rose.’
Foreign Language Annals Vol. 9 No. 3, pp. 248-254
2.
Bredikhina I.A. Methods of Teaching Foreign Languages: Teaching the Main Types of
Speech Activity: A Textbook. Yekaterinburg: Ural University Publishing House, 2023.
3.
Shermamatova, Z. A., Bobokhonova, M. M., & Kamolova , N. J. (2023). How to
improve your English speaking skills? Educational Research in Universal Sciences, 2(14
SPECIAL), 377
–
379. Retrieved from http://erus.uz/index.php/er/article/view/4452
4.
Solovieva N.A., Pozdnyakova V.R. Mnemonics as an effective way to successfully
master a foreign language. Literature and journalism of the Asia-Pacific countries in
intercultural communication of the XX-XXI centuries: materials of the V International
scientific and practical conference. Khabarovsk, 2021: 256
–
263.
5.
Vasilyeva V.E. (2022). Development and improvement of speaking skills in the
process of teaching English: theoretical aspect. The world of science, culture, education, (2
(93)), 147-149. doi: 10.24412/1991-5497-2022-293-147-149.
