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“Interpretation and researches”
Volume 2 issue 2 (24) | ISSN: 2181-4163 | Impact Factor: 8.2
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DEVELOPMENT OF SPEECH SKILLS OF HIGHER EDUCATION
STUDENTS BASED ON COMMUNICATIVE APPROACH
Farog‘at Mamasharifovna Donayeva
Graduate student of Termiz University of Economics and Service
Abstract:
The communicative approach emerges as a particularly potent
methodology for the development of speech skills. This approach, with its emphasis
on real-life communication and interactive learning, offers a promising pathway to
enhancing students' ability to articulate their thoughts clearly, confidently, and
persuasively. This article delves into the application of the communicative approach
in higher education settings, exploring its principles, strategies, and the
transformative potential it holds for developing the speech skills of students, thereby
preparing them to thrive in an interconnected and ever-changing global landscape.
Key words:
communicative approach, speech perception, vocabulary
communicative principles, activities
KOMMUNIKATIV YONDASHUV ASOSIDA OLIY O`QUV YURTI
TALABALARINING NUTQ KO`NIKMALARINI RIVOJLANTIRISH
Farog‘at Mamasharifovna Donayeva
Termiz iqtisodiyot va servis universiteti magistranti
Annotatsiya:
Kommunikativ yondashuv nutq qobiliyatlarini rivojlantirish
uchun kuchli metodologiya sifatida namoyon bo'ladi. Haqiqiy muloqot va interfaol
ta'limga urg'u bergan bu yondashuv o'quvchilarning o'z fikrlarini aniq, ishonchli va
ishonarli ifoda etish qobiliyatini oshirishning istiqbolli yo'lini taklif etadi. Ushbu
maqola kommunikativ yondashuvni oliy ta'lim muassasalarida qo'llash, uning
tamoyillari, strategiyalari va talabalarning nutq qobiliyatlarini rivojlantirish uchun
ega bo'lgan transformatsion salohiyatini o'rganadi va shu orqali ularni o'zaro bog'liq
va doimiy o'zgaruvchan global landshaftda rivojlanishga tayyorlaydi.
Kalit so'zlar:
kommunikativ yondashuv, nutqni idrok etish, lug'at,
kommunikativ tamoyillar, faoliyat
РАЗВИТИЕ РЕЧЕВЫХ НАВЫКОВ СТУДЕНТОВ ВУЗОВ НА ОСНОВЕ
КОММУНИКАТИВНОГО ПОДХОДА
Фарогат Мамашарифовна Донаева
Аспирант Термезского университета экономики и сервиса
International scientific journal
“Interpretation and researches”
Volume 2 issue 2 (24) | ISSN: 2181-4163 | Impact Factor: 8.2
283
Аннотация:
Коммуникативный подход выступает как особенно мощный
метод развития речевых навыков. Этот подход с упором на общение в реальной
жизни и интерактивное обучение предлагает многообещающий путь к
улучшению способности учащихся ясно, уверенно и убедительно
формулировать свои мысли. В этой статье рассматривается применение
коммуникативного подхода в условиях высшего образования, исследуются его
принципы, стратегии и преобразующий потенциал, который он несет в
развитии речевых навыков студентов, тем самым готовя их к процветанию во
взаимосвязанном и постоянно меняющемся глобальном ландшафте.
Ключевые слова:
коммуникативный подход, восприятие речи, словарный
запас, коммуникативные принципы, деятельность.
INTRODUCTION
In the evolving landscape of higher education, the imperative to equip students
with proficient speech skills has never been more pronounced. As the cornerstone of
effective communication, these skills are indispensable not only for academic success
but also for navigating the complexities of the professional world. The traditional
paradigms of teaching, often characterized by a focus on theoretical knowledge and
passive learning, are increasingly being challenged by more dynamic and interactive
approaches. While the communicative approach offers numerous benefits, its
implementation is not without challenges. One significant hurdle is the need for a
paradigm shift in teaching methodologies, which may require substantial training and
resources. Additionally, the subjective nature of speech and communication skills can
make assessment difficult, necessitating clear, objective criteria and comprehensive
evaluation methods. The goal of language is communication and the aim at speaking
in a language context is to promote communicative efficiency; so to learn efficiently
a second language it is necessary to practice the four important skills: writing,
speaking, listening and reading, but the emphasis on this study will be sustained
particularly in analyses focused on the practice of “speaking”. As speaking is
interrelated with the other skills, its development results in the development of the
others. Teachers want their students to actually be able to use the language as correct
as possible and with a purpose. Students often value speaking more than the other
skills of reading, writing and listening so motivation is not always as big of an issue,
but what often happens is students feel more anxious related to their oral production.
In order to understand better, what a communicative approach is, it is worth
considering a set of accompanying principles. E.I. Passov identifies the following
principles of a communicative approach when teaching a foreign language:
International scientific journal
“Interpretation and researches”
Volume 2 issue 2 (24) | ISSN: 2181-4163 | Impact Factor: 8.2
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1. The principle of the speech orientation of the educational process, which
consists not so much in the pursuit of a speech practical goal, but in the fact that the
path to this goal is the practical use of the language itself;
2. The principle of individualization of education, which is understood as taking
into account all the properties of the student as an individual: his abilities, his ability
to carry out speech and educational activities, and mainly his personal properties;
3. The principle of functionality determines, first of all, the selection of material
adequate to the communication process;
4. The principle of situationality. Fundamentally important is the selection and
organization of material based on situations and communication problems that
interest students and are as close to life as possible;
5. The principle of novelty. The process of communication is characterized by a
constant change in the subject of the conversation, circumstances, conditions, tasks,
etc.
According to E.I. Passov, the author of the communicative method,
“communicativeness assumes the speech orientation of the educational process,
which is not so much that the practical goal of speech is pursued, but that the path to
this goal is the practical use of the language itself”
ANALYSIS AND RESULTS:
The Communicative Language Teaching (CLT) was originated dating from the
late 1960s and it is known to be the product of Situational Language Teaching, which
represented the major British approach to teaching English as a foreign language.
This method was thought by using meaningful situational-based activities. After a
while, linguists began to put in evidence some theoretical assumptions against the
method.
By the end of the sixties it was clear that the situational approach …had run its
course. There was no future in continuing to pursue the chimera of predicting
language on the basis of situational events. What was required was a closer study of
the language itself and a return to the traditional concept that utterances carried
meaning in themselves and expressed the meanings and intentions of the speakers
and writers who created them (RICHARDS; RODGERS, 1986, p. 64).
For the American linguist Noam Chomsky, the current standard structural
theories of language were incapable of accounting for the fundamental characteristic
of language – the creativity and uniqueness of individual sentences. British applied
linguists emphasized another fundamental dimension of language teaching at that
time – the functional and communicative potential of language. “They saw the need
to focus in language teaching on communicative proficiency rather than on mere
mastery of structures”. According to Richards and Rodgers some British scholars1
also contributed with the theory development that generated rapid acceptance to what
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came to be referred as the Communicative Approach, or simply Communicative
Language Teaching.
Creating authentic practice activities that as similar to real-life as possible can be
a good way to promote language in classroom as creating different contexts in which
students can practice in order to broaden their vocabulary and experiential horizons.
Generally it`s easier to talk about themselves than about someone else; the teacher
should provide scaffolding and support for each context (this means making sure
students are aware of the appropriate vocabulary and what social or cultural norms
are appropriate); do not focus solely on errors; correct as much as each student can
handle, more advanced students can often handle more correction, but avoid
excessive correction if it will promote anxiety; give students options to use when
responding to questions and teach them those options; allow them to use minimal
responses if it reduces anxiety but make sure all students are aware of the
possibilities.
Communicative competence is the ability to transmit coherent and organized
oral and written information. Speaking skill is the communicative process of
exchanging ideas and feelings in a given context and in such a way that they are
understood. So, the speaking skill is oral communicative competence. Developing
this skill allow to speak fluently and accurately. Richards considers that
communicative language teaching aims to develop the main sub-skills, fluency and
precision, through the practice of interactive activities. Fluency occurs when the
speaker can maintain a comprehensible communication without interruptions despite
his limitations. That is possible if a communicative strategy is applied. The accuracy
is the ability to use the correct form of language and intonation and it has to do with
grammatical aspects. Accuracy support grammar learning from communicative
approach. Fluency and accuracy training by these appropriate classroom activities,
conduces to develop other sub-skills, like pronunciation, vocabulary and interaction
(Beltrán, 2018). Speaking skill can support the language sub-skills and mutually, the
training of these skills can improve speaking skill.
Implementing the Communicative Approach in Higher Education
1.
Interactive Learning Environments: Classrooms should be transformed
into hubs of interaction where students are encouraged to speak, debate, and present.
Activities like group discussions, role-plays, and simulations can mimic real-life
scenarios, providing students with a safe space to practice and hone their speech
skills.
2.
Task-Based Learning: This involves giving students practical tasks that
require communication to complete. Tasks could range from conducting interviews
and surveys to collaborating on projects that necessitate regular discussions and
International scientific journal
“Interpretation and researches”
Volume 2 issue 2 (24) | ISSN: 2181-4163 | Impact Factor: 8.2
286
presentations. Such activities compel students to articulate their thoughts clearly and
persuasively, fostering both fluency and accuracy in speech.
3.
Feedback and Reflection: Constructive feedback is pivotal in the
communicative approach. Educators need to provide personalized, actionable
feedback that helps students identify their strengths and areas for improvement.
Equally important is encouraging students to reflect on their communication
experiences, fostering a mindset of continuous learning and self-improvement.
4.
Incorporating Technology: Digital tools and platforms can significantly
enhance the communicative learning experience. From language learning apps and
online forums to video conferencing tools for virtual presentations and discussions,
technology can provide diverse and accessible avenues for speech practice and
feedback.
5.
Cultural and Contextual Sensitivity: Given the global nature of
communication in today's world, incorporating elements of cultural awareness and
contextual understanding into speech education is crucial. This not only enriches
students' communicative competence but also prepares them to navigate the
complexities of international communication.
Challenges and Considerations
While
the
communicative
approach
offers
numerous
benefits,
its
implementation is not without challenges. One significant hurdle is the need for a
paradigm shift in teaching methodologies, which may require substantial training and
resources. Additionally, the subjective nature of speech and communication skills can
make assessment difficult, necessitating clear, objective criteria and comprehensive
evaluation methods.
How to teach speaking: For Harmer (1998), teaching speaking based on the
Communicative Approach involves speaking activities that tend to follow the same
basic pattern: Engage-Study-Activate (ESA). This way, the teacher makes students
feel interested in the topic presented, the students study any language issues that the
teacher has identified as being problems and then the students are given tasks to do
concerning that topic. Engage: One of the most important elements in these ESA
grade. Mostly used when the class seems to be bored. In this section the teacher tries
to grab the students` attention and involve them around the theme proposed. During
this teaching sequence the teacher`s main purpose is to arouse students` interest, thus
involving their emotions. The activities and materials to engage students are
frequently composed by: games, music, discussions, stimulating pictures, dramatic
stories, amusing anecdotes, etc.
Study: In this section the students are asked to focus on language (or
information) and how it is constructed (HARMER, J, 1998 p. 25). Students tend to
investigate and understand the elements composed by the grammatical features.
International scientific journal
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There are different ways to practice the study: the teacher can explain the grammar or
the students can study by themselves inductively, students can make group works and
open for discussion, etc. Some typical areas that involve the study can be: the practice
of sounds (phonetics), the study of the grammar tenses, functions, pronouns, etc.
Activate: This section provides students an opportunity to put in practice
everything that was previously learned. Generally, the teachers or the course books
provide a range of designed activities to get students using language freely and
‘communicatively’ and output the language. The activities usually include: role-plays
(where students act-out, as realistically as possible), drama activities (where students
perform a scene based on a situational context), discussions, drawings, dialogues, etc.
When teaching speaking at the lesson of foreign language on the basis of
system-activity approach, we relied on the principles of communicative orientation,
differentiation and integration, psychological comfort, activities, where possible, used
available innovative methods and techniques of work. A series of lessons was of an
advanced level of complexity problem and search character. It should be noted that
the dominant type of an exercise at the lesson was communicative, namely responsive
including the reaction of students to the statement or question; situational, including
teaching and speech and problem situations, as close to real-life situations, with age
characteristics of students taking into account, which certainly motivates students to
educational activity and increases their activity; initiative, including role-play
dialogues; discursive, including educational discussion and commenting;
composition, including oral utterances of students relying on the material (text, plan,
topic). We also organized group, pair, individual forms of activity of students at the
lesson. The dominant form of activity was a group one aimed at creating conditions
for cooperation and interaction between the students. The project work that students
perform in groups using verbal and nonverbal skills. At the same time, it was
motivating for the students to learning activity.
In the communicative approach, feedback serves as a crucial mechanism for
growth and improvement. Unlike traditional methods that may focus solely on
correcting errors, constructive feedback in this context is holistic, addressing not just
the accuracy of language use but also the effectiveness of communication. Here are
some key aspects:
•
Personalization
: Feedback should be tailored to the individual needs of each
student, acknowledging their unique strengths and areas for improvement. This
personalized approach ensures that feedback is relevant and actionable for the
student.
•
Positivity
: Emphasizing what students are doing well can boost their
confidence and motivation. Positive reinforcement encourages students to continue
using their strengths effectively while working on their weaker areas.
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Volume 2 issue 2 (24) | ISSN: 2181-4163 | Impact Factor: 8.2
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•
Specificity
: Vague comments like "good job" or "needs improvement" do not
offer clear guidance. Feedback should be specific, pointing out precise aspects of the
student's speech that were effective or areas where specific improvements can be
made.
•
Actionability
: Feedback should provide clear suggestions for how to improve.
This might include practical tips, strategies, or exercises that students can use to
enhance their speech skills.
Incorporating feedback and reflection into the learning process not only
enhances the development of speech skills but also fosters a culture of continuous
improvement and lifelong learning. By actively engaging with feedback and
reflecting on their experiences, students can take ownership of their learning journey,
leading to more meaningful and sustained progress in their communication abilities.
CONCLUSION
The development of speech skills in higher education students is a critical
component of their academic and professional success. By adopting the
communicative approach, educators can provide a more engaging, relevant, and
effective learning experience. This approach not only equips students with the
necessary linguistic skills but also fosters confidence, critical thinking, and cultural
awareness, all of which are indispensable in the globalized context of the 21st
century. As we move forward, the communicative approach will undoubtedly play a
pivotal role in shaping the communicators of tomorrow, enabling them to articulate
their ideas with clarity, persuasion, and impact. Communicative language teaching
approach introduces principles and objectives that allow the learning process of a
language to use classroom activities that best facilitate the development of the
communicative competence. The speaking skill is the speaker’s communicative
competence to transmit coherent and organized oral information, using the sub-skills
language to produce a real communication in a real context. The students’ response
towards communicative language teaching activities was favorable because it
increased their motivation and oral expression skill.
REFERENCES:
1.
Bagramova N.V. Communicatively interactive approach as a way to
increase mastery of a foreign language // Materials of the XXXI All-Russian
Scientific and Methodological Conference of Teachers and Graduate Students.
2.
Passov E.I. Communicative method of teaching foreign language
speaking. M., 2015.
3.
Jin, G. (2009). Application of Communicative Approach in College
English Teaching. Asian Social Science, 4(4)
International scientific journal
“Interpretation and researches”
Volume 2 issue 2 (24) | ISSN: 2181-4163 | Impact Factor: 8.2
289
4.
Bahrani, T. (2012). How to Teach Speaking Skill? Journal of Education
and Practice, 3(2), 25–29.
http://iiste.org/Journals/index.php/JEP/article/view/1147
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Nagimov, N.I., Tarasova, F.K. Designing foreign language lessons
basing on meta-subject approach // Social Sciences , Volume 10, Issue 4, 2015
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RICHARDS, J. C.; RODGERS, T. S. Approaches and methods in
language teaching. Cambridge: Cambridge University Press, 1986
