1. General problems and its approaches in teaching speaking

CONTENTS:


INTRODUCTION.………………………………………………………………..2
1.General problems and its approaches in teaching speaking…………………..….7
2. Effective speaking activities at English classroom…………………………..…13
3. Patterns of interaction in foreign language classroom……………………….....24
CONCLUSION…………………………………………………………………..31
PROBLEMATIC QUESTIONS………………………………………………...34
REFERENCES…………………………………………………………………..35

INTRODUCTION
Foreign language study is simply part of a very basic liberal education. To educate is to lead out of confinement and narrowness and darkness. Learning a foreign language and getting soaked into an entirely new culture and worldview is the surest way to become an open-minded, understanding, tolerant individual, and that is absolutely priceless. Once you are aware of the fact that we are all cultural beings, products of our own environments, and that you recognize the cultural base for your own attitudes and behavior, you are ready to consider others in a more favorable light. Seeing the world from a different perspective, and understanding where you and others come from, is a fantastic, eye-opening experience. It is well known that foreign languages are taught according to different principles, methods and skills. First and foremost, the learning methods are chosen based on their educational objectives. As you know, when learning a foreign language, there is a certain amount of knowledge at each step. Selected knowledge is implemented in the form prescribed by the syllabus.
In the learning process, students acquire the skills of speaking on the basis of this knowledge, there should be check their writing skills, listening ability and of course reading also. Education foreign language in universities, 'experience of students' knowledge of foreign languages shows that several methodological approaches to teaching speech activities in foreign languages have been difficult in recent years; individual approaches results showed to get equal knowledge all 4 sections (listening, speaking, reading and writing) in learning process based on student’s natural ability and skills of teacher of course the theme, activities, ideas too.
In this case, we as a teacher should pay attention about result of study, because at the end student must be ready for the real life communication.
According to Verbitsky, (1991) communication is a complex process that involves very complex and insufficiently studied features: the purpose of the speech, the students' experience of the conversation, that is, the whole content of the communication. It is better to use a variety of teamwork and variations in the room to ensure that the communication function is complete, to provide students with new information to deliver the results and information of their oral activities. When teaching students foreign languages, two things should be considered:
- sufficient understanding of the specific realities of the country where the students and professors are studying the language;
- Interest in the specifics of foreigners' social behavior in different situations.
There has always been the notion that you learn best when you actually have to teach or explain a concept to someone else. This means being able to verbalize what you know. So teachers need to encourage their students to verbalize their own knowledge so that they can learn more efficiently. Students on the listening end also benefit from hearing their classmates explanations. When students listen to each other, they often benefit from hearing concepts being explained from different points and in ways that might be closer the students’ way of thinking. When students listen effectively they generate questions to further thinking and learning.
English is also directly influencing other European languages at different levels but it is especially obvious in the field of technical terms – lexical borrowings are often introduced in many languages without the slightest adaptation. English seems to have been adopted as the language of globalization these days as the language of global culture and international economy.
Proficiency in English is seen as a desirable goal for youngsters and elderly people in all EU countries and in many parts of the world, to the point of equating inability in the use of English to disability. A better knowledge of European modern languages will facilitate communication and interaction among Europeans and will promote mobility and mutual understanding.
The EU has already taken some action regarding the second/foreign language teaching and learning within the member states, and in a White Paper published in 1995 ,it is stated as a general objective that everyone, irrespective of his/her academic training should gain proficiency in two languages apart from their mother tongue so that they can communicate in those languages. It supports that “Proficiency in languages helps to build up the feeling of being
European with all its cultural wealth and diversity and of understanding between the citizens of Europe¹”
The Common European Framework of Reference for Languages is a document that
provides a practical tool for establishing certain standards at successive stages of learning and evaluating language knowledge. It aims at providing the basis for setting common 4standards within the EU at an international level and supplies the basis for the mutual recognition of language qualifications within the EU. The Framework describes: