Andijon davlat chet tillar instituti

Difficulties of Teaching Speaking a foreign language may be divided into 2 groups:

1. 
   Extralinguistic Difficulties
   
2. 
   Linguistic Difficulties
   

A.

1. 
   Speech (speaking) may be addressed to someone, or to be devoted to some events, things, some life situations.
   

2. 
   Creating speech situations, speaking a union (a Group of people) when speaking.
   
3. 
   The existence of various aids (visual and etc.), means and so on.
   
4. 
   The necessity of speaking
   
5. 
   The peculiarities of the conditions where speaking is carried out (the division of the class (form) into 2 parts or not classroom placement and etc.
   
6. 
   Using various kinds movements, mime and so on while speaking.
   

Besides, there are some psychological difficulties of speaking. The pupil needs words, phrases, sentence patterns, and grammatical forms and structures stored up in his memory ready to be used for expressing any thought he wants to. In teaching speaking, therefore, the teacher should stimulate his pupils’ speech by supplying them with the subject and by teaching them the words and grammar they need to speak about the suggested topic or situation. The teacher should lead his pupils to unprepared speaking through prepared speaking.

2. 
   Linguistic difficulties of Speaking
   

1. 
   the right selection of lexical and grammatical items (material), speech patterns necessary for speaking.
   
2. 
   the difficulties in the usage , meaning and content of the lexical and grammatical (item) necessary for speaking.
   
3. 
   the difficulties in the correct pronunciation, tone (tune) and rhythm affecting the speaking process.
   
4. 
   the difficulties in the usage of speech patterns, phrases
   

Besides speaking has the following difficulties too:

1. 
   speaking not in a literary standard language but in a colloquial style
   
2. 
   sentences, phrases are made very short: Have you? and you? How many books have you? - One. and the like.
   
3. 
   shortened forms are widely used: don’t, won’t, I’ve, shan’t and so on.
   
4. 
   shortened words are widely used:
   

laboratory - lab; microphone-mike; mathematics-maths.

5. 
   making remarks: Well, Hello, why not, Hey, etc.
   

Speaking exists in two forms: dialogue and monologue. There are some peculiarities of the monologue and dialogue speaking. Speech may also be divides into: prepared (ready -made) and spontaneous (unprepared). It is considered prepared when the pupil has been given time enough to think over its content and form. He can speak on the subject following three plan made either independently at home or in class under the teacher’s supervision. His speech will be more or less correct and sufficient fluent since plenty of preliminary exercises had been done before. In schools, however, pupils often have to speak on a topic when they are not yet prepared for it. As a result only bright pupils can cope with the task. The teacher should encourage each pupil to speak on the subject in his own way and thus develop pupils initiative and thinking. The pupils’ speech is considered unprepared when, without any previous preparation, he can do the following:

• 
  speak on a subject suggested by the teacher (E.g. winter holidays, or Football match).
  
• 
  speak on the text read. For example, pupils have read two or three chapters of Robin Hood.
  

-speak on the text heard: - Discuss a problem or problems touched upon in the test read or heard.

• 
  have an interview with “a foreigner”.
  

-Help “a foreigner’, for example, to find the way to the main street or square of the town; or instruct him as to places of interest in the town. This may be done directly or with the help of “an interpreter.”
There are, of course, other techniques foe stimulating pupils’ unprepared speech. The teacher chooses the techniques most suitable for his pupils since he knows their aptitudes, their progress in the language, the time he has at his disposal for developing speaking skills, the concrete material at which pupils are working.
It should be said that prepared and unprepared speech must be developed simultaneously from the very beginning. The relationship between prepared and unprepared speech should vary depending on the stage of learning the language. In the junior stage prepared speech takes the lead, while in the senior stage unprepared speech should prevail.