By mamataliyeva zarina

3. Principles and stages of teaching speaking skills to young learners in English.
Speaking skill should be taught integratively with other skills (writing, listening and reading).
We can express our opinion verbally/orally in two ways namely monologue and dialogue.
Teaching monologue and dialogue is one of the main requirements of the curriculum. The teacher should know the main features of both forms. For instance the usage of complete clauses and structural forms are essential for monologue, but ready models or elliptical sentences are essential for dialogue.
According to ideas of some foreign language psychologists, speaking is not either a communication process or utterance but it is a means of statement or expression of the idea. There are certain genres of oral conversation.
description (telling the details to an active listener),
narration (telling the development of events),
reasoning (telling one’s thought to an active listener),
identification (talking about one’s likes and dislikes),
language-in- action (people doing things and talking),
comment (opinions and points of view),
service encounters (buying and selling goods and services),
debate and argument (seeking a solution and pursuing one’s point),
learning (use of language in learning)
decision making (people working towards a decision)
There are two approaches in teaching speaking bottom-up (induction) and top-down (deduction) approach.
Top-down approach is used for developing dialogue and monologue speech on the based of teaching text thanks which it is possible to use ready information or situation. In turn within bottom-up approach the teachers present linguistic units then students extend speech using them. At the beginning stage bottomup approach is more used, ft presupposes stimulus and reaction.
Some aims, criteria, and principles are specific to particular disciplines, while others are more general. Scientists typically speak differently than literary critics, philosophers differently than sociologists. In some fields, presentations typically include visual presentations of data or other material, using PowerPoint, overheads, slides, or posters.
In other disciplines, the unaccompanied spoken word is more customary. Language styles range from relatively unadorned scientific discourse to more poetic or expressive first-person speech. Genres vary as well. Discussions about a common research project within a scientific laboratory differ from discussions about the meaning of a poem or an oration. Arguments about politics take
different shape than arguments about scientific experiments.
To teach field-specific elements of speaking, instructors should consider two questions: (1) what kinds or genres of speaking do learners in my field need to master? (2) what characterizes effective speech in each o f these different genres?
While some criteria and genres are discipline-specific, there are also overarching principles of good speaking that are worth teaching learners. One very useful schema is audience, purpose, and occasion. Good speakers should always consider relevant traits of the audience they are addressing—e.g. their knowledge of the topic, level of understanding, interest, expectations, beliefs, and their
perceptions of the speaker.
The following types of dialogue are recommended to teach at secondary schools: 1. Information - exchange dialogue.
2. Plan - dialogue (outlined in order to work together).
3. Discussion — dialogue. To speak one’s own ideas.
Each of them involves private language material and may belong to different stages of education.
Information - exchange dialogue-In the information- exchange speech the interlocutors will exchange concrete information with each other. Its aim is to inform interlocutors mutually or unilaterally (one-sided) and it is used at initial stage of education because of being capable to utilize ordinary and less language materials.