Chapter I. Works to be carried out for the formation of oral speech

1.2 The main forms of development of oral speech of schoolchildren
The problem of the development of oral speech of pupils at the senior stage of general educational school is becoming increasingly important since speech as the purpose of learning acts as a means of communication.
Today, the aim of a modern school is to form a multicultural personality of pupils, which implies that they acquire a certain amount of knowledge about a foreign language, the formation of the ability not only to understand but also to communicate freely in it. As noted by O. A. Biryukova and D. V. Semenova, "the formation of the ability to produce one's own oral speech in monologue and dialogical forms in modern methodological science is postulated as the main goal of teaching a foreign language and is expressed through the concept of foreign language communicative competence, which, as is known, has a rather complex mul-ticomponent structure"
Oral speech as a productive process requires a lot of time and effort from the student since it also requires the inclusion of language, speech and communicative competencies. As a type of communicative activity, it should be an integral part of every lesson.
The main purpose of teaching a foreign language to pupils is the possession of basic speech structures that correspond to the threshold level of proficiency-based on the All-European Scale of Language Competence. Teaching speaking is based on themes that meet the real needs and interests of pupils at the senior stage of general educational school [3].
In order to facilitate the communication of pupils, it must be taken into account the specific features of this type of speech activity, such as motivation, purposeful-ness, activity, connection with the personality and mental activity of a person, heuristics, independence, pace
and situativeness. If there are goals and motives for communication, the characteristic features of the communication participants, their age, level of development are taken into account, then the act of communication within the framework of any speech situation will certainly take place.
Many English teachers face the problem of "silence of students" in the lessons of the development of conversational skills. In order to prevent this, modern pedagogical technologies suggest changing the educational situation in such a way that the teacher from "indisputable authority" becomes an attentive and interested interlocutor and accomplice in the process of cognition. The communicative method, as one of the modern methods of teaching English, helps to ensure that the teacher is not only a carrier of information but also an observer and consultant.
The task of the teacher is to create situations of educational bilingualism that would facilitate the communication of pupils. The best methods of activating the oral speech of pupils are the techniques of human-to-human interaction, i.e. interactive techniques. Many scientists have contributed to the study of interactive teaching methods: L. N. Vavilova, G. D. Brown, T. N. Dobrynina, E. Ya. Golant, O. A. Golubkova, L. K. Geikhman, V. V. Guzeev, E. S. Zair-Bek, M.V. Clarin, E. E. Lushnikova, V. V. Nikolina, T. S. Panina, G. S. Kharkhanova, A. Yu. Prilepo and others. According to S. B. Suvorova, "interactive learning is a way of cognition, it is carried out only under the condition of joint activity of students. Interactive learning is based on the interaction of students and the learning environment, which is an area of experience, based on the psychology of human relationships and interactions. Such training
is considered as a joint process of cognition, in which knowledge is obtained in the process of joint activity through dialogue, polylogue". It follows from this that these methods involve the interaction of the subjects of the educational process at the level of "peer-to-peer", where the teacher and the class participant are part of the same team, they work to achieve the same goal.
It should be noted that teaching interactive interaction requires the use of educational material taken from life in English lessons, which, in properly organized conditions, promotes natural communication in the language being studied. In order to create situations of interactive interaction, it is necessary to exclude the restriction of work by tasks in which students need to imagine themselves in any situation. On the contrary, tasks are expedient, the very wording of which contains the need for interactive interaction. Such tasks are constructed in such a way that they cannot be done independently.
S. B. Suvorova offers her own classification of interactive teaching methods based on communicative functions. In this classification, all methods are divided into three groups:
1) discussion (dialogue, group discussion, analysis and analysis of life situations);
2) gaming (didactic games, business games, role-playing games, organizational and activity methods);
3) psychological group of interactive methods (sensitive and communicative training, empathy).
It should be noted that interactive methods of teaching English can be widely used in high school when studying regional and social topics. As interactive approaches, we will highlight interactive lectures, role-playing, imitation, educational games, which include, for example, "A student in the role of a teacher", "Everyone knows everyone", "Interviews", etc. The active mental activity of students is caused by tasks such as "A dozen questions", "Choice", during which students need to demonstrate their own perception of the surrounding world. Creative tasks under the names "Associations", "Choice of aphorism" are distinguished by their communicative nature. The tasks "Reflexive circle", "Chain of wishes" are based on the methods of organizing reflexive activity and are aimed at developing the skills of introspection.
Interactive methods also include discussions, business games, brainstorming, training, case method, classes in a playful way, etc. Specific situations close to the real ones are simulated in front of the students. Students need to solve a certain task, which leads to active involvement in the process of learning English.
Further, it should be noted that one of the most popular forms of interactive classes is a role-playing game, that is, a game based on students performing certain role-playing functions and actions that involve making a decision. Role-playing involves participants imitating behavior corresponding to the role they have received. Properly organized role-playing is an effective means of developing decision-making skills.
The actual game is based on the case method, which is a study and analysis of real situations with the subsequent proposal of possible solutions to a problem situation.
One of the most effective forms of stimulating the creative activity of students is brainstorming, the essence of which is that before working with students, the teacher forms a problem, asks students a number of questions in order to get answers. During the lesson, students think about possible solutions to this problem. At the end of the lesson, the teacher and students summarize the results and mark the most creative ideas.
It should be noted that games allow you to go beyond the traditional lesson both in a foreign language and in other subjects. This form of organization of the educational process expands the possibilities of both teachers and students, and encourages them to communicate, to dialogue in English in their group, gives each student the opportunity to get acquainted with the realities of foreign language communication without leaving the walls of the school. Role-playing games in comparison with traditional forms of English lessons in secondary school have the following advantages:
1) in a role-playing game, you can achieve a higher level of communication than in the process of traditional learning, since role-playing involves performing specific actions, such as discussing a project, participating in a conference, communicating with colleagues;
2) role-playing is a collective activity that involves the active participation of the whole group as a whole and each of its members individually;
3) performing various tasks leads to a certain result, as a result of which students have a sense of satisfaction from joint actions and a desire to set and solve new tasks.
The use of role-playing games in the process of teaching English in high school is possible only through modeling natural communication in a foreign language, in the process of which the principle of educative learning is implemented. The success of the role-playing game depends on clear modeling of the content plan and the expression plan. At the preparatory stage, students need to master the skills of linguistic design of communicative intentions, which will be needed to realize the goal of communication. In the process of direct preparation of the role-playing game, the teacher is engaged in processing the material that he receives from students, determines the type of game, the composition of participants, the goals of each participant of the project, plans possible ways to achieve goals, predicts problematic situations that may appear when solving tasks.
Thus, in the process of teaching English to high school students, the use of interactive methods is very important, because it ensures the formation of communicative competence. In addition to knowledge of English, students have the opportunity to develop their personality, to form the skills necessary for future professional work, and for everyday life to communicate with other people.

In the summer of 2004, English as a foreign language was introduced as a core subject to primary schools in all 16 federal states of Germany. This came as a result of many years of research and several years of experience teaching foreign languages at primary level in individual schools all over the country. With the development of different ideas and approaches to primary specific language teaching, the emphasis on the different skills involved and required in language learning has varied. In recent years, the importance of communicative skills has grown and speaking, not only as a productive and reproductive, but also as an interactive skill, has come into the focus of foreign language teaching at primary level. However, classroom observations show that most English lessons do not go beyond teaching the pupils to repeat phrases and little dialogues after the teacher or to recite them, usually under cover of their classmates. The question I want to deal with in this paper, which I have written as part of my final examination, is what aspects oral communication skills are comprised of and how far they can be successfully developed in English as a foreign language (EFL) classrooms at primary level. I will look at the aspects which must be considered in order to enable pupils to actively use the foreign language in the classroom and, resulting from this, in real life situations. In order to do so, I consulted several introductions to EFL learning and teaching both at primary and secondary level and literature dealing with the aspects of speaking and communicative competence, even though they were in most cases designed for secondary schools and adult education, as well as articles taken from primary English magazines, giving insights into the practice of language teaching.

In the first section of my paper I will look at how languages are learned. I will start by describing the acquisition of the first language in early childhood and the theories which deal with the processes involved. This will enable me to then examine how the acquisition of a second language differs from that of the first in terms of learner characteristics, learning conditions and the setting in which the learning takes place. Before I do so I will define the differences between the terms ‘acquisition’ and ‘learning’ and also ‘second’ and ‘foreign’ language learning in order to clarify my usage of them throughout the paper. After this, I will describe the differences between first and second language acquisition by looking at the theories of second language acquisition. While working on these aspects of language acquisition, I will focus on the development of the speaking skills in both the first (L1) and the second (L2) language.
I will subsequently give an overview of EFL learning and teaching in the German primary classroom. In order to do so, I will first of all state the main aims of foreign language teaching at primary level which have given rise to major principles and methodology. Afterwards, I will name the expected skills as they are stated in the curriculum, which forms the basis of language teaching. I do so in order to show how speaking is embedded within the content of English language learning and how the other skills are relevant in order to learn to speak the foreign language.
I will then analyse speaking as a skill in order to discover what knowledge is required to create speech and what pupils need to learn in order to speak in another language. First of all I will look at the features of speech production, i.e. the processes involved in speaking a language successfully. After that, I will look at communication strategies, compare different classifications of oral production and look at how they differ in terms of what they demand from the speaker. At the end of this section, I will differentiate between types of speaking situation and look again at what they ask of the speaker.
In the penultimate section I will then turn towards the classroom setting. Having already outlined the instructional environment for language learning in section 2.3.3 and having looked at the main aims, methodology, principles and content of the primary English language classroom in section 3, I will then go into further detail about the principles which encourage oral language production and interaction in the classroom. I will look at the different roles that the teacher must play to aid the pupils’ foreign language learning, especially their speaking skills. Next I will discuss different types of speaking activities and I will look at activities which help to develop creative language production in pupils. Following this I will discuss ways of encouraging conversation in the classroom by using different types of questions. I will then discuss the importance of teaching pronunciation and whether one has to choose a model to do so. I name several approaches to teaching pronunciation as well as techniques and activities to do so successfully. After that I will look at the role of the L1 in the EFL classroom, different reasons for the pupils´ use of it, teachers´ attitudes towards it and how one should treat the L1 in foreign language teaching. I will then look at different ways of treating errors in the language classroom. I will distinguish between mistakes and errors. I will consider how this determines which errors should be corrected before explaining the term ´interlanguage` and its importance for language learning. Finally, I will name classifications of feedback and look again at which errors need correction in which circumstance in order to give the pupils useful feedback to improve their language without reducing their motivation or self-esteem.
In the final section of my paper I will pay specific attention to the analysis of the English course book Playway 4 Rainbow Edition (Gerngross/ Puchta), which has been designed to teach pupils in their second year of foreign language learning in primary school. I will analyse both the 2001 and the 2007 edition of the Activity and the Pupil’s Book. I will first of all name the aims, structure and conception of the course book, taking the information given by the Teacher’s Book of the 2001 edition into consideration (Gerngross/ Puchta 2001d). Next, I will give an overview of the speaking activities provided by the Pupil’s and Activity book of the Playway 4 Rainbow Edition (2001b, c), analysing what kinds of speaking activities they are and to what extent they support creative language use. Then I will take a closer look at the revised Playway 4 edition of the two books (2007a, b), again looking at the activity types provided and comparing them to those of the former edition. I will especially focus on how the activities in the new edition have changed and whether the emphasis on certain aspects is different now.
The main aim of this paper is to analyse how English lessons at primary level should be organized in order to encourage pupils´ active language production and how course books such as Playway support this aim.
The role and importance of lexical-phraseological work is considered important in the system of developing students' speech. Based on the requirements of general secondary education (in particular, primary education) and the curriculum, the elements of students' speech competence are formed on the basis of lexical-phraseological works. That is, the following lexical-phraseological works should be carried out during the analysis of the texts given in the "Mother tongue" and "Reading" textbooks of the 1st-4th grade:
1. Mutual differentiation of lexical-phraseological units.
2. Work on vocabulary.
3. Lexical-phraseological analysis. In distinguishing between lexical and phraseological units, the main attention is paid to teaching phraseological units (FB).
Phraseological units are actively used along with lexical units in the texts given in the mother tongue and reading textbooks of primary education, and the special study of these units helps to develop students' speech, improve their eloquence, and improve their artistic thinking. important in cultivation.
Also, there are the following important aspects of teaching FBs: - Pupils get to know the specific features of FBs;
- learns to distinguish FBs from other lexical units;
- learns to distinguish FBs from syntactic units (phrases, sentences);
- studies the meaning and function of FBs in texts (artistic and scientific-popular texts);
- Pupils' speech develops on the basis of FBs.
Although there is no separate hour (lesson) on the topic of phraseological units, which have been widely used in our language for several centuries, which are figurative expressions of thought, the ability to learn FBs and use them effectively in speech is taught in grades 1-4 it can be formed during the entire academic year in the lessons of working on a sentence, working on a text, analyzing texts, developing speech, and teaching connected speech. In fact, the importance of being able to use FBs in speech is very important in developing students' creative thinking and speech, in strengthening their knowledge on this topic and in forming the ability to use them correctly and appropriately. a different system of exercises can be used in mother tongue and reading classes. In this, first of all, the teacher should understand the specific lexical-semantic, methodological features of FBs, active and inactive types according to their use, similarities and differences to lexical and syntactic units, and learn them. must be able to use new pedagogical technologies and teaching methods.
Teaching of phraseological units is carried out step by step: at the first stage, initial concepts are formed about the specific features of FBs, in particular, their lexical-semantic meanings. This is done mainly through practical assignments and partly through theoretical questions. At the main stage, the difference between FBs from lexical units such as words, compound words, and stable compounds such as proverbs, aphorisms, and figurative expressions is studied.
Prof. According to A.A. Yoldoshev's interpretation, it is appropriate to teach the similarities and differences of lexical units and phraseological units on the basis of a system of exercises. Prof. A.A. Yoldoshev "The phrases studied as phraseological units are close to lexical units, in particular, compound words with some features. The difference between phraseological units and compound words is structural not in terms, but in semantic-functional, i.e. methodologically, it is clearly visible".
The lexical meaning of a compound word is expressed directly, not through an image, and in FBs, the meaning is expressed through a metaphor, but the nominative - own ( atash) relies on meanings. In fact, in words (compound words) the correct (proper) meaning is the leader, in FBs the figurative-nominative meaning is the leader, in which the figurative meaning is global feature. Young students should be taught the differences between these units, taking into account their age and level. In this, the skill of distinguishing each unit - word, compound word, proverb, aphorism based on its special signs is formed. So, FBs can be defined as "lexical units" from word combinations, "consisting of more than one word" from simple words, "compound words in the form of a phrase, equivalent to a sentence", "as a whole It is possible to learn to distinguish between stable compounds (proverbs, proverbs and aphorisms) with the correct meaning, based on systematic exercises.
At the final stage, the skill of distinguishing FBs from syntactic units - word combinations, sentences, distinguishing FBs used in texts is formed, their place of use and functions in speech, especially in connected speech, is useless if it is partially theoretically taught. not A.A. Yoldoshev emphasizes that phraseological compounds are structurally close to syntactic units only in terms of origin. Prof. S.N. Muratov distinguishes FBs from free word combinations according to the following characteristics: 1) semantic integrity; 2) imagery; 3) portable meaning.
Vocabulary work is one of the main areas of speech development in primary grades. This includes working on stable compounds used in the texts of 1-4th grade native language and reading textbooks to activate students' vocabulary in connection with reading, retelling a work of art, studying the material, preparing for a statement and an essay. , for students using dictionaries to work on the meaning of unfamiliar words and FBs, conducting lessons on learning the meaning of phraseological combinations, using types of exercises for working on vocabulary, asking students about FB (phrase) It is possible to determine the level of the ability to distinguish between z combinations.
Developing the speech of elementary school students by means of lexical-phraseological analysis depends on the following three main factors: first, paying attention to the separation of words and FBs from the text, children's correct and expressive speech, i.e. speaking conditions; secondly, how children's speech experience is organized; thirdly, it depends on the teacher's ability to base himself on the elements of lexicology and phraseology along with language theory in speech development. So, on the basis of teaching FBs to elementary school students, to create the skills of appropriate use of FBs in students' speech, correct interpretation of their meanings; To teach how to explain the difference of FBs from words, compound words and word combinations by means of specific examples; we can say that it will be a solution to the problems of making students' speech more attractive and effective.