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

CHAPTER II THE ROLE OF PHRASEOLOGICAL UNITS IN THE DEVELOPMENT OF ORAL SPEECH
2.1 . The importance of phraseology in the development of speech skills of schoolchildren
One of the main tasks of teaching English is to develop students' speech, strengthen their speaking skills, improve their ability to express themselves clearly. Enriching students ’speech means understanding words, phrases, lexical and grammatical meanings of sentences, their stylistic features, area of application. Expanding students ’vocabulary is one of the key tasks in teaching English. The importance of this problem is determined by the fact that the speech of schoolchildren consists of simple constructions, stylistically unpainted simple vocabulary. Students choose words with difficulty to express their thoughts. Thus, vocabulary is an important component of speech activity and takes precedence in the lesson, so the formation of lexical skills should be a priority in the work of the teacher. Graduates should know the amount of specific words specified in the curriculum, but it is important to distinguish between the words “know the word” and “use the word”.
Word knowledge - the reader knows an English word but does not understand its meaning, just thinks a little and then remembers it. Word acquisition, application - when reading a text, the reader quickly recognizes the word, understands its meaning. Automatically finds a word in speech and can use it with other words. So, the main goal is not to know the words, but to master them. Therefore, the reader must have a certain amount of words. In this case, these words do not depend on what type of speech activity is necessary. There are two layers of vocabulary, the first is the vocabulary that students actively use; the second is the vocabulary learned and understood. They form the reader’s vocabulary and are called active and passive vocabulary. Vocabulary can be entered using both translated and non-translated methods. Phraseologisms are usually recommended to be introduced in a translational way. The phraseologies that are included should be clear to the readers. The main volume of phraseological material is found in books for reading at home. Students will be able to both understand and translate the text if they are given the task of crushing them in a special notebook and quoting the translation and commentary. Focusing students' attention on phraseological units contributes to the intensive assimilation of lexical material. Also, working with phraseology builds reading, crushing, and speaking skills in students.
Some Russian and Uzbek phraseological units have their analogues in English, and their structure, style, and form are similar. They are easy to remember. If they are given the task of composing sentences with their help, and the meaning of these sentences is explained, students' vocabulary will improve.
In order to enrich the vocabulary of students, it is necessary to first teach them to translate the phraseological units that occur in different textbooks. This process requires great responsibility, creative research, skill. Adequate translation, author's style and method of translation, reflection of national features in translation, etc. play an important role in the study of phraseology.
Ya. I. Retskir said: "The correct choice of lexical phraseological means to clearly express the author's style in translation is a decisive element" [2]. A. B. Fyodorov considers it expedient to use the following methods in the translation of phraseologies: 1) accurate translation, preserving the meaning and structure of the phraseology; 2) to translate the meaning or form of phraseological units in the original with a partial change; 3) translation by selecting analogues available in the target language. If it is not possible to use methods 1 and 2, the translation can be replaced with similar or corresponding expressions available in the language.
Proverbs, sayings, idioms created and improved by the people over the centuries are our rich heritage. Their thematic size is very large and covers many areas of life. For example: in English: Bad news has wings; in Russian: Khudye vesti na krylyax letayut; In Uzbek: A bad word has wings. He laughs best who laughs last - Xorosho smeyotsya tot, kto smeyotsya poslednim - The last laugh is a good laugh. Applying equivalents to words and phrases, bringing the meaning closer to the meaning in the text, helps them to be read expressively. Students' vocabulary of phraseological units is enriched. In the translation of some phraseologies, the meaning and structure are preserved, so it is easier to memorize such phraseological units. For example: Health is better than wealth. - In zdorovom tele- zdorovыy dux. - Health and wealth. Fish begins to stink at the head. - Fish tuxnet with head. "The fish stinks." Reap as one has sown. - Chto poseesh, to i pojnesh. "You reap what you sow." Apparently, the full equivalent of these articles is available in English, Russian and Uzbek. They enrich speech and make it more engaging and meaningful, meaningful. In some cases, the form changes during translation and a semantically close expression is selected. For example: Friend in need is a friend indeed. - Druzya poznayutsya in bed. - A friend is known in trouble.
In enriching students ’vocabulary with phraseological units, it is important to find and reinforce phraseologies that are close to the words they have covered in previous topics. To do this, it is advisable to create assignments such as doing various exercises, writing essays, writing essays, creating dialogues, commenting on phraseologies in texts, and giving them as homework.
Though education programs in higher education institutions and universities include courses that aim to develop student-teachers‟ language competence, these programs mainly aim to develop pedagogic competence. In spite of the changes, the language related courses might not be sufficient to assist learners overcome their language problems; therefore, it is likely that future teachers may fall behind in meeting their language needs if they do not make extra efforts.
Today, the curriculum in many parts of the world encourages communicative approach in spite of the fact that teachers‟ lack of communicative competence does not allow them to put these approaches into practice. On this problem, (Cullen 1994, 162) asserts that increasing acceptance around the world of the principles of communicative language teaching, there is arguably more pressure on teachers than in the past to be fluent in English so that they can use it naturally and spontaneously in the classroom. According to Wright, it is impossible to speak, read or listen to English without meeting idiomatic language. This is not something you can leave until you reach an advanced level. All native speaker English is idiomatic (Wright 2002, 9). Also, Ellis states that one of the most efficient ways of helping students to overcome their language related problems is to teach them formulaic and figurative expressions such as proverbs, idioms, metaphors, phrasal verbs which are considered to be a crucial part of natural language production (Ellis, 2008).
Proverbs are not given a special place in the literature concerning language teaching despite the advantages they could bring into the language auditoriums. Proverbs as part conventional fixed expressions could make speech fluent, natural and colourful, can allow to perform certain communicative functions and increase students‟ understanding and cultural awareness of the target language. Without the knowledge of idiomatic expressions most students may have problems that can result in communication difficulties.
Phraseology, which is the study of phrases, is an umbrella term for the study of all phrasal collocations including the field of paremiology that is the study of proverbs (Mieder 2004). Although paremiologists study proverbs in a more inclusive and comprehensive way with reference to anthropology, art, communication, culture, folklore, history, literature, philology, psychology, religion and sociology, it is in the field of phraseology that linguists have analysed the grammar, structure, syntax, and form of proverbs. Therefore, phraseology deals with all formulaic language or phraseological units from proverbs to literary quotations, from proverbial expressions to idioms, from greeting formulas to phrasal superstitions (Mieder 2004, 133). In addition Cowie (1994) defines phraseology in a general sense as the study of the structure, meaning, and use of word combinations. Idioms and proverbs are the core of phraseology although recent corpusbased approaches include a wide range of word combinations which are largely compositional unlike idiomatic expressions (Granger, Paquot, 2008).
The historical experience and wisdom of the people are reflected in its proverbs and sayings, and their knowledge contributes not only to knowledge of the language, but also to understanding the way of thinking and the “spirit” of the people. A comparison of national phraseological units shows how much people have in common, which contributes to their better understanding and rapprochement. Proverbs and sayings reflect experience, ideas related to various activities, life and culture of people, the correct and appropriate use of proverbs and sayings gives speech originality and expressiveness.
Thus, it becomes obvious that one cannot underestimate the methodological and practical value of using proverbs and sayings in the process of teaching a foreign language, in particular at non-linguistic faculties, where the number of hours in this discipline is limited, and it is not possible to study in detail the characteristics of the culture and mentality of native speakers.
The problem of maintaining a high level of interest and motivation of students in teaching foreign languages is currently extremely urgent. One of the factors of students' interest in the educational process is the competent implementation of the sociocultural approach as an essential component of teaching a foreign language. At present, the acquisition by schoolchildren of such qualities as understanding, tolerance and an adequate attitude to other cultures and their representatives because of the establishment and development of international relations is urgent.
The post-industrial era puts forward new priorities in the field of language education, since knowledge of any language is called upon to become an instrument for achieving mutual understanding, agreement, and consent.
The ability to do this should be the object of targeted formation, especially in schools and in foreign language lessons.
In this regard, issues related to the organization of multicultural education and its content are of importance. Within this framework, an approach to training and education is being implemented, which allows considering the specifics of students, developing a tolerant attitude towards representatives and phenomena of a different linguistic-ethnic culture. In addition, multicultural education enables the young man to better understand his own culture and its role in the formation of the global cultural space. Thus, a person comprehends the identity of his people, but at the same time knows and respects the characteristics of other ethnic groups
The education system gives a person all the necessary skills for self-development, but at the school stage, it is necessary to maintain a high level of motivation and interest in the subject. In many ways, this task is fulfilled by sociocultural competence — knowledge about the country of the language being studied and its national-cultural characteristics, as well as the ability to use this knowledge in the process of communication.
The achievement of the corresponding goals is carried out through familiarization with another culture, increasing the general level of education of a student of a foreign language in the process of mastering new sociocultural knowledge and broadening his horizons. Thanks to this, effective management ensures the student’s communicative activity and personal behavior.
Thus, the mastery of sociocultural competence performs an important function of optimizing the achievement of the main goals of teaching a foreign language.
The phraseological system is a treasury of language, a kind of bank in which cultural and historical realities are stored. This is a certain baggage of knowledge of mankind about the world and people, not losing its relevance over time.
As it is mentioned above phraseologisms reflect the spirit of the people, they are appropriate in any conversation and make speech rich and imaginative. Phraseological units represent the quintessence of the best means of expressing the language, succinctly and vividly reflect the uniqueness of a particular society and its culture and preserve the historical and mental heritage of the people. Idioms carry a maximum of informativeness with a minimum of lexical volume, and this is their weight as lexical units and phrases.
This is a kind of concise instructions for use, a guide to action, and the only problem in mastering this linguistic section is the mismatch of the forms of expression of the same meaning in different languages. Ignorance of the equivalents of various widespread expressions may become a reason for misunderstanding, and even conflict, in the process of intercultural communication.
In the framework of this article, we consider the use of linguistic and regional material through the prism of a sociocultural approach at the senior stages of education.
The adolescent period is, in our opinion, the most interesting from the point of view of studying and the most fruitful from the point of view of teaching. Since it is in high school that the student is able not only to study the grammatical, lexical and phonetic sides of the language, but also to join the culture of the country of the language being studied through understanding its mentality residents, through associations and analogies, as well as analysis and reflection.
Students are at a stage when everything that is somehow connected with personality and character is interesting and important for them. Their own social experience is extremely limited, and they are still guided by stereotypes imposed by society. It seems to us important to capture precisely this time in the lives of students and allow them to break some of the stereotypes about other cultures and become more open, listening and understanding life and people. The adolescent’s consciousness is still being formed, and at the senior school stages there is an opportunity to make positive changes in it, teaching the children to think wider, deeper and not as stereotyped as it happens in older generations. Extremely variable time requires a modern person to be flexible and adapt to life, so one of the keys to successful existence is constant self-development.
For the senior class, the development of the cognitive interests of adolescents reaches such a level that they are almost ready to perform all types of mental work of an adult, including the most complex ones. The cognitive processes of schoolchildren acquire such qualities that make them flexible and perfect, and the development of cognitive means is somewhat ahead of the personal development of children.
The senior course is the most favorable for the formation of the most important personal qualities, for the orientation of the generation in society and for the provision of feasible assistance in resolving some age-related and psychological conflicts. Thus, a foreign language teacher in high school has an important task — not only to correctly teach the subject in terms of grammar, vocabulary and phonetics. Also, to introduce students to the peculiarities of the national mentality of the speakers of the studied language, with the cultural characteristics of the countries studied, and to formulate an adequate Representation of students about the worldview of representatives of a foreign language culture.
The problem of using phraseological units as a factor in the development of sociocultural competence, in our subjective opinion, is mainly limited by time and the extreme grammatical and lexical richness of a foreign language lesson in high school classes.
As a result of this, phraseological units, unfortunately, are given insufficient attention today. However, phraseological units are a universal means of teaching both linguistic categories and the sociocultural realities of a foreign language and the culture of its speakers. Thus, idiomatics partially solves this problem and becomes an effective means of both teaching and upbringing and is of particular importance in the process of teaching foreign languages.