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

CONCLUSION
According to their didactic significance proverbs vividly represent the system of values of a nation. We cannot state that the images and metaphors are unique and specific only to Karakalpak or English culture, but they are very typical for these cultures and are reduplicated in other forms of folklore, such as folk songs, fairytales, riddles, thus being an integral part of the folk oral heritage, as the same national unity see the world and perceive the world through stereotypes. It is important to note that during individuals‟ speech the verbal experience is developed which involves a certain subjective conceptualization of hierarchy and structure of speech elements. To master grammatical and lexical material students may be given exercises with gaps, for example: Fill in the gap: Atag‟a qaray –…, Anag‟a qaray –…. The teacher can apply the communicative method in teaching grammatical forms: pronouns, degrees of comparison ofadjectives, imperative forms, and modal verbs interacting with students. To develop students‟ speaking skills teachers can offer monologue exercises. Students could illustrate proverbs basing on their life experience, telling short stories. Telling a story illustrating the proverb: A‟kege qaray ul o‟ser, anag‟a qaray qiz o‟ser (Like father, like son). To develop students‟ speaking skills teachers can offer dialogue exercises. Students could discuss the meaning of the proverbs with their partners: (Atan‟a ne qilsan‟ aldin‟a sol keler). To develop students‟ speaking skills teachers can offer answering and asking the following questions to their partners: How important is it to obey parents?/Are you going to follow your parents‟ footsteps in a career choice?/Can you name some famous professional dynasties?/Why do some children choose the same profession as their parents?, and others. Students speak on the topic of family values developing speaking abilities, and acquire knowledge about Karakalpak culture. Communicative exercises in the lessons increase students‟ motivation and interest in learning the language. All these exercises can promote formation, development and improvement of sociocultural competence of students as well as teach the cultural codes as the proverbs reflect a historical, cultural context. A linguistic approach enables to learn cultural codes of the nation and make the communication in the studied language more effective. Students speak on various topics and acquire knowledge about Karakalpak culture. Communicative exercises in the lessons increase students‟ motivation and interest in learning the language. Thus, proverbs in English language teaching need to be further studied from various perspectives. It will be invaluable to study the following topics regarding proverbs: English language teachers‟ attitudes towards teaching proverbs and their practice in teaching process; empirical studies on the effectiveness of proverbs in developing language learners‟ cultural and pragmatic competences; proverb teaching to students of different levels of language proficiency; cross-cultural studies on the semantic, cultural, literary and pragmatic aspects of proverbs and phraseological units to provide input for classroom instruction.

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