Education of the republic of uzbekistan samarkand state instituteof foreign languages

CONCLUSION
The purpose of this course paper is twofold: to inform the teaching of foreign language speaking in the foreign language classroom especially in vocational colleges firstly by providing a theoretical basis for classroom implementations and secondly by suggesting avenues of research to explore the teaching and learning of speaking in the foreign language classrooms. To achieve these goals, an overview of the psycholinguistic and sociocultural theories was provided as well as a discussion of speaking as a component of language proficiency as reflected in the Common European Framework and its Companion. Based on the discussion of the three sources, a number of recommendations and suggestions may be given regarding teaching and research:
x Fluency can be taught by using carefully designed fluency-oriented activities (consciousness-raising and rehearsal/repetition activities)
x Formulaic sequences are part of fluent speech and they can be taught. x Spoken lang age is a lang age in its o n right and it sho ld be ta ght (and tested, see Figueras in this volume) as such.
x Teaching speaking includes teaching and practicing sociolinguistic competence (formality, politeness conventions)
x Teaching speaking includes teaching and practicing pragmatic competence
(conversation, turn-taking, speech acts) x Teaching speaking involves the teaching of the three modes of speaking: interactional and transactional speech and spoken mediation.
We need research on
x the impact of fluency-oriented activities on promoting fluency (and learning) in the foreign language classrooms. x the teachable feat res of spoken grammar in the target lang ages (other than English).
x the teaching and learning of sociolinguistic and pragmatic competence in the foreign language classrooms. x the teaching and learning of spoken interaction and transaction and, in particular, on spoken mediation in the foreign language classrooms.
x the potential of the sociocultural approach in the teaching of speaking to beginner learners
x the implementations of the sociocultural theory in formal language teaching context.
In addition, in this research paper, an attempt has been made to focus on the importance of language skills such as listening, speaking, reading, and writing and emphasize the importance of speaking skills in personal and professional growth. Moreover, the role and responsibility of English teachers in teaching speaking skills in ESL and EFL classrooms has been thoroughly analyzed. The assessment of speaking skills among the learners has been explained clearly.
In research findings, the need of teaching speaking skills in English classrooms has been identified and stressed. More importance has to be given to speaking skills in order to make the learners communicate effectively at all places. Moreover, the focus has been on the assessment of speaking skills in a systematic way. As communication skills are playing a key role in the modern society, the responsibility is more on the teachers to train the learners in those skills. Speaking or oral communication is important in personal and professional life. Therefore, English teachers have to give importance to speaking skills in classrooms and encourage the learners to communicate in English not only in the classrooms but also in social life as far as ELT is concerned. References
Brown, H. D. (2004). Language Assessment Principles and Classroom Practices. London: Pearson Edition.
Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language teaching: CA guide for language teachers. (p. 102). Cambridge: Cambridge University Press.