Education of the republic of uzbekistan termiz state university faculty of foreign philology departament of english language teaching methodolog
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Conclusion
The present study explored the effect of using Goh and Burns’ teaching-speaking framework on a group of low-intermediate EFL university students in Taiwan and their strategy use for speaking English. This integrated teaching approach focused on lexical/grammatical knowledge, communicative purpose, and strategy use, and helped the EG participants gradually increase speaking proficiency and develop use of rehearsal and interactional strategies. Without an explicit framework or clear guidance, speaking progress remained temporary, as in the case of the CG. Although the present study has yielded findings that have both theoretical and pedagogical Language Education & Assessment , 4 implications, it has some limitations. The first limitation concerns the generalization of the results to other populations with different educational backgrounds and language proficiency. Second, the use of Goh and Burns’ integrated teaching-speaking framework suffers from the difficulties of effectively improving certain linguistic abilities, say, pronunciation and grammatical accuracy, in speaking, which may require additional training and more advanced language proficiency to develop it. Further research might usefully extend the present use of the speaking framework to examine the impact of a variety of tasks to learners of different English proficiency. Developing and enhancing fluency, accuracy, and complexity in speaking a foreign language is a long process. In an EFL learning context where English is mainly used and spoken in the classroom, creating an environment for students to practice the learned language, skills, and strategies, guiding them to carry out the tasks, and allowing them to reflect on their own learning outcomes are necessary. Previous studies have shown that specific teaching approaches, such as task-based language teaching or strategy-based instruction, have had positive impacts on improving students’ speaking ability in general. REFERENCES A.W. Frisby, "Teaching English", The English Language Book Society and Longmans Green and Co(1957)., p.98. Alternative formats for evaluating content area vocabulary understanding. Michele L. Simpson. Testing a student's full grasp of a concept requires some different vocabulary tests. Here are some approaches that are easy to use in the classroom. Journal of Reading (31: 1, October 1987), pp. 20‑27. Coady, J.. L2 acquisition through extensive reading. In J. Coady and T. Huckin, (eds.). Secondary language vocabulary acquisition. (1997).New York: Cambridge University Press. Cobb, T. & Horst, M.. Reading academic English: carrying learners across the lexical threshold. In J. Flowerdew & M. Peacock, Research perspectives in English for academic purposes(2001). (315-329). 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Huckin, (eds.). Secondary language vocabulary acquisition. New York: Cambridge University Press. (1997) The list of used internet sites http://www.ziyonet.uz http://www.translation.org http://www.wikipedia.org http://www.ya.ru http://www.multilingual-matters.com Download 46.24 Kb. Do'stlaringiz bilan baham: 
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