Fergana state university philology and teaching languages

REPUBLIC OF UZBEKISTAN MINISTRY OF HIGHER EDUCATION, SCIENCE AND INNOVATIONS
FERGANA STATE UNIVERSITY


PHILOLOGY AND TEACHING LANGUAGES

COURSE WORK
Theme: The effect of questioning strategies in teaching English on developing the first year students speaking skills


GROUP: K20 - 17
Done by: Abduhalilova Odina
Supervisor: Sh. Dushatova
FERGANA– 2023


CONTENTS
INTRODUCTION.....................................................................................................
CHAPTER I. QUESTIONING STRATEGIES IN TEACHING ENGLISH......
1.1 Definition and types of questioning strategies.................................................
1.2 Benefits and challenges of questioning strategies..............................................
1.3 Factors affecting the use of questioning strategies.............................................
CHAPTER II. THE IMPACT OF QUESTIONING STRATEGIES ON SPEAKING SKILLS..................................................................................................
2.1 Theoretical framework of speaking skills.........................................................
2.2 The relationship between questioning strategies and speaking skills................
2.3 The evaluation of speaking skills development.................................................
CONCLUSION.........................................................................................................
BIBLIOGRAPHY....................................................................................................

INTRODUCTION

Questioning is one of the most common and effective techniques in teaching and learning a foreign language. It can stimulate students' thinking, elicit their prior knowledge, check their comprehension, and promote their interaction and communication. However, not all questions are equally beneficial for language learning. Teachers need to use appropriate questioning strategies that suit the objectives, content, and level of the lesson, as well as the needs and abilities of the students.
The aim of this research paper is to investigate the effect of questioning strategies in teaching English on developing the first year students speaking skills at the Faculty of Education, University of Khartoum. Speaking is one of the most important and challenging skills for language learners, as it requires not only linguistic competence, but also communicative competence. Therefore, it is essential to explore how questioning strategies can help students improve their speaking skills in terms of fluency, accuracy, and complexity.
The paper consists of two main chapters. The first chapter provides a theoretical background on questioning strategies in teaching English. It defines questioning strategies and their types, discusses their benefits and challenges, and identifies the factors that affect their use in the classroom. The second chapter focuses on the impact of questioning strategies on speaking skills. It presents a theoretical framework of speaking skills and their components, examines the relationship between questioning strategies and speaking skills, and evaluates the development of speaking skills through questioning strategies.
The paper concludes with a summary of the main findings and implications for teaching practice and further research.
In today's globalized world, the ability to communicate effectively in English has become a crucial skill for individuals to succeed in various aspects of life. Speaking skill is one of the most essential parts of language learning as it enables learners to express their ideas, opinions, and feelings with confidence and accuracy. However, many students struggle with developing their speaking skill due to various reasons such as lack of exposure to authentic language input, fear of making mistakes, or limited opportunities to practice.
By implementing a content-based instruction approach in teaching English speaking skills to B1 level students in secondary education, we can provide them with a more comprehensive and effective learning experience that prepares them for both academic success and real-world communication.