Philological research: language, literature, education filologik tadqiqotlar

participants may have to clarify their meaning or ask 
for confirmation of their own understanding.
One of the most revolutionary achievements 
in recent decades, which significantly influenced 
the educational process around the world, was the 
creation of a worldwide network called the Internet, 
which literally means “international network” (English 
international net.) The use of cybernetic space for 
educational purposes is an absolutely new direction 
of general didactics and private methodology, since 
the changes that are taking place affect all aspects of 
the educational process, starting from the choice of 
techniques and work style, ending with a change in 
the requirements for the academic level of students. 
The main goal of learning a foreign language is the 
formation of communicative competence; all other 
goals (educational, educational, developmental) 
are realized in the process of implementing this 
main goal. The communicative approach implies 
learning to communicate and the formation of the 

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Таълим • Образование • Education
ability for intercultural interaction, which is the 
basis of the functioning of the Internet. Outside of 
communication, the Internet does not make sense - 
it is an international multinational community, life is 
based on the electronic communication of millions of 
people around the world speaking at the same time - 
the most gigantic conversation in size and number of 
participants that has ever taken place. 
Many teachers combine various methods, use 
both immersion in the language environment and 
a classical lesson in their work. Knowledge of the 
methodology of teaching English, psychology and 
pedagogy allow them to identify the peculiarity of 
perception and thinking, to choose the right methods 
and forms of work. After all, along with the English 
lesson, other forms of organizing classes are also 
popular: a round table, a concert, a language club, 
a conference, Olympiads and many others. This 
allows you to include a large number of students in 
the language environment. 
With increased motivation, skills improve. If 
earlier the question of how to teach spoken English 
was open, now it is possible to teach a person of 
any age to speak a foreign language. Of course, 
the older a person is, the more work there is to be 
done. And here a lot depends not even on the age 
of the student, but on the initial level of knowledge, 
motivation and diligence. However, the immersion 
method will allow not only to learn the language, but 
also to organize leisure with benefit. Its peculiarity 
is that the teacher not only conducts the lesson, 
but also controls the consolidation of the studied 
topic. The classic homework was replaced by 
recommendations: watch a movie in English, talk 
to a native speaker, listen to a song and complete 
tasks. Watching movies in English is a task that not 
only teaches you to understand a foreign language, 
but can also become an interesting entertainment. 
It improves pronunciation, helps to express your 
thoughts better in English. Communication with 
a native speaker helps to develop the skill of 
understanding oral speech. After such practice, any 
foreigner is not afraid! Listening to songs in English 
is no longer a new, but always an interesting form of 
listening. Recently, computer games in English have 
also become popular. They are used not only for 
teaching children, but also adults. And we are talking 
not only about educational games, but also story 
games, arcades, simulators, role-playing and others. 
Of course, some students are more suited to the 
traditional training option. Its basis is the study of 
lexical and grammatical material with the subsequent 
performance of tasks. Knowledge of psychology will 
help the teacher to improve the foreign language 
proficiency of any student using any method.
Sometimes it is difficult to make a choice between 
the immersion method and the traditional way. To 
choose which method is better to learn English, it is 
best to try learning the language in different ways. 
But there is not always time to attend many different 
courses and choose the best one. In this case, you 
should rely on the purpose of learning a foreign 
language. For those who want to learn to speak 
English, the communicative method is more suitable. 
It improves speech, thinking, and creativity. Perfectly 
combined with various forms of organization of 
classes. This technique is based on the principle of 
group interaction. The main forms of work: business 
games, project activities, group work, conferences. 
Thanks to communication with students with different 
levels of language proficiency, conversational 
speech improves, the so-called “language barrier” 
disappears.
By engaging in it in a foreign language lesson, 
we create a model of real communication. 
Communicating in a true language environment 
provided by the Internet, students find themselves in 
real life situations. Involved in solving a wide range 
of significant, realistic, interesting and achievable 
tasks, schoolchildren learn to respond spontaneously 
and adequately to them, which stimulates the 
creation of original statements, and not the template 
manipulation of language formulas. 
Paramount importance is attached to 
understanding, conveying content and expressing 
meaning, which motivates the study of the structure 
and vocabulary of a foreign language that serve 
this purpose. Thus, students’ attention is focused 
on the use of forms rather than on themselves, and 
grammar is taught indirectly, in direct communication, 
excluding the pure study of grammatical rules.
The computer is loyal to a variety of answers: 
it does not accompany the work of students with 
laudatory or censorious comments, which develops 
their independence and creates a favorable social 
and psychological atmosphere at the English 
language lesson, giving them self-confidence, which 
is an important factor for the development of their 
individuality. 
Foreign language learners learning to acquire 
the oral proficiency in the target language may 
have some problems, both internal and external. 
Internally, they may experience the feeling of anxiety. 
They may feel reluctant to use target language as 
they may be afraid of making mistakes. Therefore, 
these matters become the main tasks for English 
teachers, and order to provide the guidance to 
the teaching speaking of English and moreover to 
develop competent speakers of English, the teachers 
of English should consider about the problems that 

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Таълим • Образование • Education
may occur in the process of teaching and learning of 
English as a foreign language and also the activities 
that give students opportunities to practice language 
use more freely.
Speaking is an interactive process of constructing 
meaning that involves producing, receiving and 
processing information. Its form and meaning are 
depending on the context in which it occurs, including 
the participants themselves, their experiences, the 
physical environment, and the purposes for speaking. 
It is often spontaneous, open-ended, and evolving. 
However, speech is not always unpredictable. 
Speaking requires that learners not only know how 
to produce specific points of language such as 
grammar, pronunciation, or vocabulary, but also that 
they understand when, why, and in what ways to 
produce language.
The learning of language involves of acquiring the 
ability to compose correct sentences and it involves 
an understanding of which sentences or part of 
sentences are appropriate for a particular context. 
We do speak in order to communicate with each 
other. Better communication means better under-
standing of others and ourselves. Communication 
is a continuous process of expression, 
interpretation, and negotiation. The opportunities 
for communications are infinite and include systems 
of signs and symbols. Communication requires a 
sender, a receiver and a medium. It can be said that 
both hearers and speakers do interactions by giving 
responds to what they have heard and listened to. 
Generally, people who encounter others through this 
oral communication have a certain goal that they 
want to achieve, the goal that underlies people to do 
the communication. 
Spoken language is a primary phenomenon. We 
speak a great deal more than we write, that is why 
language should be taught initially through speech. 
Spoken language is essential to any language 
learning. Learning to speak a foreign language is 
a learning that requires knowledge of the language 
and its application. In mastering the speaking 
skill, the teacher must train and equip the learners 
with a certain degree of accuracy and fluency 
in understanding, responding and in expressing 
themselves in the language in speech. Techniques 
should cover the spectrum of learner needs, from 
language-based focus on accuracy to message-
based focus on interaction, meaning, and fluency. 
In our current zeal for interactive language teaching, 
we can easily slip into a pattern of providing zesty 
content-based, interactive activities that don’t 
capitalize on grammatical pointers or pronunciation 
tips. When you do a jigsaw group technique, play 
a game, or discuss solutions to the environmental 
crisis, make sure that your tasks include techniques 
designed to help students to perceive and use the 
building blocks of language. At the same time, don’t 
bore your students to death with lifeless, repetitious 
drills. As already noted above, make any drilling you 
do as meaningful as possible. 
Techniques should be intrinsically motivating. 
Try at all times to appeal to students’ ultimate 
goals and interests, to their need for knowledge, for 
status, for achieving competence, autonomy, and for 
“being all that they can be”. Even in those techniques 
that don’t send students into ecstasy, help them to 
see how the activity will benefit them. Many times 
students don’t know why we ask them to do certain 
things; it usually pays to tell them why.
Techniques should encourage the use of authentic 
language in meaningful contexts. 
This theme has been played time and again in 
this work, but one more reminder shouldn’t hurt! 
It is not easy to keep coming up with meaningful 
interaction. We all succumb to the temptation to do, 
say, disconnected little grammar exercises where we 
go around the room calling on students one by one to 
pick the right answer. It takes energy and creativity to 
devise authentic contexts and meaningful interaction, 
but with the help of quite a storehouse of teacher 
resource material now it can be done. Even drills can 
be structured to provide a sense of authenticity. 
Provide appropriate feedback and correction.
In most situations, students are totally dependent 
on the teacher for useful linguistic feedback. It is 
important that you take advantage of your knowledge 
of English to inject the kinds of corrective feedback 
that are appropriate for the moment.
Capitalize on the natural link between speaking 
and listening.
Many interactive techniques that involve speaking 
will also of course include listening. Don’t lose out 
on opportunities to integrate these two skills. As you 
are perhaps focusing on speaking goals, listening 
goals may naturally coincide, and the two skills can 
reinforce each other. Skills in producing language 
are often initiated through comprehension.
Give students opportunities to initiate oral 
communication.
A good deal of typical classroom interaction is 
characterized by teacher initiation of language. We 
ask questions, give directions, provide information, 
and students have been conditioned only to “speak 
when spoken to”. Part of oral communication 
competence is the ability to initiate conversations, 
to nominate topics, to ask questions, to control 
conversations, and to change the subject. As you 
design and use speaking techniques, ask yourself if 
you have allowed students to initiate language.

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Таълим • Образование • Education
Encourage the development of speaking 
strategies.
The concept of strategic competence is one 
that few beginning language students are aware 
of. They simply have not thought about developing 
their own personal strategies for accomplishing oral 
communicative purposes. Teaching speaking is a 
very important part of foreign language learning. 
The ability to communicate in a foreign language 
clearly and efficiently contributes to the success 
of the learner in school and success later in every 
phase of life. Therefore, it is essential that foreign 
language teachers pay great attention to teaching 
speaking by providing students with adequate 
exposure with the language and with adequate 
motivation to communicate through it. Rather than 
leading students to pure memorization, providing a 
rich environment where meaningful communication 
takes place is desired. With this aim, teacher 
should be aware of the problems that may face in 
conducting the English speaking class; starts from 
the problem faced by the students and the teachers, 
in addition, the problem from the language itself 
that is not spoken in the community. Therefore, this 
article proposes some things that should become 
a consideration and guidelines for teacher before 
they come in to the class, for instance; what kind 
of speaking class that they want to have, some 
principles in teaching speaking, some activities to 
encourage their students to speak, some principles 
that they must consider in designing speaking 
techniques, and some suggestions that they should 
do in teaching speaking.