The Ministry of Higher and secondary education of the Republic of Uzbekistan

CHAPTER II EVENT STRUCTURE APPROACH TO PREDICATES
II.1. Modifiers and specifiers as part of predicate
Using interactive methods in teaching added a more realistic dimension to teaching speaking by introducing numerous forms of interaction to the classroom and practicing the language in natural or probable situations which demanded defining of the discourse genre and the roles of participants. In addition to that, the purpose of this research work is to tackle difficulties of speaking skills by using some sorts of interactive methods during the lessons. Some teachers of English at schools still teach with the traditional methods which are not bad or damaging the pupils but they make them not motivated, and do not participate in the classroom. So, learners prefer to study by using modern methods such as videos and computers that help them be motivated and thus would positively affect their oral production. I observed that teacher should use simple words while he/she explaining structure of speaking then learners can use it in their speech without any hesitation. As we all know speaking skill is the only skill that is not included in the exams, it is given less teaching emphasis. The focus is mainly on teaching speaking besides grammar and vocabulary. Although the teaching of speaking can be integrated into other skills like reading and writing, teachers think that time is insufficient to do that, and priority is given to other skills rather than speaking because they are included in the exam and speaking is not. Speaking is the active use of language to express meaning, and for young learners, the spoken language is the medium through which a new language is encountered, understood, practiced, and learnt. However, speaking problems can be major challenges to effective foreign language learning and communication. There are five main factors that contribute to the existence of these speaking difficulties: teachers’ perceptions and tacit beliefs of teaching speaking, teaching strategies, curriculum, method, and assessment regulations.The study shows that teachers believe in the importance of teaching speaking, yet they do not spend enough time for that because of the shortage of time as priority is given to the coverage of the textbook topics, which emphasize teaching reading and writing rather than speaking. This can help pupils acquire the language better as many researchers declared Involving pupils in extracurricular activities can provide them with more chances to use the language, and the classroom will not be the only place where they are exposed to the English language. To achieve this, all English teachers, English supervisors, school administrators, and staff of school should work together assessment tool designers and curriculum designers should work cooperatively in order to reach an alignment between what is introduced in the textbooks and how it should be assessed.Additionally, according to the results obtained by the British Council (2015), English learners in Ecuador show more confidence at the time of reading and writing but they do not have much confidence in speaking. English learners consider speaking harder than writing and reading and the only contact they have with the language is in classes, besides that, they do not count on teachers who use appropriate strategies to encourage them to produce the language. As a solution to this problem, the English curriculum of Ecuador 2016 was improved considering the Communicative Language Teaching Approach as one of the core principles. This approach involves learning a language through interaction and communication, rather than learning it through memorization of different aspects of the language system. For this reason, the purpose of this study is to determine if the Communicative Language Teaching approach is being used in the English classroom to improve students’ oral skills and which strategies and resources are mainly used by teachers regarding this approach. Finally, English teachers and education authorities will benefit from these results because of the valuable information about the implementation of the Communicative Language Teaching Approach in the English classroom they will provide. These results will represent a great source of information about the community involved in the educational field which will contribute to the improvement of the teaching and learning language process in the use of appropriate methods All human beings need to communicate in order to express their ideas, feelings and thoughts, this is the main reason why communicative activities should be integrated into the lesson. Students spoken language is more productive when they are engaged in a dynamic learning environment that encourages them to do their tasks. It is well-known that all people need to understand spoken language in different situations, such as daily life, work, school, community, among others. According to Moss and Ross-Feldman (2003), any activity which requires the learner to speak and listen to others includes the use of communication. Activities with communicative purposes are helpful for breaking down barriers, finding information, expressing ideas about oneself and learning about culture. Jeyasala (2014) asserts that teachers should encourage students’ communicative competence all the time, and besides their limitations to use language fluently and accurately, they should provide them with spaces to interact with others or to immerse them in speaking activities that enhance their ability to use the target language. Providing students with real communicative contexts is the best option teachers can make, because students can exchange real information, so language and phrases will emerge according to the situation. It is also necessary that students have a lot of exposure to the language, the linguistic input they receive should provide them with opportunities to produce and use the language at any situation, motivation then plays a very important role in encouraging students to verbally communicate. According to Richards (2006), learning the language does not always guarantee the learner will be able to use the language fluently. Consequently, the lack of fluency can be the result of rigid formal training in language learning; another reason can be the lack of strategies to involve students in communicative activities. Learners should be encouraged to take the initiative to participate and dare to express their ideas, it does not matter whether they use the language properly, but at least, they need to try and improve it through constant practice.⁵
The main focus lies on communication in this method. Here a special emphasis is given to spoken language rather than writing. Although active and passive skills are furthered there is a certain bias in favor of speaking. Grammar is not dealt with deductively, but students are expected to develop an intuitive feeling inductively. There is a clear stress on fluency, pronunciation is trained from beginning. As condition for this talking in free speech there is another stress on vocabulary rather than on grammatical structures. Pupils learn to communicate in the language but do not get deeper information about the language.
As an outcome we can expect that learners who are taught by this method or rather fostered in their acquisition will quickly develop a good command of the target language in means of communication, will be better in oral production and comprehension than in writing and reading, will only later achieve knowledge about grammatical structures of the language, but will develop an unconscious feeling of grammatical correctness. Possibly they may have problems in writing or analyzing complicated texts, as reading is not a focus of this method and texts used in the lessons are rather narrative than expository.Learning is learned inductively. As said some time recently, language structure isn’t expressly instructed within the coordinate method. You won’t be telling understudies almost rules and such. Instep, you’ll let your understudies figure out the rules for themselves. Your work is to donate them bounty of materials to piece together so they can interface the dabs and find the parameters for themselves. Just as we obtained our to begin with dialect through rehashed presentation, so ought to it be in course. We didn’t memorize anything for our mother tongue, we essentially procured it through rehashed presentation. So, how do instructors educate language structure when they aren’t assumed to point out any phonetic rule? It’s really simpler than we think. And, as a satisfying reward, educator get to witness her understudies gradually figure things out for themselves. Students learn best when educator educate them things that are as it were marginally past their reach and offer assistance them “get there” by giving them basic inputs that they can really utilize to figure things out. Let’s say that in a English lesson a educator needs to educate the word for the color red—a lexicon lesson. Rather than utilizing coordinate interpretation and composing on the board, “QIZIL = RED” the educator make things more curiously and more fun. Bring a few objects of the color—perhaps a ruddy truck, a ruddy ball, a ruddy cap, a rose and lipstick. Each time the educator focuses to the objects, say “This is ruddy" Go through the distinctive objects and keep on rehashing “red.” With rehashed introduction, the understudies will before long get the point. To check for comprehension, point to an protest of diverse color, the instructor says a blue write, and asks, “Red?” The lesson ought to grant a reverberating “No!". Let’s say that in an ESL lesson you need to educate a few grammar rule, like how to create the plural of things. You might need to bring two sets of pictures. One portraying solitary objects, the other, delineating a gather. You hold the pictures side by side, clearly articulating, for illustration, “car” on your right and “cars” on your cleared out. Rehash this prepare for a few sets of pictures, emphasizing the “s” sound each time. Your understudies will choose up on the clues and figure out the rules for themselves. Presently you have got to believe them on this. They may not get it right absent, they may not get all of it, but you have got to let those light bulbs work by themselves since this can be the kind of learning that truly remains with the students. The advantage of Getting understudies mindful of target dialect is to enact schemata/schema which basically implies getting understudies tuned into the dialect and planning them for the lesson. There I'll grant a list of exercises with coordinate method.