The ministry of higher education, science and innovations of the republic of uzbekistan

2.3. Analysis of the results and methodological recommendations
on the formation of grammatical skills of oral speech of secondary school students
We offer the results of the first verification work:
Table 1.
In the test work there were tasks to identify the level of knowledge of vocabulary, as well as grammar exercisesThe graph shows that 40% of students have mastered the material taught by them at the mark "4", 29% - at the mark "5", 22% - at the mark "3" and 9% of the students made a large number of errors in their answers.
Table 2.
It is worth noting that 85% of students successfully completed tasks for knowledge of vocabulary, and 72% - for knowledge of grammar.After processing the results, a set of exercises was carried out aimed at consolidating and practicing grammatical material and developing oral speech. Work was carried out on the mistakes, during which an individual approach was taken to each student.During the control of speaking skills at the beginning and at the end of the study of the grammatical topic Present Simple Tense, students showed the following results:
Table 3
The results of the table show how much more literate the students' oral speech has become due to knowledge of grammar.At the end of the study of the grammatical topic Present Simple Tense, a final test was carried out, which clearly showed the level of students' knowledge of the studied material.The control work contained tasks on knowledge of both vocabulary and grammar.
Table 4
Thus, according to the results of control and verification work, it can be seen that the system of lessons proposed by us contributes to the development of literate speech through knowledge of grammar.Based on the analysis of the results of the research work, we can formulate the following recommendations for teaching grammar for the development of literate oral speech:
1. Observe such principles of the formation of grammatical skills as speech orientation, functionality, situationality, novelty, personal orientation of communication and collective interaction;
2. Use such exercises for working with grammatical material that:
- teach actions with grammatical material;
- reflect the psychophysiological and linguistic patterns of the developed types of speech activity;
- have a communicative orientation;
- Arranged in order from easiest to most difficult;
- activate the mental activity of students (set problematic tasks)
- contains a variety of tasks.
3. Take into account the psychological characteristics of children at this age
4. Comply with hygiene requirements (duration of work 20-25 minutes, doing gymnastics for the eyes, organizing changes).
5. Involve authentic material (photos, postcards, diagrams, TCO)
.6. Use extralinguistic means of communication (facial expressions, pantomime, gestures).
7. Use different modes of operation.8. Develop speech situations that depend on the content and form of direct communication between the teacher and each child. This communication should proceed in the form of equal and benevolent cooperation between an adult and children.