The Use of ict in Oral Production Courses Munavvar Bahodirovna Fazullayeva, Samarkand State Institute of Foreign languages

Interactive Speaking differs from responsible speaking, as responsible speaking includes short conversations, however, interactive speaking involves complex and long dialogues and interactions. There are two forms of languages: transactional language and interpersonal language. The aim of transactional language is to exchange only specific information. Interpersonal language is full with slangs, ellipsis, it means it is colloquial language. Interviews, role play and discussion activities are considered as main assessment tasks of interpersonal language. After listening or watching about some topics via projector or computer, learners may reflect their opinion on the current theme and will make discussion and debates among students.
The last type of speaking- Extensive Speaking includes speeches, oral presentations and story-telling. It is more formal and we cannot use informal monologues like casual speech. In order to show presentation or deliver our speech effectively we should utilize IC technologies, it will be very fruitful and profitable for the speaker and more interesting for the audience.
There are some ICT techniques in classroom which are considered as effective and helpful for teachers to enhance learners’ oral performance and they are key factors for mastering of speaking skill. Using CD-ROMs and DVDs is important in learning and teaching English. Teachers of oral expression may use these devices to teach the speaking skill for its great advantages. According to Dundey and Hockly believe that “the use of CD-ROMs in the classroom has a positive effect on students performance because when they are exposed to authentic language independently as they called autonomous learning” [3,115].
So, it is vital to utilize these tools in the teaching of speaking skill. Using DVDs is helpful for language learners as there may be given subtitles at the bottom of the video. The language learners may switch off the audio of the video and repeat subtitles several times and without subtitle they may listen and watch the video then they can act the dialogue by themselves without any subtitle or video.
Using chat is one of the essential ways of improving spoken performance, if it is well organized and well timed. Dudney and Hockly stated that “chat is a tool that allows for synchronous, real time, communication over the Internet”. Chatting is considered as important tool in enriching learners’ accuracy and fluency [3,71].
Speaking and writing are considered as productive and active skills while listening and reading are regarded as receptive skills. Therefore, teaching and learning one of the productive skills- speaking is more difficult rather than reading and listening. However the main aim of language study is to develop both the receptive and productive skills.
METHODS
A research aimed at finding and analyzing obtained data from both teachers of oral production and first year students of Samarkand State Institute of Foreign languages (SamSIFL). Majority of first year students are unable to speak English confidently and correctly. Lack of practice and interest in learning speaking skill is one of the main reasons of misunderstanding in oral performance. The main objective of the study is to highlight the importance and usefulness of ICTs in improving students’ speaking skill.
First and foremost, this chapter states about usage of ICTs and its significance in SamSIFL education process. It is fact that most students when they were applicants to the Institute of FL they learned deeply grammar of the target language. Therefore, today they are lack of oral experience or practice to use the language in communication or while expressing their opinions, they are afraid of reflecting their ideas. However most of such students possess good writing skill, they can easily express their thoughts with the help of their writing skills, they may share their ideas in three or five pages even more than these, however they (students) cannot speak even two or three sentences without hesitation. In order to reduce their hesitation and shyness teachers of the Institute try to give some tasks which are based on group or team working and making presentations on current given topics with the help of IC technologies.
The current study takes place in the first department of English faculty at SamSIFL. The participants are selected from different groups of first year students. It is important to mention that their level of knowledge, backgrounds and using of the target language differ from each other.
In this study the primary instrument is teachers’ interview and the secondary is students’ questionnaires. The researcher interviewed from five teachers of EFL at SamIFL and there was used a semi-structured interview. They were selected in order to know how and in what case they utilize ICTs during classes and to improve their students’ speaking skill. The interview consisted of eight questions, four of them belonged to teachers’ experience in teaching oral production courses, and four of them were connected with the usage of ICTs as new tools of teaching FL.
Students’ questionnaire is considered as secondary instruments in this research. It was concerned with the first year students of SamSIFL in order to know how and when as well as in what context they use IC technologies and to have some information about usage of ICTs in developing their oral proficiency or not. The questionnaire includes seven questions as one of them was about participants themselves, four questions connected with their interests and attitude toward speaking skill, and other two questions belonged to whether they prefer using ICT resources to enhance their oral production or there are any other ways or methods which are used by students.
RESULTS
Teachers’ interview was taken in order to know the significance of ICTs in speaking classes and to improve students’ skill, motivation and interest as well. This interview includes ten questions that will be analyzed and presented as bellow.

1.