Xorazm ma’mun akademiyasi axborotnomasi – /2020 Ўзбекистон республикаси фанлар академияси минтақавий бўлими

 __________XORAZM MA’MUN AKADEMIYASI AXBOROTNOMАSI –11/3-2022  
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Thus, we attempted to explain how preparation for conducting group conversations, which is 
outside of the talks themselves and organizationally unrelated to them, might be, carried out. Now let 
us go on to a description of the preparation, which was either done prior to the educational talks or 
done during them, i.e. directly associated with their implementation. The first of these two types of 
training is open and explicit in nature; in each case, the students are aware of the direction of such 
training and its emphasis on pursuing further engagement in a group discussion. It is primarily done 
as homework and involves compiling monologues about recent occurrences in students' life on certain 
topics utilizing a variety of resources, including the initial microtext - a sample meant for further 
editing. 
Contrarily, the preparation done during instructive talks may be of a concealed, implicit 
character and not be recognized as preparation by the trainees, despite the fact that it is. There is no 
complete coincidence, but this kind of preparation is substantially comparable to the teacher's 
approach for leading a group discussion. As a result, if a group conversation calls for elaborate 
monologue messages that were not planned, they can be prepared in-class via a series of generalizing 
inquiries from the teacher. Simultaneous pair work on a certain subtopic can be used as a part of a 
group conversation, both with and without supports, to prepare for the following stage of the 
conversation. 
Aspect-directed activities that are comparatively isolated from the broader process of learning 
to lead group conversations are included in the preparation for dialogues. The teacher decides whether 
to hold them and whether it is required to repeatedly go over any linguistic information that was either 
not mastered or was not encountered for a long time. This comprises lexical units as well as the 
repeating of a grammatical phenomenon or a portion of it across several exercises (for instance, past 
tense forms of irregular verbs). In general, it is important to follow the following rule when planning 
such repetitions: if a lesson calls for repeated vocabulary work, repeated grammar practice should not 
be included in that lesson, and vice versa. 
It is also crucial that the teacher uses specific strategies with finesse to control class discussion. 
The strategies for linguistic restraint of students' speaking activity during group conversation practice 
exercises have already been mentioned above. During group discussions, the teacher continues to use 
all of them. The construction of a system for paralinguistic controls, or conventional signals, starts at 
the stage of preparation exercises for teaching the skills of dialogic speech, but it is particularly 
important to emphasize their expanding role. Signals are replacing the teacher's direct verbal 
involvement more frequently because they are replacing it with recognizable and natural phenomena 
for pupils, making them the most widely employed control approach. With their assistance, the 
teacher can direct the conversation: pointing with the hand, eyes, or nodding the head can signify a 
signal to begin speaking activity, the addressee of the remark, the need to supply more information, 
etc. The teacher might specify the type of intended replica using additional usual indicators (question, 
detailed answer, etc.). The system of conditioned signals does not necessarily need to be as complex 
as the collection of anticipated responses; the same signal might serve a variety of functions because 
its significance is obvious from the overall context of what is occurring. A group conversation can be 
effectively managed by using an appropriate blend of conditioned signals to include communicants 
in the conversation and, if necessary, spoken intervention.
In order for informative conversations to become truly habitual, it is important to observe a 
certain gradation in the complication of their structure: from a prepared conversation to an impromptu 
one, from one-dark to a multi-disciplinary one, from the predominance of short monologue messages 
to a dialogic form of speech, and within its framework - from a frontal conversation "Teacher - class 
"through controlled and proactive mutual questioning and an extended response to a group 
conversation, from predetermining the participants in the conversation to free participation in it, from 
the use of hard and full supports to unsupported conversation, from memorized remarks to their ever 
more free variation, from verbal stimuli to control the conversation to the ever wider use of the system 
of conditional signals, etc. 
In light of this, we may identify the key lines of complexity in informative dialogues' future 
prospects as follows: extending the scope of group discussions' themes. Increasing one is dialogic 

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