Ўзбекистон республикаси олий ва ўрта махсус таълим вазирлиги самарқанд давлат чет тиллар институти

party? 
Have you seen that film? - You seen that film? 
Have you had breakfast yet? - You had breakfast yet? 
Had they already left when you arrived? - They already left when you 
arrived? 
Does your apartment have heating system? -Your apartment has 
heating system? 
Did Tomas call you last night? -Tomas call you last night? 
Do you go to the gym more than once a week? -You go to the gym 
more than once a week?
In spoken narratives, people often use elliptical and abbreviated forms.
For instance: when someone asks us “What are you doing now?” we 
can answer like this: “working” or “relaxing.” The answer stands for the 
complete sentence, “I am working” or “I am relaxing,” which is not 
necessary in the form of the question. 
Essentially, in casual conversation in English, there is statement that 
positioning is even more flexible, brought about by difficult parts of real-
time producing. For example, adverbials may occur after tags, and adverbs 
not normally considered to be dealt in a particular way to final placement in 
written text regularly occur clause finally. We can see this in the following 
examples:
German is more widely used isn't it outside of Europe?
I was terrified I was going to lose it and I did almost.
You know which one I mean probably. (Speaker is talking about his 
job) It’s a bit panicky but I’ve not got any deadlines like she has though. 
Speeches may seem to be that ordering of elements in the clause is 

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likely to be different in spoken and written texts because of the real-time 
limits of unrehearsed spoken language and the need for clear acts of 
reliability and appropriately develop the listener. Therefore, we find 
phenomena such as controlled objects to be much more frequent in 
conversation than in written texts. 
According to Rühlemann, conversation is “the major situationally 
defined variety of the spoken language” and, in order to be adequately 
described, it requires concepts and terminologies based on the situational 
factors which determine conversational exchanges [3, 385-409].
It can be defined that spoken language often does not require strict 
rules, so it is less irreversible and more flexible than the written language.
Moreover, people communicate with each other in any time and at any 
place, so most of the rate of spoken language is informal and less academic. 
In that case speakers could have chances to use ablatives, invectives, 
exclamation and differences between spoken and written grammar. 
Furthermore, it is significant to revise that, just as we seek to develop 
the students’ experience of written skills so that they are able to adapt their 
writing for a range of purposes and audiences, we need to do the same with 
spoken English. The teaching principles are the same: apparent teaching in 
context, defined and supported opportunities for practice, followed by 
forethought and assessment. 
It is vitally important that students should be taught conventions and 
features of spoken English that will give opportunity to become effective 
communicators as English is being used in international contexts. In order to 
cope with pressures and intuitive nature of English conversation we should 
be provided with specific instruction and practice of select features of spoken 
English. 
Thus, as we have analyzed above the English grammar should be in 
the same amount of both spoken and written language in order to arrange 
learners’ comprehensive and clear understandings about the similarities as 
well as differences of spoken and written English in the learning and 
teaching process.