Education of the republic of uzbekistan samarkand state instituteof foreign languages

THE MINISTRY OF HIGHER AND SECONDARY SPECIAL
EDUCATION OF THE REPUBLIC OF UZBEKISTAN
SAMARKAND STATE INSTITUTEOF FOREIGN LANGUAGES
The Faculty of English Philology
and Translation

COURSE PAPER

THEME: Teaching conversational speech A2 level in academic lyceums.

Student: Xasanov Anvarjon

Scientific superviser:Aliyeva Nargiza
Samarkand – 2022

CONTENT
INTRODUCTION...………………………….…………………………….3
CHAPTER I: How are oral skills learned? Speaking and learning theories. 1.1 The psycholinguistic theories ……………………………………………. 1.2 Sociocultural theory in teaching speaking………….……………………

1.3. Speaking and communicative competence…………………………

CHAPTER II: Teaching conversational speech in EFL/ESL Settings
2.1. Teaching Speaking Skills
2.2. Engage--instruct (demonstrate)--initiate—organize-feedback

2.3.What kind of Assessments are given while teaching the skills of conversational speech?

CONCLUSION……………………………………………………..………….
BIBLIOGRAPHY………..…………………………………………………....

INTRODUCTION
To be able to communicate fluidly in a outside dialect is the number one objective for numerous dialect learners. Be that as it may, it appears that the educating of verbal aptitudes in dialect classrooms does not have an vital part. There are numerous reasons: the higher status of composed dialect, educating to the tests (of composed dialect), instructing the course reading (with accentuation on composed dialect), and need of information of how to instruct talking. Speaking is an important skill in language learning, but it is not an easy skill to learn or teach. There are a number of reasons why oral skills are not taught in language classrooms. If oral production is not included in tests, teachers might not want to use precious class time for oral production but instead teach to the test and prioritize grammar, written or reading skills. Another (related) reason may be that the teaching methods and materials emphasize written language and grammatical correctness as learning goals. E en if the approach is ad ertised as communicative (Communicative Language Teaching, CLT), it may be that oral language is rarely used in the classroom, or even if there are interaction activities and simulations, it may be that the type of oral production does not promote learning as defined as a psycholinguistic or sociocultural process (Corbett, 2003). It is also possible that the teacher feels uncertain about her/his spoken language proficiency and avoids speaking the target language in class and provides few opportunities for the students to speak in class. The same applies to students, who may be afraid of making mistakes and being criticized.
As research into teachers pedagogical content knowledge (PCK, see Shulman, 1986, 1987) about teaching oral skills is scanty (Borg, 2006; Chen & Goh, 2014), it can be speculated that due to the emphasis on teaching (and testing) written language and grammar, teachers may not feel confident in their ability to teach speaking, that is, their PCK about learning and teaching speaking is insufficient.
One of the objects of the display article is to contribute to the instructors PCK abo t educating talking b master providing them in the a combination of substance and pedagogy (Shulman, 1987, p. 8), which would act as a bridge between hypothesis and down to earth execution. An understanding of how specific points, issues, or issues are organized, spoken to, and adjusted to the assorted interface and capacities of learners, and displayed for instruction (Shulman, 1987, p. 8) constitutes the center of instructors PCK approximately learning and educating talking in their settings. The blend of content and pedagogy that is offered in the present article consists of a theoretically informed account of speaking and some applications that have been shown successful in teaching oral skills in classroom contexts. The two frameworks that the discussion draws on are learning theories and the notion of speaking proficiency (communicative competence). In other words, the purpose of the article is to discuss the What and How of teaching speaking. The question What should we teach when we teach speaking? refers to the speaking competences that are part of an indi id al s lang age proficienc , or comm nicati e competence, as defined in the Common European Framework (Council of Europe, 2001) and its recent update, the Companion Volume (Council of Europe, 2018). Some answers to the question How should we teach speaking? are searched for in the two major theoretical strands, the psycholinguistic and sociocultural theories, and related research. It should be noted that the discussion does not attempt to be a comprehensive account of teaching speaking but rather a discussion of selected issues, which will lead to a fruitful interaction of theory and practice for the teacher-researchers who are teaching speaking in their ecological context.
The structure of the remaining article is as follows. Section 2 begins with a discussion of speaking in the framework of the two major strands of language learning theories, the cognitivist-psycholinguistic and the sociocultural theories. In each section, the first part is an introduction to the theory and the latter part provides implications for teaching speaking. In the process of language learning, the main aim of the learner is to acquire the four language skills – listening, speaking, reading and writing. Among these, listening and reading are receptive skills whereas speaking and writing are productive skills. These skills must be focused in the classroom by teachers because the soul of language learning lies in language skills. The main objective of all these four language skills is to develop the learners’ learning abilities in producing oral discourses.
For effective communication in English, first of all, learners need to acquire the knowledge of both grammar and vocabulary which are the two basic and important components of a language. Once the learners learn some basic structures of English and some vocabulary, they can practise speaking skills under the guidance of their teachers. In this regard, Celce-Murcia and Olshtain(2000) point out,“In some ways speaking can be considered the most difficult skill to acquire as it requires command of speech production sub-skills like vocabulary retrieval, choice of grammatical patterns, and sociocultural competence”. As there is a huge demand for speaking skills in the present job market, learners are now struggling to obtain these skills. Moreover, all the organizations are recruiting the people who have excellent communication skills, as they believe that these skills may promote their business. These skills are required in almost all the fields like software, business, sales, teaching, law, administration, reception, management, marketing, tourism and so on. Due to the demand of these speaking skills in various fields, it is high time for the learners to get a mastery over these skills. At this juncture, it is appropriate to quote the comment of Khamkhien (2010) who says, “Speaking skill is the most important in a second language. Mostly people, who learn English Language, have in their minds that they like to master the goal of developing the proficiency in speaking skill though it is a difficult task”.
There's a tall request for English dialect in worldwide showcase since of the worldwide status of English dialect that's broadly utilized in all areas by most of the nations around the world. English dialect learning is advanced all over as EFL and ESL. In both settings, language skills are given more significance within the prepare of instructing and learning. In arrange to prepare the learners in dialect abilities, teachers of English dialect utilize diverse procedures and procedures with the assistance of innovation in classrooms as well as dialect labs. As mentioned earlier, there are four language skills in English – listening, speaking, reading and writing. Listening skill is used very often among all the other skills. Underwood (1989) says, “Listening is an activity of paying attention to and trying to get meaning from something we hear. It involves understanding the speaker’s accent and pronunciation, his/her grammar and vocabulary and grasping the meaning. For successful communication, listening skill is essential, so it should be taught to students”. It is undeniable that learners use listening more often than any other language skill. It means learning of a language mainly depends on listening as most of the language learners spend much time on listening to a foreign language than producing it themselves. Listening helps the learners in language acquisition and enables them to interact with others in spoken communication. Therefore, learners are able to participate in classroom activities effectively with good listening skills.Besides this, learners can learn how to speak, read and write by listening to others attentively.According to Nation and Newton, “listening is the way of learning a language”. Listening is an essential for oral communication and it influences the development of reading and writing. Thus, it plays a key role in academic success since learners understand and learn the language through listening.
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Corresponding a thor s email: [e-mail]
ISSN: 1457-9863
Publisher: Centre for Applied Language Studies
U niversity of Jyväskylä © 2019: The authors http://apples.jyu.fi
http://dx.doi.org/10.17011/apples/urn.201903011691