Speaking has usually been compared to writing, both being considered "productive skills", as opposed to the "receptive skills" of reading and listening

Speaking has usually been compared to writing, both being considered "productive skills", as opposed to the "receptive skills" of reading and listening. Speaking also is closely related to listening as two interrelated ways of accomplishing communication. Every speaker is simultaneously a listener and every listener is at least potentially a speaker. Speaking has been classified to monologue and dialogue. The former focuses on giving an interrupted oral presentation and the latter on interacting with other speakers. Speaking can also serve one of two main functions: transactional (transfer of information) and interactional (maintenance of social relationships). Developing speaking skills is of vital importance in EFL/ESL programs. Nunan (1999) and Burkart & Sheppard (2004) argue that success in learning a language is measured in terms of the ability to carry out a conversation in the (target) language. Therefore, speaking is probably a priority for most learners of English (Florez, 1999). Speaking instruction is important because it helps students acquire EFL speaking skills thus converse spontaneously and naturally with native speakers. Furthermore, if the right speaking activities are taught in the classroom, speaking can raise general learners' motivation and make the English language classroom a fun and dynamic place to be (Nunan, 1999 & Celce-Murcia , 2001). In addition, speaking can support other language skills. Recent research has considered oral interaction as an important factor in the shaping of the learner's developing language (Gass & Varionis, 1994). For instance, it was proved that leraning speaking can help the development of reading competence (Hilferty, 2005), the development of writing (Trachsel & Severino, 2004) as well as the development of listening skills (Regina, 1997).

Speaking and writing are characterized as "productive skills," as opposed to reading and listening, which are "receptive skills." Speaking and listening are two important forms of communication, and they are closely related to one another. Every speaker is also a listener at the same time, and every listener has the ability to speak. Speaking is divided into two categories: monologue and conversation. The former emphasizes making an oral presentation while being interrupted, whereas the latter emphasizes communicating with other speakers. The two primary purposes of speaking are transactional (the delivery of information) and interactive (maintenance of social relationships). In EFL/ESL classes, speaking skills development is crucial.

Florez (1999) highlights the following skills underlying speaking: xUsing grammar structures accurately; xAssessing characteristics of the target audience, including shared knowledge, status and power relations, or differences in perspectives; xSelecting vocabulary that is understandable and appropriate for the audience, the topic being discussed, and the setting in which the speech act occurs; xApplying strategies to enhance comprehensibility, such as emphasizing key words, rephrasing, or checking for listener's comprehension; xPaying attention to the success of the interaction and adjusting components of speech such as vocabulary, rate of speech, and complexity of grammar structures to maximize listener's comprehension and involvement.More specifically, problems faced by the teachers include the following:
-giving each student sufficient time to speak within the constraints of the lesson is not easy especially that many teachers have large classes of students who they must keep control of.
-teaching speaking requires the focus on each individual student who might have his own phonological and linguistic weaknesses and problems. This makes speaking instruction a time-consuming process.
-as opposed to other skills, speaking does not lend itself to tangible evidence so crucial for feedback (Scarcella &Oxford, 1994: 165 and El Menoufy, 1997: 12). Therefore, assessing speaking is time consuming and not practical (Miller, 2001: 25).
-unlike written language, spoken language consists of short, often fragmentary utterances. It is characterized by the use of non-specific words and phrases, fillers, repetition, loosely organized syntax and an overlap between one speaker and the other. This makes instruction sounds less systematic (Nunan, 1989: 26; Hall, 1993 and Nunan, 2005).
The goal of teaching speaking skills is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar,or vocabulary, and to observe the social and cultural rules that apply in each communication situation. To help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output. Language inputcomes in the form of teacher talk, listening activities, reading passages, and the language heard and read outside of class. It gives learners the material they need to begin producing language themselves. Language input may be content oriented or form oriented. Content-oriented input focuses on information, whether it is a simple weather report or an extended lecture on an academic topic. Content-oriented input may also include descriptions of learning strategies and examples of their use. Form-oriented input focuses on ways of using the language: guidance from the teacher or another source on vocabulary, pronunciation, and grammar (linguistic competence); appropriate things to say in specific contexts (discourse competence); expectations for rate of speech, pause length, turn-taking, and other social aspects of language use (sociolinguistic competence); and explicit instruction in phrases to use to ask for clarification and repair miscommunication (strategic competence). In the presentation part of a lesson, an instructor combines content-oriented and form-oriented input. The amount of input that is actually provided in the target language depends on students' listening proficiency and also on the situation. For students at lower levels, or in situations where a quick explanation on a grammar topic is needed, an explanation in English may be more appropriate than one in the target language.
Teachers have a crucial role in assisting learners with potential difficulties and teaching L2. In order to solve learning issues, the instructor's use of diverse methods, instructional tactics, support, and motivation is extremely crucial.Gaining CC is undoubtedly the most challenging part of learning a second language because the majority of students have trouble with speaking issues such tone, pronunciation, grammar, inhibition, and other related issues. The following are some of the challenges that Ur (1995) Low involvement is primarily caused by some students' ability to dominate the group,
- inhibition (shyness)—fear of making mistakes or being judged;
- nothing to say—students find it difficult to find reasons to talk, formulate ideas, or make meaningful statements;
-mother tongue—learners believe they are speaking in their native language;
FEAR OF MAKING MISTAKES
Many academics argue that one of the main reasons why students are reluctant to talk in English is the fear of making a mistake. This anxiety is brought on by the issue with correction and negative evaluation. The learners' anxiety about being judged by their peers or made fun of by the teacher also has a big effect. They consequently frequently dislike speaking practice (Hieu, 2011). Therefore, it is crucial for teachers to convince their students that taking risks is neither untrue nor harmful because failures teach them how to learn.
SHYNESS
According to Baldwin (2011), shyness is one of the most common anxiety disorders among students and this results in forgetfulness because it is an emotional condition. The results of this study, which demonstrate that the majority of students do not provide their best speaking outcomes, further support this concept. They see that their feelings of shyness have a significant impact on their inability to display their speaking ability.
ANXIETY
Anxiety is a sense of dread, and uneasiness that comes with learning another language. It is known among other factors as one of the most significant obstacles to successful learning.

The use of modern educational materials, articles, excerpts from modern

foreign literature, authentic songs - all this contributes to the expansion of
horizons, the development interest in the culture of the country of the language
being studied, and significantly increases motivation to learn the language. It
should also be noted that in addition to this there is a study and development of
new lexical material, memorization of words in context develops.
Based on the information presented above, it is also necessary say about the
education of aesthetic perception in students, including in cultural values and
characteristics of the country, the beauty of the language (through literature and
poetry). Therefore, it is worth noting the close relationship educational and
upbringing purpose of training.
Summing up, it should be noted that for successful assimilation lexical
material, students need to conduct sufficient amount of independent work, which
includes repetition studied lexical material, performing various exercises and
homework. Otherwise, ignoring this type of work leads to the transition of
vocabulary from active to passive vocabulary, which in turn means forgetting the
learned words.
The main feature of education at the senior stage is that at this stage, there is
an improvement of the previously acquired knowledge, skills and abilities. There is
also ongoing development of the use various techniques and means for the
subsequent enrichment of the vocabulary stock and increase knowledge of the
language. Another distinguishing feature is the fact that the older.
At the stage of learning, a foreign language already acts as a means of
obtaining new information, so at this stage the most involved is the independent
work of students.
Students find and study information that contributes to the expansion and
increase of their awareness of certain issues, provides new facts and introduces
7 Harmer J., "Teaching and Learning Grammar", Longman Group UK Limited 198
18new areas of study. In this regard, at the senior stage of education reading a foreign
language is the leading activity, i.e.
Processing and extracting information from text. Because language and it's
in first of all, communication, respectively also continues to improve the oral
speech of students, using monologue and dialogical form of speech.8
Listening continues development understanding the statements of
interlocutors by ear, the content of authentic audio and video texts of various
genres and duration of sound, as well as the ability to extract the necessary
information from the audio text. What concerns the lexical side of speech, further
work with expanding the volume of active vocabulary, learning vocabulary,
replicas, clichés on new topics and problems, continued mastery new word
formation models, further development lexical skills.
Based on the foregoing, we can formulate the goal of learning foreign
language at the senior stage of education. Namely, the learning objectives are:
- maintaining the required level of knowledge of the language of students;
- contributing to the development of motivation to study a foreign language;
- further development of foreign language communicative competence;
- maintaining interest in the subject;
- improvement of communication skills in four main types of speech activity
(speaking, listening, reading and writing);
- mastering new language means increasing the volume lexical units;
- increasing knowledge about the specifics of the country / countries of the
language being studied;
- developing the ability to get out of a situation in a deficit language means
at the time of receiving or transmitting new information.9
After analyzing the learning objectives at the middle stage, we come to
conclusion that at this stage a foreign language is a means, with through which
8 Лаптева О.А., Идеи коммуникативной лингвистики в коммуникативной методике. М., 1990.
9Harmer J., "Teaching and Learning Grammar", Longman Group UK Limited 198
19pupils can secure the development of interest and to deepen knowledge on certain
and necessary topics, or obtaining professionally significant information.
1. In the first chapter of the thesis, we explored theoretical issues formation
of lexical skills in high school students.
Considered and studied the general characteristics of the lexical skill,
characterized the lexical skill as an object of study, defined goals teaching
vocabulary, and also considered the features and objectives of learning vocabulary
at the senior stage of education.
2. The analysis of the scientific and methodological literature made it
possible
to get acquainted with the definition of lexical skill and its types of
operations.
We also identified some characteristic features of the lexical skills such as
automation, resilience, flexibility, consciousness.
3. Having characterized the lexical skill as an object of learning, we have
defined types of lexical skill, such as productive and receptive. And revealed that
during the formation of a productive lexical skill, there is such a phenomenon as
lexical creativity.
4. Analysis of the scientific and methodological literature made it possible to
identify and determine developmental, educational and educational goals of
teaching vocabulary.
5. Having studied and analyzed the features and goals of teaching a foreign
language at the middle stage, we found that the main feature of learning at
the senior stage is the improvement of already early acquired knowledge, skills and
abilities, as well as at this stage of learning a foreign language is a means of
obtaining new information and acquiring new knowledge.
For communicative competence, good pronunciation skills are needed; good
vocabulary skills are essential in school success, in addition to writing skills
without which academic studying is impossible. Pronunciation, vocabulary and
writing are also the three main aspects of the three studies in this thesis. The first
20two of three studies of this thesis investigate how singing, listening to songs and
reciting song lyrics as teaching methods are related to the development of writing
fluency. In the third study, pronunciation and vocabulary are the main features that
teachers consider to be positively influenced by singing, listening to songs and
reciting song lyrics.
Pronunciation is a combination of segmental (phonemes, i.e., sounds), as
well as suprasegmental factors, intonation, rhythm and vocal stress. Good
pronunciation is a component of good communication skills and effective language
use argues that people can be easily judged incompetent language users if their
pronunciation skills are not sufficient. Thus, the teaching of pronunciation is
crucial in language classrooms. Relatively few studies focus on teaching and
learning pronunciation but there is some understanding of how pronunciation
should be effectively taught. The main consideration when teaching pronunciation
is creating a supportive and pleasant classroom atmosphere: It is essential for
students to be able to practice pronunciation without feeling uncomfortable.
According to Derwing and Munro, to acquire the most beneficial results,
pronunciation should be explicitly taught. In practice, pronunciation is usually
either integrated into teaching or separately focused on during language lessons.
Burgess and Spencer argue that the best practice would be to integrate the teaching
of pronunciation into the teaching of communication skills and the perception and
production of language. 10
However, Lord showed that, when students are explicitly observing and
analysing their own pronunciation outcomes, their skill development is more
evident. In learning pronunciation, the goal is not to learn a ‘perfect’ or a ‘native
like’ accent and pronunciation, but to learn how to pronounce the language so that
it will be understood and thus serve the speaker’s communicative purposes. It is
possible to achieve a native-like accent, even when L2 learning is started after
early childhood; however, it requires strong learner motivation, as well as input
and instruction. Pronunciation skills can be practiced by listening to a language:
10Brumfit C.J., Johnson K., “The Communicative Approach in Language Teaching”, Oxford Univ.press, 1991
21Different kinds of listening tasks are beneficial for practicing pronunciation since
they enhance auditory perception. Pronunciation can also be practiced, for
example, by reading poems, role-playing and singing songs with the aim of making
pronunciation patterns more fluent. Rhythmic clapping, tone humming, singing
and reciting poems are viewed as