MODERN METHODS AND TECHNOLOGIES USED IN TEACHING ENGLISH SPEAKING

Аннотация

This article discusses teaching strategies for speaking in English, the system of exercises, and modern technologies, speech and conversation forms, the general classification of monologues, dialogues, and polyglots, the typological challenges in teaching speaking, communication, language acquisition, attention-span, creativity, innovation, artistic and cultural connections, self-management, decisiveness, perseverance, decision-making skills, and adaptability among students in higher education. Key words: Speaking, receptive speech, reproductive speech, dialogic speech, monologic speech, teaching mechanism for speaking, motivation, ability to concentrate attention, consistency, ability to create novelty. Annotatsiya: Ushbu maqolada ingliz tilida gapirishni o`rgatish strategiyalari, undagi mashqlar tizimi va zamonaviy texnologiyalar, nutq va muloqot shakllari, monolog, diolog va poliglotlarning umumiy tasnifi, gapirishni o`rgatishdagi tipologik qiyinchiliklar haqida so`z boradi, oliy ta`limda talabalar o`rtasida muloqot, qobiliyat, tilni egallash, diqqatni jamlay olish qobiliyati, ijodkorlik, yangilik yaratish qobiliyati, badiiy va madaniy aloqalar, o'z-o'zini boshqarish, qat'iyatlilik, tashabbuskorlik, qaror qabul qilish qobiliyati va moslashuvchanligi yoritiladi. Kalit so’zlar: Gapirish, retseptiv nutq, reproduktiv nutq, dialogik nutq, monologik nutq, gapirishga o’rgatish mexanizmi, motivatsiya, diqqatni jamlay olish qobiliyati, qat’iyatlilik, yangilik yaratish qobiliyati. Аннотация: В данной статье говорится о стратегиях обучения говорению на английском языке, системе упражнений и современных технологиях, формах речи и общения, общей классификации монологов, диалогов и полиглотов, типологических трудностях обучения говорению, обсуждаются общение, способности, овладение языком, концентрация, творчество, новаторство, художественное и культурное общение, самоуправление, настойчивость, инициативность, принятие решений студентов высших учебных заведений. Выделены способности и гибкость. Ключевые слова: Речь, рецептивная речь, репродуктивная речь, диалогическая речь, монологическая речь, механизм обучения говорению, ~ 195 ~ Talqin va tadqiqotlar ilmiy-uslubiy jurnali Impact Factor: 8.2 | 2181-3035 | № 8(66) мотивация, способность концентрировать внимание, последовательность, способность создавать новизну. Speaking is closely linked to other forms of verbal activities. A student's ability to comprehend spoken language affects their speaking proficiency - understanding content is crucial for providing meaningful responses. Reading is closely intertwined with speaking, as students express ideas they have read and utilize information while speaking. The more one reads, the more knowledge they have to draw upon during speaking tasks. Writing serves as a way for students to convey information from reading, listening, and speaking. It reinforces speaking skills by helping retain information. Thus, speaking is interconnected with various verbal activities that involve the use of language features such as vocabulary, grammar, and pronunciation to convey ideas. The importance of contemplating before speaking is emphasized, highlighting the cognitive process of idea formation before verbal expression. Speaking fluency involves utilizing language elements and expressing ideas effectively, demonstrating a speaking skill. Speaking in a foreign language comprises three stages - prompting the need to articulate an idea through language means, followed by the intention to communicate, which involves providing information, answering questions, or carrying out non-verbal actions. Memory, analysis, synthesis, and action are vital components of the speaking process, with links between various language elements being crucial. Pronunciation differences in words with similar meanings (e.g., see-sea, two-too) or opposite meanings (e.g., big-large) are noted, with speakers relying on prepared language units stored in memory for speaking tasks. The development of speaking skills consists of various sub-competencies. These small skills include pronunciation, grammar, and vocabulary. Developing speaking abilities depends on correctly utilizing the tasks and exercises given in the lesson. Before presenting the necessary tasks and exercises, let's briefly explain two terms. The term "task" indicates solving communicative problems in various situations. Tasks perform the entry task for independent work and offer various methods for implementation. On the other hand, exercises are designed to address issues that can be solved through repetition and consolidation. Linguistic and situational phenomena are primarily presented separately, which provides a measurable feature to exercises. There is no single typology for speaking skills exercises. Typically, communicative exercises are presented in didactic and methodological guides. The general structure or division is difficult because teachers and students have different requirements. It is possi