Стратегии и методы улучшения навыка разговорной речи

Аннотация

Ключевые слова: В статье рассматривается вопрос о важности развития и развитие навыка совершенствования навыков устной речи при изучении говорения, английского языка. Подробно анализируются основные английский язык, трудности, с которыми сталкиваются учащиеся при компетенция, лингвистика, овладении навыками говорения на уроках английского речевое общение, языка. На основе изучения научных работ, посвящённых коммуникативное данной проблеме, автор сформулировал своё видение взаимодействие, ключевых сложностей, возникающих при развитии устной монологическая коммуникация. речи, и выявил основные причины их возникновения. Speaking means bringing together various skills to communicate and make an impact. At a bare minimum, you must find the appropriate words, put them in the proper order, and pronounce them correctly, so that they can be understood. You might even extend speaking skills such as body language and gestures. You will also need to be able to listen to what other people are saying while you are at it. But now I focus on improving speaking methods in particular. If you want to improve your English-speaking skills, you have to practice. The teacher should create an atmosphere to speak. Studying grammar will never improve a learner’s speaking. The audio-lingual method itself barely improves speaking. It is supposed to have an actual reason to speak. But if a learner does not have someone to communicate. There should be practice and usage of learning language. Well, there is a technique that allows a learner to speak English by himself. No speaking partner is required. This technique can help improve many aspects of spoken English [3]. Another popular and productive, in our opinion, tool for developing speaking skills is classroom viewing of feature films, documentaries, scientific films, and videos about cultural heritage, historical monuments, natural anomalies, and geographical features of the country of the language being studied. Watching films provides students with the opportunity to become familiar with lesser-known areas described in printed educational materials. This is a kind of informative material for a general discussion of what was watched in the classroom, a resource for completing oral and written assignments. In addition, students may have different views on what they saw in the films, which can become an impetus for encouraging other, less active speakers, to discuss. The presence of subtitles during the viewing process is also desirable, since the oral speech of a native speaker in films is not always completely clear, especially for those students who have difficulty with listening [1]. However, it is necessary to recognize the possible limitations that arise when using film viewing as a tool for developing speaking skills in English classes. Firstly, films and video materials within the lesson require the teacher to prepare for practical tasks after viewing, significantly using his time resources, which are already limited by his daily preparation for lectures and practical classes. In this regard, many teachers refuse to consider the considered method of developing speaking skills. 9 Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика и лингводидактика – Foreign Linguistics and Linguodidactics Special Issue – 1 (2025) / ISSN 2181-3701 A popular way of developing and improving speaking skills is also considered to be the active use of monologue and dialogic types of speech. According to the author's position of Bredikhina I.A., "the distinction between dialogic and monologue speech should be considered conditional" [2]. The author explains her point of view through the presence of a listener in both monologue and dialogic speech, which makes it possible to include monologue speech in the process of oral speech communication, in other words, in dialogic speech. In this case, we are talking not just about the use of the dialogue method in teaching English, but about the process of teaching students a dialogic form of communication. This approach requires the teacher to develop and improve the students' existing basic skills and abilities in constructing dialogic speech in English. These include: the ability to construct questions of different the ability to use types (general, special, expressions of alternative and agreement or disjunctive questions); disagreement, doubt, request, advice the ability to the ability to use consistently and cliches and logically construct introductory answers to expressions in questions; speech; the ability to use various remarks that reflect the interlocutor's reaction during communication; In our opinion, the success of mastering the speaking skill is also determined by the characteristics of students' memory. According to the well-known classification of memory types, according to the time of storing material, instantaneous, short-term, operational, long-term, and genetic memory are distinguished [5]. According to the predominant analyzer