SPEECH EXERCISES AND THEIR USE IN ORGANIZING TEACHING A FOREIGN LANGUAGE

Аннотация

В данной статье речь идет о речевых упражнениях и их использовании в организации обучения иностранному языку. Дана информация о видах речевых упражнений. Ключевые слова: упражнение,репродуктивное,продуктивное,материальное,структура. Annotatsiya: Ushbu maqolada nutq mashqlari va ulardan chet tilini o'qitishni tashkil etishda foydalanish ko'rib chiqiladi. Nutq mashqlari turlari haqidama’lumotlarberiladi. Kalitso'zlar: mashq, reproduktiv, mahsuldor, material, tuzilish One of current issues of modern foreign languages teaching technology is the development and theoretical justification of an exercises subsystem in “using speech”, skills for expression of own thoughts and feelings. The objective is to study the system of exercises and their effective useto develop foreign languages skillsofspeech communication. Communicative and practical orientation of foreign language teaching is based primarily on the exercises, as more exercise is similar to real conversation as more it is efficient. Functioning at different levels of implementation, exercises provide pupils’ managed assimilation of a foreign language as means of communication. Therefore, exercises are the main direct appliance of the organization of pupils’ and teachers’ activity, pupils with each other or the pupil and the textbook in individual work. Therefore definition of the exercises’ status, their structure and functions, their typology is one of the most importantproblems ofmethodology. Beginning from the 70-80 the foreign languages teaching methodology is characterized by a steady tendency to the communicative orientation of the whole educational process. This tendency stimulates interest to a problem of exercises from its communicative value. The essence of a problem consisted in giving communicative character to the process of training and automationof alanguage material and free statements. The communicative exercises are aimed at that pupils seized communicative function of language. Communicative exercises are various according to the contents and they are necessary for including in lesson structure. Having considered these exercises, we can say that they have determined advantages, namely: promoting informative activity of pupils and form practical abilities to use language as a means of communication. But the idea of unified system of communicative exercises should cause, in our opinion, critical remarks. Here, as it seems to us, value of training exercises which provide durability of assimilation of a material and speech correctness isn't considered. We have offered to intensify training by a cognitive component and to carry out the following scheme: implementation of creative exercises; acquisition of linguistic material; improvement of http://www.internationaljournal.co.in/index.php/jasass 89 Volume15 Issue02, February2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 cognitive activity. Moreover, creative, unprepared exercises should come to the forefront in the teaching process, and reproductivetasks accept a rehearsal role in thisprocess. In this regard we have identified reproductive and productive exercises. Reproductive exercises: imitative (store in trainee’s memory linguistic forms, which makes the teacher), dialog templates (speech improvement on the basis of previously acquired samples), dramatization (assimilation of verbal structures by establishing direct links with a concrete situation), substitution (are based on substitution of lexical units in structure of any grammatical form), transformation (modification of lexical and grammatical forms), a reproduction (pupils’ reproduction in replicas of those forms which are acquired in the previous exercises). Productive exercises: the tasks demanding the analysis, a conclusion; tasks for guessing, the tasks demanding definition of cause and effect, the tasks demanding comparisons; the tasks demanding imagination; tasks, with installation on an assessment of the facts of the contents; tasks, withthelowered semantic links,problem role-playing games. The results of teaching a foreign language are determined primarily through the system of exercises, because the practical goal of learning a foreign language, i.e. mastering all types of speech activity, is carried out with the help of exercises. So what are the exercises? Exercise means separate or sequential operations or actions aimed at mastering a certain activity or improving this activity in educational situations. The requirement for exercises is that they should be adequate, i.e. suitable, for the qualifications and skills being developed. If the exercises intended for training do not have a speech character, the skills and competences being formed will not have a communicative character. That's why speech promotion should be created onlyin speech activity based onspeech situations. Therefore, speech skills and competencies are not in language exercises, but reflect this speech, i.e., c