SPEAKING METHODOLOGY FOR IELTS: PRACTICAL TECHNIQUES FOR STUDENTS OF FOREIGN LANGUAGE UNIVERSITIES

Аннотация

This article explores effective speaking methodologies tailored for students of foreign language universities preparing for the IELTS exam. It highlights key challenges, including fluency, pronunciation, coherence, and lexical resource development. The article provides practical techniques such as structured speaking drills, pronunciation exercises, and interactive learning strategies. Additionally, it discusses the role of self-assessment, peer feedback, and simulatedspeaking testsinimproving performance. Keywords: IELTS speaking, fluency, pronunciation, coherence, lexical resource, interactive learning, self-assessment, test simulation,structured practice, foreign language universities. Annotatsiya: Ushbu maqolada IELTS imtihoniga tayyorlanayotgan chet tillari universiteti talabalari uchun moslashtirilgan samarali gapirish metodikalari o‘rganiladi. Unda asosiy qiyinchiliklar, jumladan, ravonlik, talaffuz, mantiqiy bog‘liqlikva leksikresurslarni rivojlantirish muhokama qilinadi. Maqolada tuzilgan nutq mashqlari, talaffuz mashqlari va interaktiv o‘qitish strategiyalari kabi amaliy usullar taqdim etiladi. Bundan tashqari, o‘z-o‘zini baholash, tengdoshlar fikri va simulyatsion gapirish testlarining natijalarni yaxshilashdagi roli ko‘rib chiqiladi. Kalit so‘zlar: IELTS gapirish, ravonlik, talaffuz, mantiqiy bog‘liqlik, leksik resurs, interaktiv o‘qitish, o‘z-o‘zini baholash, test simulyatsiyasi, tuzilgan mashg‘ulotlar, chet tillari universitetlari. Аннотация: В данной статье рассматриваются эффективные методики развития устной речи, адаптированные для студентов языковых вузов, готовящихся к экзамену IELTS. Особое внимание уделяется ключевым трудностям, таким как беглость речи, произношение, связность высказывания и развитие лексического запаса. В статье представлены практические техники, включая структурированные речевые тренировки, упражнения на произношение и интерактивные стратегии обучения. Кроме того, обсуждается роль самооценки, обратной связи от сверстников и имитационных устных тестоввповышенииуровня подготовки. Ключевые слова: устная часть IELTS, беглость речи, произношение, связность, лексический запас, интерактивное обучение, самооценка, имитация теста, структурированнаяпрактика,языковыевузы. The IELTS Speaking test assesses candidates on fluency, lexical resource, grammatical range, http://www.internationaljournal.co.in/index.php/jasass 492 Volume15 Issue02, February2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 and pronunciation. Many students of foreign language universities face difficulties in maintaining fluency, structuring responses, and using appropriate vocabulary. This article presents a structured methodology to help students overcome these challenges and enhance their speaking proficiency [1;110]. Key Challenges inIELTS Speaking Students preparing for the IELTS Speaking test often face several difficulties that can impact theiroverall performance. Oneof the mostcommon challenges is lack of fluency.Many learners struggle to maintain a smooth and continuous flow of speech, often pausing frequently or searching for words. This hesitation can make their responses sound unnatural and disjointed. For example, when asked to describe their hometown, a student might pause excessively—"My city... um... it is... uh... quite big and... um... has many places to visit"—which disrupts the flow ofcommunication. Another significant issue is pronunciation difficulties, which can lead to misunderstandings. Mispronouncing certain words or failing to stress syllables correctly may confuse the listener. For instance, a student might pronounce "comfortable" as "com-for-ta-ble" instead of the correct "kumf-tur-bl," making it harder for the examiner to understand them. Pronunciation problems can stem from mother tongue interference, lack of exposure to native speakers, or incorrect learning habits. In addition, limited vocabulary can restrict a student’s ability to express ideas effectively. Without a broad range of words and phrases, responses may sound repetitive and simplistic. For instance, if a student repeatedly uses the word "good"—"The weather is good, my teacher is good, my city is good"—instead of employing varied and precise vocabulary like "pleasant," "supportive," or "vibrant," their language may appear basic and underdeveloped. Expanding one's lexical resource by learning synonyms, collocations, and topic-specific vocabulary is essential for achieving ahigh score. Another hurdle students often face is coherence and cohesion problems, meaning they struggle to structure their responses logically. Some students jump from one idea to another without clear connections, making their speech difficult to follow. For example, if answering a question about their favorite hobby, they might say, "I like painting. My mother is a doctor. Colors are interesting," without linking these ideas in a meaningful way. Using transition words like "because," "however," and "f