Technologies of Correction and Repetition Work to Ensure the Linguistic Accuracy of Students' Speech in The Process of Teaching Word Combining Skills in The Formation of English Speech

Аннотация

Since this chapter is devoted to the content of teaching combined skills and abilities, this paragraph will solve only the first of these tasks - the selection of the most typical grammatical errors, as a result of which it will be possible to determine the language gap. Skills that work in prepared speech, for example, in reciting well-remembered, standardized thematic messages often cease to work when students are required to form new speech connections, even at the same level of difficulty and using the combined supports mentioned in the previous section. Therefore, it is not without reason that authors who have studied the problems of unprepared speech pay special attention to the risk of a significant increase in the number of errors, and some researchers even propose to include correctness as a sign of unprepared speech in general. [186]. In their opinion, it is necessary to ensure the linguistic correctness of the combination or to completely abandon it. In this regard, the unity of the study of combination and such a methodological effect are of particular importance, which ensures the correctness of new speech combinations. Keywords: English speech formation, psychological character, methodological character, speech skills, language, speech unit, speech task. Introduction: This requirement seems to be especially relevant in the conditions of teaching a foreign language in a higher educational institution, where the level of European International Journal of Philological Sciences 21 https://eipublication.com/index.php/eijps European International Journal of Philological Sciences consolidation of the formed automatisms is usually I.V. Rakhmanov and his followers do not deny the low. importance of intralinguistic interference, but they emphasize that in most cases it acts on the basis of The study of combination is carried out mainly in the interlinguistic interference. process of actual study of oral speech, which is carried out in thematic, interdisciplinary conversations. In For our study, it is important to determine whether addition, the well-known attention to the combination interlinguistic interference is really the main source of may be characteristic of teaching grammar and errors, primarily grammatical, and if so, whether it is vocabulary. In order to determine how much special possible to identify the most persistent errors by measures to prevent linguistic, primarily grammatical, linguistic comparison of contact languages [32, 165]. In errors correspond to the task of studying combination, our case, the solution of these issues was complicated, it is necessary to determine which specific language since the study of integrated teaching methods was phenomena should be given special attention. carried out by us with special attention to students of Ultimately, since automatisms are not sufficiently higher educational institutions. Conducting a study to formed, it may be necessary to carry out corrective and identify errors that interfere with the learning of repetitive measures that cover all or almost all of the combinatorial skills among students of higher grammatical and difficult lexical material covered educational institutions of Uzbekistan; it was necessary within each topic, but this is not possible in the to take into account the interference of the native conditions of a higher educational institution. In this language, the possibility of a positive transition case, there is no time left to develop the skills of (transfer) from the Uzbek language, as well as the regulating speech on the topic. Here the task arises: presence of certain grammatical stereotypes of the English language among first-year students. [190]. So, 1) determine which errors are the most typical, stable, for example, in the second year of study, errors caused and what are the sources of these errors; by interference of the native language in three-term 2) determine the place of corrective and repetitive sentences with the verb “to have” can be considered measures so that they are organically included in the obsolete, errors in the order with the modal verb must I work on studying conjugation within the type; must read, in Uzbek I must write: I must write is a word- 3) strengthen the connection of grammatical- for-word match. correctional and lexical-correctional work carried out From these difficulties, the following method of in parallel with the topic of oral speech, if possible, identifying grammatical errors relevant to teaching with the study of conjugation. Uzbek students to combine follows: The identification of the most typical errors is a) we limit ourselves to the structures of English phrases associated with the discovery of their sources, which and sentences, about which we have determined in the methodologists call: 1. Interlingual interference of previous paragraph that they are necessary for the both the native language and the first foreign implementation of a combined curriculum; language. 2. In