Academic writing. Critique of scientific articles by Alexandra Miracle

Academic writing

Critique of scientific articles

1. Importance of speaking skill and it's developing ways. The analysis of this article will be structured in the way of author’s writing. This article is a concept, the idea explanations and requires to be improved. Firstly, the author wants to explain what does it mean “speaking”. I think that it would be better to start with the reason of speaking. Who is a speaker and what is communicative process. Secondly. Author makes the introduction on the stair. Speech, speaking, learning, teaching. But all of these abilities need to be considered deeply. Speaking is a huge process what is related to psychology. It has a group or individual characteristic. Teaching is a global process. In this case the speaker has a lot of tasks for confirming. Learning process according to the research topic is overviewed by both sides students and teachers. Author didn't take a selection for this situation. The sequence should be: learning, speech, teaching, speaking. Speech has a relation to vocabulary if we are talking about foreign language. Author didn't write about it from the beginning. The title talks about this component. Author suggests to consider the strategy without analyzing the common communicative process by his point of view. For making the strategy you have to think about the roles and understand who is a receiver of the information and who is a resource. Three steps by author's created strategy talk about improving speaking abilities. How to check the abilities? No answers. "Using simple responses". This step in the strategy talks about optimizing the process of interaction. Author said about "less-able" speakers. How to solve this question? If the article has title where the gain is to show the way of improvements, he has to give the possible solutions. Here is no analysis about what is achieved already and any literature review. "Pre-answer to know patterns". Author has a responsibility to say about the importance of organizing the classroom. Good decision is "try to control how much and how often your students are speaking with each other" and

"give them a theme that belongs to a current events or problems to discuss in groups at the every lesson beginning or ending part". "Using language which creates good practice environment". The important to use the right form of the language. Your created environment has to be productive, helpful to be concentrated on the considering topics and not stressful. Author's method is general and specified to my experience used by all of the language speaking schools. Conclusion has to be a summary of all of the article achievements and give the answer on the question: "What is the importance of speaking skill?". But the author talks about perspectives of teaching processes and that the teacher and student have to learn language and improve the language skills hand by hand.

2. Developing Speaking Skills through Reading. The article has an academic Level of writing. The structure is clear and comfortable for a reader organized. According to the previous style of critics, this article will be researched by the chapters. Abstract. Writing about reading and speaking skills isn’t correct. Author has to talk about human perception of the language looking by the sides of verbal and non-verbal communication [1]. This article isn’t general, this paper is prescientific and the author has a responsibility to Research the main points of the analyzed topic. The structure of the speech has the elements of meaning of the words and phrases, manner of speech, The quality of voice. It's a straight direction to reading phenomena. Reading opportunities have the category in The human perception abilities What are considered by [2]: ● Kinesica (human emotions and feelings); ● Takesika (gestures); ● Proxemics (places and environment). People are not just reading and speaking, they are in the public or private places, social and interact with each other and objects. There is a process. When human reads something, he is in the process. Linguistic is a science and has a relation to the other subjects mostly with psychology and sociology. Abstract is explained simple and clear. Introduction. Who is a good reader? Author said that he is “able to understand sentences and structures of a written text?”. But What is a value? It’s very important to define it. Quality of understanding it will make future of reader’s professionalism in reading and going to the level of analyzing. The type of reading in the teaching class has to be explained to the students for separating (the reason of separating has to be defined and parameters of each student (level of English, career's goals and etc.) into inside and outside speaking/reading classroom.

Speaking. Writing about the production isn’t correct, better to say about connected speech in the way of responsibility, assets and disadvantages when speakers use the contractions in their communication. Good to say in expressive devices about repeating the right pitch and stress in the words. Memory works differently in pronunciation of a few specific words or phrases. Lexis and Grammar have to be about pronunciation more than about phrases. In academic level, we are rarely in using the templates, we respect “the thoughts from the mind”. I can say that it would be more suitable to call “Vocabulary and Grammar”. Reading. Reading part is a center of the article and supported by the references what are the needed information for providing the relation between reading and speaking abilities. Author gives just the summary of the knowledge without analyzing. He didn’t reflect his point of view and meaning of the Hedge’s “goals of learning” and Williams’s reasons. Integration. This part is more detailed and has a discussion of knowledge, grammar and reading, relation between listening, speaking, reading, writing and translating. This part could be longer and reader can have the questions. This part has the outcomes of theoretical review in writing about “the benefits of extensive reading. Just in this part the solution of being productive and more understandable is found, it calls extensive reading (Hedge, Dubin, Olshtain) [3][4]. Conclusion could be more filled out of the findings and the possible of improving English reading skills. I’m absolutely agree that reading makes sense to the communicative skills and it can be good to talk about innovative tools. Mobile and tablet applications give a lot of opportunities to understand the language. Reading the article and books, user can click on the words and create his own vocabulary. After that user can train his vocabulary playing the games.

Outcomes can be that: ● ● ● ●

Article needs more detailed research; The article is scientific and requires hypothesis; The abstract should be connected with conclusion; A few of the author’s assumptions have to be confirmed by his references.

References [1] Wahyuni A. (2017). The Power of Verbal and Nonverbal Communication in Learning. Indonesia: Universitas Muhammadiyah Sidoarjo. [2] Dakukina T.A., KEY ELEMENTS OF THE METHODOLOGY OF TEACHING READING ORIGINAL TEXTS IN A FOREIGN LANGUAGE AND WRITTEN INTERPRETATION BASED ON READING. Tomsk: National Research Tomsk Polytechnic University. [3] Hedge, T. (1985). Using Readers in Language Teaching. London: Macmillan Publishers Ltd. [4] Dubin, F., & Olshtain, E. (1977). Facilitating Language Learning: A Guidebook for the ESL/EFL Teacher. N.Y: McGrow: Hill International Book Company.

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Developing Speaking Skills through Reading Article in International Journal of English Linguistics · November 2012 DOI: 10.5539/ijel.v2n6p91

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International Journal of English Linguistics; Vol. 2, No. 6; 2012 ISSN 1923-869X E-ISSN 1923-8703 Published by Canadian Center of Science and Education

Developing Speaking Skills through Reading Çağrı Tuğrul Mart Correspondence: Çağrı Tuğrul Mart, Department of Languages, Ishik University, Erbil, Iraq. Tel: 964-750-308-61-22. E-mail: tugrulbey@hotmail.com Received: October 17, 2012 doi:10.5539/ijel.v2n6p91

Accepted: November 6, 2012

Online Published: November 29, 2012

URL: http://dx.doi.org/10.5539/ijel.v2n6p91

Abstract There is an increasingly high relationship between reading and speaking skills. There is no question that people who develop large reading vocabularies tend to develop large speaking vocabularies. Indeed, reading power relies on continuous improvement in vocabulary knowledge that provides communication. The importance of word knowledge, which facilitates speaking skills, has been a major resource in the development of reading skills. Therefore fostering improvement in word knowledge through wide reading has the potential for fostering improvement in speaking skills. This article focuses on how printed words relate to spoken words and finally how reading contributes to speech. Keywords: reading skills, speaking skills, vocabulary knowledge 1. Introduction “Where there is little reading there will be little language learning. ... the student who wants to learn English will have to read himself into a knowledge of it unless he can move into an English environment” (Bright and McGregor, 1970, p.52). Language acquisition without reading is difficult. Reading is a good way of comprehension. A good reader is able to understand sentences and structures of a written text. Bright and McGregor are of the opinion that reading is ‘the most pleasant route to command of the language’, because it is via reading ‘the student is most likely to find words used memorably with force and point.’(1970, p.53). It appears that reading is a key factor in language learning. One important notion of developing reading skills and speaking skills is to use the language for learning as well as communication. Reading can play a big part in successful language learning. It can develop speaking skills. It needs to be noted that speaking holds a very significant place in foreign language learning because through speech messages are conveyed. According to Ur (1996, p.120), “of all the four skills (listening, speaking, reading and writing), speaking seems intuitively the most important”. Reading outside the classroom is the most significant influence on oral communication ability. Students who read a lot are more likely to speak well. Students through reading develop in both fluency and accuracy of expression in their speaking. Davies and Pearse (2000) stresses the importance of communication as: “Real success in English teaching and learning is when the learners can actually communicate in English inside and outside the classroom.” 2. Speaking Speaking is being capable of speech, expressing or exchanging thoughts through using language. “Speaking is a productive aural/oral skill and it consists of producing systematic verbal utterances to convey meaning (Nunan, 2003, p.48).” (Harmer, 2001) notes down that from the communicative point of view, speaking has many different aspects including two major categories – accuracy, involving the correct use of vocabulary, grammar and pronunciation practised through controlled and guided activities; and, fluency, considered to be ‘the ability to keep going when speaking spontaneously’. Bygate (1991, p.3), also emphasizes knowledge of the language, and skill in using this knowledge for an effective communication. Language knowledge and skill in using it, are considered two fundamental elements of an effective communication. Among the elements necessary for spoken production, are the following (Harmer, 2001, p.269). 

Connected Speech: effective learners of English need to be able not only to produce the individual phonemes of English (as in saying I would have gone) but also to use fluent ‘connected speech’ as in (I’d ‘ve gone). In connected speech sounds are modified, omitted, added or weakened. 91

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Expressive Devices: native speakers of English change the pitch and stress of particular parts of utterances, vary volume and speed, and show by other physical and non-verbal means how they are feeling.

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Lexis and Grammar: spontaneous speech is marked by the use of number of common lexical phrases, especially in the performance of certain language functions.

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Negotiation and language: effective speaking benefits from the negotiatory language we use to seek clarification and to show the structure of what we are saying.

This study highlights vocabulary and grammar knowledge among these elements. Reading will enable learners to develop their vocabulary and grammar knowledge which will effectively contribute to their speaking skills. Vocabulary and grammar knowledge will enable learners to understand so reading will increase learners’ understanding capability which they need for a better communication. 3. Reading Reading is one of the most effective ways of foreign language learning. Reading simply is the interpretation of a written message. Walter R. Hill (1979, p.4) briefly defines reading as what the reader does to get the meaning he needs from contextual resources. Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning and the goal of reading is comprehension (Nunan, 2003, p.68). The ability to read requires that the reader draw information from a text and combine it with information and expectations that the reader already has (Grabe, Stoller, 2001, p.187). Alderson J.C. (2000) states that reading is built from two components: word recognition and comprehension. These two components gained through reading will foster learners’ language competence. Krashen and Terrell (1989, p.131) point out that reading enables learners to comprehend better which is an important factor that can develop language competence.

Figure 1. Definition of reading (David Nunan. Practical English Language Teaching. 2003. p. 72) Hedge (2003) writes the goals of learners’ in a reading process as: 

The ability to read a wide range of texts in English.

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Building a knowledge of language which will facilitate reading ability

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Building schematic knowledge

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The ability to adapt the reading style according to reading purpose (skimming, scanning)

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Developing an awareness of the structure of written texts in English

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Taking a critical stance to the contexts of the texts

Reading will add to learners’ conversational performance. Reading will help learners to decipher new words that they need for conversations. Through reading language learners will have vocabulary knowledge which will facilitate their speaking performance and their usage of structure in the target language will develop. These components which are required through reading are all necessary for developing speaking skills. Similarly, Williams (1984, p.13) suggests some reasons why language learners should read in a foreign language: 

Learners can have further practice in the language that they have learnt,

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Learners can practice language in order to reuse it in other skills such as speaking and writing, 92

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Learners can learn how to get benefit from the texts to extract the information they need,

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Learners can find enjoyment or interest through reading.

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4. Integrating Reading and Speaking Skills In a reading process six component skills have been suggested. Among these knowledge fields vocabulary and structural knowledge which are acquired through reading, influence learner’s speaking achievement. 1) Automatic recognition skills 2) Vocabulary and structural knowledge 3) Formal discourse structure knowledge 4) Content/world background knowledge 5) Synthesis and evaluation skills/strategies 6) Metacognitive knowledge and skills monitoring (Grabe,1991, p.379). How do these component skills contribute to speaking skills? Anne Lazaraton (2001, p.104) suggests that oral communication is based on four dimensions or competences: grammatical competence (phonology, vocabulary, word and sentence formation …); sociolinguistic competence (rules for interaction, social meanings); discourse competence (cohesion and how sentences are liked together); and strategic competence (compensatory strategies to use in difficult strategies). Vocabulary knowledge and grammar are two essential factors of foreign language learning, and they both influence learner’s speaking performance. Good knowledge of grammar is viewed as an essential aspect for achievement in a foreign language. Grammar is important to learn the nature of language. Grammar helps learners to build comprehensible sentences in speaking. In order to understand how language works, learners should give attention to grammar. “If we only understand what others say partially and superficially, the communication of ideas can’t be properly realized (Zhong-guo, Min-yan, 2007, p.63).” Reading will help learners acquire vocabulary and grammar. Through reading learners see how words fit together. When learners constantly engage in the target language, they begin noticing and mastering the patterns in the language. Mccarthy (2000) states that lexical and grammatical knowledge are significantly correlated to reading comprehension. This means learners will achieve better reading comprehension through grammar. Krashen (cited in Hill and Holden, 1990, p.92) encourages reading because it is a great factor in foreign language improvement and believes that students who read a lot are good at reading, good at writing and have a good vocabulary and grammar knowledge. Learners see structure of a sentence and this enables them to build their own sentences and utterances. Reading may contribute significantly to competence in a second language. There is good reason, in fact, to hypothesize that reading makes a contribution to overall competence, to all four skills (Krashen & Terrel, 1983, p.131) Vocabulary knowledge is indispensable for effective communication. Lewis (1993, p.23) writes that learning vocabulary is the core task in second language learning and any language skills of listening, speaking, reading, writing, and translating cannot exist without vocabulary. Vocabulary is understanding the meaning of a word, so communication does not occur if there are no words. Therefore reading is probably the best way to learn new words. Reading results in incidental vocabulary acquisition (Lechmann, 2007). Nation supports this idea and says: “Reading has long been seen as a major source of vocabulary growth” (Nation, 1995, p.7). Most people recognize the important relationship between knowing words and reading well. Eskey, supporting this notion, states that “the relationship between reading and vocabulary is well documented and reciprocal” (Eskey, 2005, p.567). And, “in fact the relationship between vocabulary knowledge and reading comprehension is well established in the reading literature” (Dole, Sloan, Trathen, 1995, p.452). Hedge (1985, p.77) also states that through extensive reading learners advance their ability to of guessing the meanings of unknown words and phrases from clues in the context and he concludes that students who read a lot outside the classroom may increase both their comprehending the context and improving their vocabulary which are essential elements to advance speaking skills. A broad and deep vocabulary knowledge makes learners precise and articulate. Through reading learners see how the new words connect to other words. “The more reading you will do, the more you will increase your exposure to vocabulary that doesn’t usually make its way into the spoken language” (Cunningham, 1998). An improved vocabulary will help learners develop their speaking skills. Speech without vocabulary cannot be produced. Vocabulary is one of the essential and fundamental components of communication (Levelt, 1993). And 93

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Laufer (1997) stresses the importance of vocabulary knowledge and adds that without words to express a wider range of meaning, communication in a second language cannot happen in a meaningful way. Learners will improve their speaking competence if they have better vocabulary knowledge which they can get through reading. Sanacore (1994, p.604), is of the opinion that encouraging learners to read will lead them guessing the meanings of words, phrases from the context, and the more they read the more they will understand the meanings of sentences and concepts. And an ongoing reading habit will enable learners understand a text easily, even they do not know meanings of some words in the text. Reading extensively will enhance their comprehension. Learners will easily comprehend in the foreign language if they advance their ability of guessing the meanings of words from context which will promote their speaking performance. Dubin and Olshtain (1977, p.97) also point out that through extensive reading learners learn much vocabulary. They emphasize the benefits of extensive reading as: 

Students develop an ability to gain pleasure and also satisfaction from reading on their own in the language they are learning.

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They are exposed to the language in a more natural and less structured way. In other words, they get different unpressured feeling on the structure of the language since they read for pleasure, and not for a grade or a test.



Extensive reading has also effect on other language skills such as writing and speaking.

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Extensive reading, or reading for pleasure, will help the students comprehend more and also continue to use the language after the instruction.

Oya, Manalo, and Greenwood suggest that better vocabulary knowledge produces better oral performance (2009, p.11). Accuracy and fluency of learners will get better through reading. They also claim that having good vocabulary knowledge is one of the essential components to gain fluency in speaking performance (Oya, Manalo, Greenwood, 2009, p.19). It needs to be noted that good vocabulary knowledge will give learners confidence in their speaking performance. Better vocabulary knowledge and having more words at one’s disposal is likely to facilitate the ability to tell a story better, to demonstrate a more extensive range of language resources, and to come across more intelligibly. Better vocabulary knowledge could also contribute to boosting the speaker’s confidence, which would come across when speaking and influence the overall impression created. (Oya, Manalo, Greenwood, 2009, p.19) In the theoretical model of L1 and L2 speaking (Levelt, 1989, 1993), vocabulary has a central position in forming an utterance with appropriate meanings and with syntactic, morphological, and phonological structures. Levelt’s model suggests two points. First, vocabulary is always required in the formulation stage. In other words, no speech can be produced without vocabulary, and vocabulary is indispensable to speaking performance. Second, the lexicon consisting of lemmas and lexemes includes not only vocabulary size (i.e., primary meaning and form [phonology]) but also depth (i.e., syntax and morphology), which suggests that both size and depth are related to speaking performance (adapted from Rie Koizumi, 2005, p.53). The study by Adams (1980) and Higgs and Clifford (1982) indicates close relationships between vocabulary as part of overall speaking performance and overall speaking performance at low levels than at intermediate and advance levels (adapted from Koizumi, 2005, p.53). For spoken English the best reading materials are dramas, plays and dialogues. Learners have the opportunity to find sentences and phrases used in our daily conversation in dramas, plays and dialogues because they are all based on one person talking to another. Some studies have shown that using authentic texts has a positive effect on learning the target language by developing communicative competence (Peacock, 1997). “A text is usually regarded as authentic if it is not written for teaching purposes but for a real-life communicative purpose, where the writer has a certain message to pass on to the reader. As such, an authentic text is one that possesses an intrinsically communicative quality” (Lee, 1995). It is real language created by native speakers of the target language in pursuit of communicative outcomes (Little, Devitt, & Singleton, 1989). Integrating speaking and reading skills deepens students’ understanding of the reading material, reveals any problem they have understanding a text, and, most importantly, lets them apply the information they have read into authentic speaking practice that improves their fluency (Zhang, 2009, p.34).

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5. Conclusion Communication without vocabulary will break down. One of the most useful ways to improve your communication skills is extensive reading. Extensive reading will help you to develop your ability to express ideas, whilst also enlarging the size of vocabulary. Vocabulary knowledge is one of the crucial factors that will influence fluency in speaking. Reading introduces learners to a wider body of language and contexts. Reading helps learners build up better grammar skills. As learners develop stronger reading skills, they develop more sophisticated speaking skills. References Adams, M. L. (1980). Five coocurring factors in speaking proficiency. In J. R. Firth (Ed.), Measuring spoken language proficiency (pp. 1-6). Washington, DC: Georgetown University Press. Alderson, J. C. (2000). Assessing Reading. Cambridge: Cambridge University. Bright, J. A., & G. P. McGregor. (1970). Teaching English as a Second Language. London: Longman. Brusch, W. (1991). The role of reading in foreign language acquisition: Designing an experimental project. ELT Journal, 45(2), 156-163. http://dx.doi.org/10.1093/elt/45.2.156 Bygate, M. (1991). Speaking. Oxford: Oxford University Press. Cunningham, A. E., & Stanovich, K. E. (1998). What Reading does for the Mind. American Educator, 8(15). Davies, P., Pearse, E. (2002). Success in English Teaching. Shanghai: Shanghai Foreign Language Education Press. Dole, A. J., Sloan, C., & Trathen, W. (1995). Teaching Vocabulary within the Context of Literature. Journal of Reading, 38(6), 452-460. Dubin, F., & Olshtain, E. (1977). Facilitating Language Learning: A Guidebook for the ESL/EFL Teacher. N.Y: McGrow: Hill International Book Company. Eskey, D. (2005). Reading in a Second Language. In E. Hinkel (Ed), Handbook of research on second language teaching and learning (pp. 563-580). Mahvah, NJ: Lawrence Erlbaum. Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterl, 25(3), 375-406. http://dx.doi.org/10.2307/3586977 Grabe, W., & Fredricka S. (2001). Reading for Academic Purposes Guidelines for the ESL/EFL Teacher. In M. Celce-Murcia (Ed.), Teaching English as a second foreign language. Boston: Heinle and Heinle. Harmer, J. (2001). The Practice of English Language Teaching. Harlow: Pearson Education. Hedge, T. (1985). Using Readers in Language Teaching. London: Macmillan Publishers Ltd. Hedge, T. (2003). Teaching & learning in the language Classroom. UK: OUP. Higgs, T. V., & Clifford, R. (1982). The push toward communication. In T. V. Higgs (Ed.), Curriculum, competence, and the foreign language teacher (pp. 57-79). Lincolnwood, IL: National Textbook. Hill, D., & Holden, S. (Eds). (1995). Language Teaching: 1988 Milan Conference Organized by the British Council. London: Modern English Publications. Hill, W. R. (1979). Secondary School Reading: Process, Program, Procedure. Boston: Allyn and Bacon. Krashen, S. D., & Terrell, T. D. (1983). The Natural Approach: Language Acquisition in the Classroom. Oxford and San Francisco: Pergamon, Almany. Krashen, S. D., & Terrell, T. D. (1989). The Natural Approach: Language Acquisition in the Classroom. Pergamon: Prentice Hall. Laufer, B. (1997). What is in a World That Makes it Hard to Easy: Some Intralexical Factors That Affect the Learning of Words. In N. Schmitt & M. Maccarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press. Lazaraton, A. (2001). Teaching Oral Skills. In M. Celce-Murcia (Ed.), Teaching English as a second foreign language. Boston: Heinle and Heinle. Lechmann, M. (2007). Is Intentional or Incidental Vocabulary Learning More Effective? Journal of foreign language teaching, 3(1), 23-28. Lee, W. (1995). Authenticity Revisited: Text Authenticity and Learner Authenticity. ELT Journal, 49(4), 323-328. 95

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http://dx.doi.org/10.1093/elt/49.4.323 Levelt, W. J. M. (1989). Speaking: From intention to articulation. MA: MIT Press. Levelt, W. J. M. (1993). The architecture of normal spoken language use. In G. Blanken, J. Dittmann, H. Grimm, J. C. Marshall, & C. W. Wallesch (Eds.), Linguistic disorders and pathologies: An international handbook (pp. 1-15). Berlin: Walter de Gruyter. Lewis, M. (1993). The Lexical Approach. London: Language Teaching Publications. Li, Z., & Song, M. (2007). The Relationship between Traditional English Grammar Teaching and Communicative Language Teaching. US-China Education Review, 4(1). Little, D., Devitt, S., & D. Singleton. (1989). Learning Foreign Languages from Authentic Texts: Theory and Practice. Dublin: Authentic in Association with CILT. Mccarthy, F. (2000). Lexical and Grammatical Knowledge in Reading and Listening Comprehension by Foreign Language Learners of Spanish. Applied Language Learning, 2000(11), 323-348. Nation, I. S. P. (1995-6). Best Practice in Vocabulary Teaching and Learning. EA Journal, 3(2), 7-15. Nunan, D. (2003). Practical English Language Teaching. Boston: McGraw Hill. Oya, T., Emmanuel M., & Jackie G. (2009). The Influence of Language Contact and Vocabulary Knowledge on the Speaking Performance of Japanese Students of English. The Open Applied Linguistics Journal, 2009(2), 11-21. http://dx.doi.org/10.2174/1874913500902010011 Peacock, M. (1997). The Effect of Authentic Materials on the Motivation of EFL learners. ELT Journal, 51(2), 144-156. http://dx.doi.org/10.1093/elt/51.2.144 Rie, K. (2005). Relationships Between Productive Vocabulary Knowledge and Speaking Performance of Japanese Learners of English at the Novice Level. A Dissertation Submitted to the University of Tsukuba in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Linguistics. Sanacore, J. (1994). Lifetime Literacy through Independent Reading: The Principal is a Key Player. International Reading Association. Journal of Reading, 37(7), 602-606. Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press. Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press. Williams, E. (1984). Reading in the Language Classroom. London: Macmillan Publishers Ltd. Zhang, Y. (2009). Reading to Speak: Integrating Oral Communication Skills. English Teaching Forum, 2009(1), 32-34. http://dx.doi.org/10.1061/41052(346)25

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W hen students need to combine the two languages, for example in those lessons whose focus evolve around translation and interpreting. As a conclusion, we hope that, all these ways of increasing motivation we emphasized, will help you to involve your students attention to your lesson, to raise their interests to the language or course and finally to increase the motivatfon in the ciassroom. By now you may have got into the swing of your lessons and found things that w ork for you and your students. It’s quite easy to fall into a routine but it can do you good from time to time to try some different ways of activities and tasks. You may have felt uneasy at the beginning to help students to set goals, to organize pair works or whole class speaking activities or to set up role plays. Trying something new will keep you on your toes and give you a challenge. If these ways doesn’t w ork at first think about why and try again. REFERENCES 1. Littlewood, William. 1987. Foreign and Second Language Learning: Language Acquisition Research and Its Implications for the Classroom. Cambridge: Cambridge University Press. 2. learnenglish.britishcouncil.org 3. http://www.usingenglish.com /

Usmonova U, Usmonov A. (Jizzakh, Uzbekistan) IMPORTANCE OF SPEAKING SKILL AND ITS DEVELOPING WAYS It is clear that speaking is a procces of oral express as a type of speech. Speaking consists of using lexic gram m atic and pronunciatical events in a language in order to express any idea. In this field any idea plays main role. Till this time the term of speech or oral speech have been used instead of speaking in teaching foreign language. However, it has already found its role .That's w hy it is looked as a main part of learning and teaching foreign language. Students often think that the speaking ability in a language is the product of language learning, but speaking is also an essential part of the language la m in g process. In the teaching process we constantly come across such kind o f^ re b le m s as learners are mixed class with different abilities, knowledge and various learning styles. At this time we need to set a programm or plan that services to improve learners speaking skills. For instance we can create any effective speaking strategies that help to developing this skills such as:

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All these instructors service to expand learners' language knowledge sphere, their confidence in using it and how to learn speaking ability. Furthermore, telling stories, discussion, personal experiences and role-play are just some of the activities give a chance to improve learners speaking skills. Briefly, it is very important to do regular speaking activities in class to develop general speaking skills. Students must know that speaking is as vital for learning language as the other skills, and comprises skills that can be both practised and improved. In this stage we have to follow such kind of learning directions that will be effective: - If your students are reluctant or less-able speakers, give them a them e that belongs to a current events or problems to discuss in groups at the every lesson beginning or ending part. In this process they begin to have speaking skills and you can slowly introduce other longer and more directed speaking activities and tasks. - Also there are a lot of books on speaking skills that are profitable to draw reluctant speakers attention. * - Clearly pronunciation is alsa-rrfairr feature of developing speaking skills. T hat's why the next basic thing ^ i t j n we should pay attention is to create pronunciatical atmosphere. If your students are not very good in this area, it is worth spending tim e doing the activities in them, which are usually both fun and useful in raising students1 awareness of common difficulties and giving them practice. Accompanying cassettes provide good models for sounds, stress and intonation patterns, which contribute to intelligibility. - Try to control how much and how often your students are speaking to each other in the classroom and give feedback or pick up on any good or weak aspects you notice. This will help your students to recognise the value of speaking in class. - Let your students practise speaking on their own. Although there is no response or feedback, simply speaking gives the opportunity to try different ways of saying things, which can help to increase confidence. Describing w hat you see around you and w hat is happening in the street when you walk or drive somewhere, predicting the events of the day in the morning and then remembering them at 52

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night, even telling yourself what you need, and why, as you walk around the supermarket: all these give additional practice in expressing ideas in English. Also there are some important notions that which plays basic role in improving speaking skills. In this field it is important that relationship between teacher and student. It is known that at the beginning students have difficulties in formulating speaking skills, on this occasion they need to be helped as much as possible to improve their speaking ability. This means giving feedback o f some kind every time they do a speaking activity, and as often as appropriate when they are speaking during any activity, even though speaking isn't the primary focus. There are many reasons for this: • any activity will be boring if it is not mentioned by teacher. So a speaking activity is like a writing activity - your students would probably complain if you didn't correct their writing, so why shofHd speaking be different? • your ^tu d e n ts should feel that they are not wasting tim e when they speak. At this time any feedback gives them motivation • it shows your students how and where they are improving and what they need to work on • you can focus on lexis or grammatical structures you have been working on, and so recycle them Consolidating speaking skills development is important for various reasons such as improving students' confidence and 'loosening their tongues'. In this situation it is not important to pay attention to their grammatical and lexical knowledge. Instead of we should give them a chance to speak freely even though they have a mistake. So we teachers should take all under control that according to a plan like this: * Try to use English at all times with your students, outside the class, before and after, etc. as well as during class. * Notice that your students always speak English in the classroom, and as much as possible outside it. * Practice with your group doing any speaking activity. * Give them a topic to set uft^.discussion w hich is related to debatable theme and gives them a chance to ppictice vocabulary. * Stimulate students to follow news and current events by reading English language newspapers and magazines, or listening to English language broadcasting. In conclusion, we need to distinguish our approaches that may reason for developing general speaking skills. In this field it is significance that the teaching procees and its main participants. As it is above mentioned that in learning speaking skills to find answer to this question: how is it set relationship between teacher and learners? It is known that at the beginning young learners overcom e a lot of difficulties in speaking skills however, with the help of teacher, step by step their ability in this field will improve according to following above mentioned rules, as well as their knowledge of English will advance and move to a higher level.

ISCIENCE.IN.UA «Актуальные научные исследования в современном мире»

СОДЕРЖАНИЕ СЕКЦИЯ: ФИЛОЛОГИЧЕСКИЕ НАУКИ А кр а м о в а Т.К., Б е гб уд и е в а П.Ш. (С ам арканд, У зб е киста н ) ‘ Ж АНРОВАЯ СПЕЦИФИКА КАНАДСКОЙ ЛИТЕРАТУРЫХ1Х В Е КА ........... A vezova D. (T ashkent, U zbekistan) THE PROBLEM OF LANGUAGE AND SPEECH IN LINGUISTICS............... Б е гб уд и е в а П.Ш., А кр а м о в а Т.К. (С ам арканд, У зб екистан) ТЕМА ПРИРОДЫ В АНГЛОЯЗЫЧНОЙ КАНАДСКОЙ ЛИ ТЕ Р А ТУР Е ........ Б ур а н о в а М.У., С о лиева 3.3. (С ам арканд, Узбекистан) РОЛЬ И ЗНАЧЕНИЕ ИНТОНАЦИИ КАК ОСНОВНОГО СТИЛЯ Р Е Ч И ...... Н ур м у р о д о в а Кам ола Элхам ки зи (Д ж изак, У збекистан) INGLIZ VA O’ZBEK TILLARIDA BUYRUQ-ISTAK MAYLlrtlNG,J3IYOSIY TAH LILI................................................................................................ .................... C o cie ru N atalia (C h isin a u , M oldova) VALEN JE INTERCOMPREHENSIVE SI INTERDISCIPLINARE ALE ANALIZEI C O N TR ASTIVE.............................................................................. K a ip b e rg e n o va Feruza (N ukus, U zbekistan) GRAMMATICAL M E T A P H O R S .............................................................................. Ш о д и е в О д ил ж о н Ф у р ка т угл и , М ардонова Н аф осад Н а сиб илл о Кизи, О м о н турд и е в а Б о гд а гул А нвар кизи (Д жизак, У збекистан) “HAYRAT UL-ABROR” VA “LAYLI VA MAJNUN” DOSTONLARIDAGI HAMD T AH LILI........................................................................................................... , K a ip b e rg e n o va Feruza (N ukus, U zbekistan) METAPHORS AS PARTS OF SPEECH............................................................... Nazarova Z iyo d a (Term ez, U zbekistan) DISCUSSIONS AS SMALL GROUP ACTIVITIES.............................................. N o rp u la to va G.N., N oraliyeva K. (Termez, U zbekistan) HOW TO ENRICH VOCABULARY IN ENGLISH (For self-study learners).... O tazhonova D ild o r (B ukhara, U zbekistan) НУТКИЙ ФАОЛИЯТ ХУСУСИДА БАЪЗИ БИР МУЛОХ.АЗАЛАР................... S olieva Z.Z., B uranova M.U. (S am arkand, U zbekistan) THE EFFFECTIVE W AYS OF INCREASING MOTIVATION IN LANGUAGE LEARNING...................................... ............................................................................ U sm onova U, U sm o n o v A. (Jizzakh, U zbekistan) IMPORTANCE OF SPEAKING SKILL AND ITS DEVELOPING W A Y S ......... М ур о то ва Г ул но за Н ем атовна, Х о л м у р о д о в а О лима А б д у в а л и е в н а , А б д у га п п а р о в а Ш одиёна А даш али кизи, (Д жиззак, У зб е киста н ) INSON RUHIYATI VA MA’NAVIY DUNYOQARASHINING BADIIY TASVIRI (Chingiz Aytm atov asarlari tahlilida)....................................................................... А кб а р о в а З ухр а (Ф ергана, У зб е киста н ) О СПЕЦИАЛЬНОМ ОБУЧЕНИИ СТУДЕНТОВ КУЛЬТУРЕ РЕЧИ И КУЛЬТУРЕ ОБЩ ЕНИЯ В ВУЗЕ............................................................................ А р ти ко в а З и л о л а (Ф ергана, У збекистан) ИСПОЛЬЗОВАНИЕ МЕТОДА АССОЦИАЦИИ НА УРОКАХ РУССКОГО Я ЗЫ КА.........................................................................................................................

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