Language is very important in a person's life. Language is a means of communication used to express ideas, thoughts, and feelings. With language, you can use anything to easily collaborate or interact with others. English is a language used as a means of communication and the first international language used to communicate with other people in the world. Language has a huge impact on human interaction, for example, in education. Languages are usually taught and evaluated in terms of» four skills»: listening, speaking, reading, and writing.
Keywords : speech skills, vocabulary, colloquial speech, checklist.
The study of speech behavior is one of the biggest problems of linguistics, which was first demonstrated by the Swedish linguist Ferdinand de Soussur. T. L. Shcherba: «language activity is a continuous process consisting of the speech process and listening», while T. L. Shcherba: «speech activity is a continuous process consisting of the speech process and listening. «Human speech is the first speech and the child's purposeful and significant understanding of the language environment, depending on the specific situation», said Ayapova T.
Teaching English as a foreign language requires students to acquire skills such as reading, speaking, writing, and listening to a foreign language. The first and final goal of acquiring such language skills is to achieve a high level of development of the ability to perceive and reproduce the second language both verbally and in writing, that is, to achieve a good assimilation of productive and receptive skills. As for spoken language, it is considered as a basic skill, since it is necessary to demonstrate language proficiency, students are put in situations where it is necessary to speak English, so the emphasis is mainly on spoken language. The characteristics of speech performance, which reflect the strategy of verbal communication, draw attention to the difficulties of speech and, finally, how to apply speech skills in the classroom.
English plays an important role in the world, which is used by many people as a means of communication, and colloquial speech is a basic skill that language learners must master along with other language skills; it is defined as a complex process of sending and receiving messages through verbal symbols such as gestures, facial expressions. Hedge (2000) defines speech as «a skill that values people when the first expressions are released». Richards and Renandya (2002) suggested that «learning to speak a foreign language requires much more than learning its grammatical and semantic rules» (25B.). Many language learners have difficulty speaking English; there are factors such as fear of mistakes, ridicule of other students, and distrust of their own abilities. Therefore, the teacher should help students solve this problem by encouraging them to speak (Zulianti, 2013).
Let's note the most important from the methodological point of view of the quality of speaking as one of the types of speech activity.
- Situational speaking: when forming, developing and improving oral speech, we should avoid phrases of a non-situational nature
- Purposefulness and motivation of speaking: when organizing the educational process, use conditional speech and speech exercises, try to motivate the speech activity of students.
- The inseparable connection of thinking and speaking, therefore, oral speech must be developed by solving communicative tasks.
- Speaking at the skill level is always a product, not a reproduction of the finished product. Therefore, it is necessary to comprehensively develop the productivity of speaking, the spontaneity of speech. To do this, we need to understand the mechanisms underlying speaking.
It is necessary to form certain qualities in students that contribute to a more productive mastery of the language as a means of communication between representatives of different cultures. It is necessary to educate students:
— interest and positive attitude to the language they study, to the culture of the people who speak this language
— awareness of oneself as a person belonging to a certain linguistic and cultural community, as well as universal consciousness;
— understanding how important it is to learn a foreign language;
— the need to improve their knowledge and skills to apply a foreign language in various situations.
It is also useful to offer students tasks that contribute to the development of spontaneous speech. For example, you can prepare questions for them on small pieces of paper:
— Someone famous you'd like to meet.
— Something you'd like to buy.
— Describe the person on your left.
— Your plans for the evening.
Each student receives a sheet with one of the tasks (in random order). To ensure that the task is not stretched over the entire lesson, students should be given a time frame.
To maximize the approximation of the description of what they saw to real life and increase motivation, you can invite students to find the most liked picture on their phone and ask them to describe it to their neighbor, but keep silent about some detail that the interlocutor should then find out. This task can be performed in pairs. Students should also be limited in time.
How can we help schoolchildren to make their oral statements more organized and literate? In order to solve this problem, we propose exercises aimed at consolidating the use of means of logical communication of text components. Here may be useful:
— exercises with gaps in the text that can be filled in by means of lexical communication;
— Matching exercises (connecting the beginning of a sentence with the end)
— Distributive exercises (for example, to practice speech cliches of different communicative orientation);
— Exercises that require finding stylistic errors in the text or passage.
Special attention is paid to oral speech activity by the following principles: the principle of communication, orientation to the native language, differentiated language learning, interconnected and parallel learning of different types of speech activity, intensive practice, step-by-step speech skills, as well as the principle of taking into account negative language experience.
Checklist for measuring speech skills:
Hughes (2003), creates a checklist with 30 norms and sets 5 points for each factor. During this test, two evaluators note the votes of participants based on some factors, such as;
Fluency: it has three points: (a). use breaks effectively (B). don't say» e, mm, AAA " too much (B). speak loudly so that the other person can hear you, this factor has 5 points.
Interactive communication: it consists of 5 points: (a). start a conversation (B). enter new ideas in the conversation (B) " What about you?«What do you think?" make sure that the other speaker understands you (d). listen to another speaker and respond to them according to the situation, this factor has 5 points
Pronunciation: this makes up 4 points: (a) understandable and can be accompanied by other speakers (B). use some variety in your voice (volume, tempo, tone, and rhyme), (B). use accent and intonation, (B). underline keywords, pronunciation has 5 points.
Content it contains 13 points: (a) Express your opinion (B) Ask a question (B) Ask for an explanation (C) offer to help (d) politely share someone's word, (f) offer, (e) advise, (e) receive information from another speaker (e) provide information (G) summarize what the speaker has said, (H) discuss an important issue, (I) present yourself, the content has 5 points.
Grammar: it contains 8 points: (a) use only answers/phrases, not yes/answers (B). form simple sentences in the correct order of words (b) use different verbs, if necessary, (B). use different sentence structures (d). connect ideas and, but, and so on. add ideas by adding, (e). associate ideas with relative pronouns (e). use transitive words and phrases so that others follow the chain of your ideas, and grammar, like other factors, has 5 points.
According to Hughes ' checklist, in order for students to score high, they must have a large vocabulary. The more vocabulary a student has, the more complete, correct and accurate they will be able to convey the game. S. Zhienbayev notes that improving the consistency of the student's voice, proof of his faith, systematizing his pronunciation skills and teaching him to write correctly-all these are necessary steps to increase the student's vocabulary. While G. Begaliyev paid attention to methods and methods of mastering the meaning of words, Sh. Sarybayev contributed to the growth of the student's language, including the growth of the vocabulary.
In the process of improving students ' speech, special attention should be paid to the normal production of each student's own speech.
Speech development exercises should always be close to fiction. The most important literature in creating students ' speech is an artistic text, which includes newspapers and magazines, business records, and the colloquial environment;
Another important aspect of speech development is the direct, accurate reading of the text, the richness of the lexical, methodological, grammatical and native language of students, as well as speech in the literary standard; through the successful production of speech, an important, purposeful basis of the work is achieved.
Conclusion
The importance of speech is revealed more and more when combining other language skills. For example, speaking can help students develop their vocabulary and grammar, and then improve their writing skills. Through speech, students can express their personal feelings, opinions, or ideas; tell stories; inform or explain; ask; talk and discuss, that is, talk outside of the classroom. If we ask students to say words they don't understand, we won't get a good result. We can't move on to the next conversation without first knowing the skills and qualifications.
References:
- Жиенбаев С., Сарыбаев Ш., Бегалиев Ғ. https://martebe.kz/s-jleu-tilini-damuy/
- Шайхиева Г. Н., Оқушылардың тілін (сөйлеу дағдысын) дамытуда инновациялық технологияларды пайдалану https://zkoipk.kz/kz/2016smart1/2538-conf.html
- Hughes, A. (2003). Testing for Language Teachers. Cambridge, U.K.: Cambridge University Press.
- Richards, C., & Renandya, W. A. (2002). Methodology in language teaching. Cambridge. U.K.: Cambridge University Press.(р.25)
- Zulianti, Kh. (2013). Improving speaking achievement using whisper game. JP3, 1(1), 64–66. http://article.sapub.org/10.5923.j.jalll.20180402.03.html
- Гальскова Н. Д., Гез Н. И. Теория обучения иностранным языкам. Лингводидактика и методика. Учебное пособие. — 3-е изд., стер. — М.: Академия, 2006. — 336 с.