Of the republic of uzbekistan the uzbekistan state world languages university english faculty II

 
 
 
 
 
 

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IV. CONCLUSION.  
To conclude, in the present course paper there has been made an 
attempt to analyze peculiarities of teaching speaking methods in the light 
of foreign language acquisition and English teaching methodology. 
On the basis of the material collected the following conclusions may be 
inferred: 
– Speaking is one of the key language skills that pupils should acquire in the 
process of learning a foreign language. Moreover, it is not only the goal of 
education but also a means of learning a foreign language as while speaking pupils 
review sounds and letters, vocabulary and grammar, memorize the spelling of 
words, the meaning of words and word combinations i. e. they polish th eir foreign 
language knowledge about the topic 'transportation ' . 
– Speaking skills are the cognitive processes that a learner uses in making 
sense of vocabulary and speech. To become a proficient speaker language learners 
should be master of vocabularies and word recognition and the ability to sp eak 
orally. 
– To make teaching speaking effective it is advisable to focus on one skill at 
a time, explain the purpose of given tasks, establish connection with the previously 
acquired knowledge and skills, make usage of visual and audio aids, discuss 
problematic issues etc. Teachers should also keep in mind that speaking is not a 
passive skill, make pupils engaged with what they are speaking, encouraged them 
to respond to the skills, questions not just to the language, to make sure that tasks 
correspond to the topic and level of the pupils etc. 
– The procedure of introducing new vocabulary to pupils may take the 
following route: step 1: word introduction → step 2: pupil-friendly explanation → 
step 3: illustrative examples → step 4: checking understanding. 
– Teachers should be very reasonable and careful with error correction and 
choose the most suitable for the case as it may psychologically influence learners. 
The correction may be made by the teacher or another pupil during or after 
speaking.

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All the things considered, speaking is a language activity and ought not to be 
divorced from other language activities. To speak fluently in English second -
language pupils need to learn to think in English. The methods of any teaching 
speaking lesson should be chosen according to the learner’s level of skill 
development. Teaching speaking is a job for an expert who has to create conditions 
whereby learners can learn and develop their speaking skills. 
The research is only a modest contribution to the issue of teaching sp eaking 
methodology and thus further investigation into the sphere is highly recommended.