Qualifications of pedagogues under bukhara state university

The tasks and objectives of the research. The following tasks and objectives are put forward to accomplish our research:

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  Promote a student-centered classroom.
  
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  Increase intrinsic motivation.
  
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  Inspire critical thinking skills.
  
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  Promote peer-to-peer collaboration.
  
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  Are conducive to using authentic materials.
  
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  Assist to increase student talking time.
  

The subject and object of the research. The subject of the work is designed to all language skills. It may require students to use their reading, listening, speaking and sometimes writing skills to exchange information in order to complete the task. This activity can be a nice way to get students to practice new vocabulary and grammar.
The scope of the study. The Information gap activity and its importance in classroom interaction was researched by many scholars to see importance of them in teaching and learning languages.
The practical appliance of the research. This work can be used to improve students' ability especially in speaking and improve their interest and their motivation in learning English.
The research work consists of introduction, 2 chapters with 2 parts each, conclusion and the list of the used literature. In the introduction part overall information about the actuality, practicality, the scope of the study, the subject and object of the work is given. In the first chapter there is information about the theoretical overview of the topic is given. The second chapter discusses the practical implementations of the method. In conclusion part, overall results and ideas are summarized.

Chapter 1. INFORMATION GAP ACTIVITIES AND THEIR ROLE IN TEACHING SPEAKING
1.1. The concept and principles of using Information Gap Activity
Speaking is a skill, which is crucial in teaching English. It is necessary activity in teaching English especially for speaking. Thus, an activity must be given for the student’s activeness so that they can understand the material about and practice their speaking skill. Information Gap Activities is a methods for teaching speaking which is appropriate that the students can be practice in class.
Information gap means “a gap” between the two (person) in the information they process, and the conversation helps to close that gap so that both speakers have the same information. Information gap activities in which one group has half of the information required to complete the task and other group has the other half (or pair of students ).
In information gap activities, one person has certain information that must be shared with others in order to solve problem, gather information or make decisions. This refers to the fact that in real communication people normally communicate in order to get information they do not process. Information gaps activities are the activities in which students are supposed to be working in pairs. One students will have the information that the other partner will share information. They serve many purposes such as solving a problem or collecting information.
Harmer agrees by saying that in information gap activities, each students has different information which they have to share regarding Information gap activities fall under Communicative Language Teaching (CLT). The CLT approach emphasizes that meaningful communication is essential for the success of language learning. When students engage in real communication, they use their communication strategies, which will help them learn how to use a target language (Mirzayeva, 2023). In general, real communication occurs when there is an information gap between interlocutors.
An information gap activity is a technique in the classroom that asks students to communicate with their partners to get information that they do not know. As Moshkalova and Zhacheva (2022) stated, “An information-gap task is a technique in which learners are missing the needed information to complete a task or solve a problem, and they have to communicate with their classmates to fill in the gaps” (p. 5). According to Hidayatullah and Ramadhani (2019), “information gap is proposed as one of the techniques that can be used as a way to make communicative learning that can be used to break the boring and monotonous situation in the teaching English and particularly in learning speaking” (p. 2).
Lin (2015) pointed out that the “information gap” concept is derived from the principle of task-based teaching. An information gap task emphasizes that interlocutors possess different information; in other words, there is an information gap between them. Closing the information gap can be achieved through communication. A new information gap can appear, thus leading to a new round of communication. Similarly, He (2014) defined an information gap as the absence of shared knowledge among participants working on a common problem. In his view, interlocutors must have a shared communicative goal and actively work together to narrow the information gap between them.
According to Yao (2007), the information gap refers to a situation in which only some people know the information during communication. Nurhartanto et al. (2023) stated that “an information gap is performed by two people and each has different information which the other is lacking in some information. They need to exchange information to complete the task given. Once they are done, they can see that the information that each of them has completed the other” (p. 3).
Characteristics of Information Gap Activities- Researchers have explored the characteristics of information gap activities from various perspectives. Brown and Lee (2015) pointed out two main characteristics of information gap activities: one is to focus on the meaning of information rather than the form of language; the other is to promote verbal communication through information exchange.
According to Ellis (2003), an information gap task should aim to simulate language use in real life, either directly or indirectly. The information gap activity should prioritize comprehension over language form or explicit instruction. Specifically, any interactions between learners should involve meaningful information exchange to bridge the gap between the two parties.
Liu (2016) pointed out that “an information gap” has two characteristics. The first one is the eternity of “information differences” in that different people usually have different information. Even if a certain degree of information balance is achieved through communication, there will always be a new “information gap” between the two sides of the communication. In other words, “information balance” is temporary. Eliminating one “information gap” is to achieve a stage of “information balance,” and there will be countless “information gaps.” It is impossible to achieve an eternal “information balance” between people. The second characteristic is the unpredictability of “an information gap,” which is characterized by the fact that both parties in the communication cannot predict the information held by the other party in the process of communication. Liu (2016) argued that unpredictability is an important characteristic of information gap activities, which is the premise for teachers to use “an information gap” for instructional design.
In all too many English classes, teacher pupil exchanges have little communicative value because there is no real information being exchanged. In a traditional, grammar oriented class, for example, teachers often spend a large proportion of class time asking questions for which they and the students already know the answers; thus, there is no information gap to fill. Typically, a teacher asks a "display" question (that is, a question the teacher knows the answer to), an individual student answers, the teacher evaluates or corrects the answer, and then the cycle begins again with another student and another question that everyone already knows the answer to. It's an unrealistic use of language (Talebinezahd 1999).
Here are three examples of typical display questions:
1. When presenting the new word book, the teacher holds up a book and says, "This is a book. What is it?"
2. When teaching the sentence pattern for habitual actions, the teacher asks a student, "Do you sleep every day?"
3. When demonstrating the present continuous tense, the teacher performs the activity, such as walking to the door, and while doing so says, "I am walking to the door. What am I doing now?"
In each of these examples, the teacher has devised a situation that makes the meaning clear, but the situation also makes the question inappropriate in terms of the principle of information gap because the answer is already known. These display questions serve only to elicit inauthentic language practice to: present a new word (example 1), elicit a sentence pattern (example 2), or practice a grammatical structure (example 3). They are not communicative, and they have clear limitations in terms of how much genuine communication practice the student receives. They demonstrate usage rather than use of the target language (Widdowson 1978).Overuse of display questions is harmful to language learning because it leads learners away from the use of language for communicative purposes. There is no communicative need for students to learn display questions because they are rarely heard in real life situations except in such special places as courtrooms and hospitals. Display questions can only demonstrate knowledge of forms and structures, while neglecting communicative functions. Function is not always the same as the form. For example, saying "Why don't you close the door?" has the form of an interrogative, but functions as an imperative, as in "Please close the door."
Display questions do not encourage improvisation or creativity. Yet, using language creatively, without previous preparation or rehearsal, is part of the normal process of communication.
Outside the classroom, students without improvisational ability tend to repeat only what has been learned or memorized in the classroom. For example, a student seeing a teacher going to the library, asked him a classroom sentence: "Are you going to the library?" thus making the puzzled teacher reply: "Why ask? You see me going there." Finally, without information gap practice and genuine communication, the appropriate use of language in different contexts is neglected. Students without this knowledge may be able to compose grammatical sentences but still not be able to use them appropriately with other people. Without information gaps, classroom activities will be mechanical and artificial (Richards, Platt, and Platt 1992).
In order to create information gaps for genuine communication to occur in the language classroom, teacher-student (and student) student exchanges must go beyond display questions and should be based on the gap that occurs between interlocutors when one does not know in advance what the other is going to say (Prabhu 1987). Teachers must thoughtfully prepare so that oral interaction involves a transfer of information from one person to another. Teachers should begin by using appropriate questioning and conversational strategies, particularly, by asking referential questions (that is, questions they do not know the answers to).
Most display questions can be avoided by reformulating the question. Here are three examples:
Display. Referential
1. Do you sleep every day? When do you sleep?
2. Can you walk? Can you walk on ice?
3. What's the weather like today? What will the weather be like tomorrow?
If you notice, for example, that one of your students got a haircut, exploit the gap in information by asking, "When did you have your hair cut?" instead of "Have you had your hair cut?" Likewise, when teaching the word book, since the students know what a book is as an object, encourage them to use their language skills by asking something about the book, such as, "This is my book. Where is yours?" or "My book is blue. What color is yours?"
Teachers should also help their students learn basic strategies for requesting information or feedback (Stubbs 1983). Such strategies include requesting further explanation, restating ideas, and giving additional information. In order to make classroom conversation more realistic, students need to learn and practice the following kinds of expressions with the teacher and among themselves:
• You mean…? I can't understand you. Please explain.
• Please sum up what you said.
• How do you say…? Will you please repeat it?
• You believe that…? I don't agree.
• Do you agree? Why or why not? (Ward 1984)